Yes, you will need access to the accompanying video for each chapter. Each video is approximately 15 minutes in length and introduces and explains the concepts in each chapter. Students should view each chapter's video before they work on the Review Questions and Investigation. If you do not already have access to the videos, please visit the following page to request access:

CriticalThinkingWithAlgorithms.com/video

This is not a programming course. This is a conceptual introduction to critical thinking with algorithms. However, in Chapter 7 (Draw), students do create a script using "turtle graphics" in the Python programming language to complete the Investigation. This is a simplified version of traditional Python programming.

This workbook is designed for high school students (Grades 9 through 12) as an introduction to procedural, critical thinking and some computer science topics. But this workbook can also be appropriate for advanced middle school students or adults who wish to learn more about algorithms. Although Algebra 1 is not a strict prerequisite for this course, many topics in this workbook require critical thinking at a level similar to solving an algebra problem.

No, all students can benefit from this course. Although several of the chapter topics are related to computer science concepts, this workbook is designed to be used by a wide range of students. Students will be exposed to algorithms spanning a variety of subjects and techniques, including creative writing and brainstorming.

Students will learn how to do the following:

1. Apply algorithmic thinking to solve everyday problems in daily life. Students can develop "how-to guides" for topics that directly benefit them, such as the following:

• Learning: how to study for a test, how to teach a new concept
• Business: how to streamline a business process
• Project management: how to decompose a large project into smaller tasks 
• Problem solving: how to improve a process that I am dissatisfied with, how to find the root cause of a problem, how to decompose a complex problem into simpler, component parts.

2. Understand fundamental computer science concepts (e.g., sorting, searching, arrays, recursion, boolean logic), without needing to learn the exact syntax of a programming language. Instead, we will focus on the underlying concepts and principles. A student can pursue computer programming, if interested, using this course as a conceptual foundation.

3. Follow detailed written instructions. Students learn to complete detailed lessons that involve following existing algorithms and creating new algorithms.

4. Create instructions and explanations for helping others, completing a task, or preserving knowledge. Students learn to express themselves using both of the following: 

• mathematical principles and language, using logic and precision
• linguistic principles, using unambiguous English sentences

5. Evaluate the succinctness and precision of prose. Most of the algorithms in this course are written in English, not computer code. Students must write with clarity since their instructions will be evaluated by others' ability to follow their instructions.

6. Improve poor processes and algorithms. Students can identify what needs to change in an existing process to achieve a better result. Students learn how to be "a part of the solution, not just part of the problem."

• STEM students can use this workbook as a foundational course prior to learning formal programming. Topics in this workbook may provide inspiration for developing apps or for finding new solutions to problems. 
• Younger students can skip sections, questions, or chapters that are too abstract or difficult to master. 
• Classically-educated students can take this course after a course in formal logic. This creates a pair of courses that complement each other.
• Students working in teams can complete the Investigations in small groups. Students can creatively solve problems and explore real-world algorithms using hands-on investigations. Small groups can explore the discussion questions.
• Homeschool students can complete the Investigations individually without the need for additional lectures or instruction. The Investigations, Review Questions, and Discussion Questions can be completed at home. Homeschool students can also work with other students to complete each chapter in a co-op or collaborative setting.
• Advanced students who enjoy the concepts can use the chapter topic as a launching point for more in-depth work, such as the following:
• apply the same concepts to a deeper investigation or project
• develop an independent project to create a new algorithm or refine an existing algorithm
• create models or simulations that demonstrate their understanding of the chapter's topic
• explore the discussion questions in more depth
• conduct separate research into types of algorithms related to the chapter topic
• create computer programs that work to support the investigation or chapter objectives

This course can be taught in one semester by covering one chapter per week. Or it can be taught in two semesters by covering one chapter every two weeks. The following activities can be combined to create one-week or two-week lesson plans for each chapter.

Core Student Activities

• Students watch the video for each chapter and take notes using the Notes section of this workbook.
• Students write answers to Review Questions in this workbook.
• Students complete the chapter Investigation.
• The Investigations can be worked on individually, or in pairs or in small groups.
• Students share Investigation results with the rest of the group.

Additional Student Activities 

• Students answer the Discussion Questions individually as preparation for group discussion.
• Students work in pairs or groups to answer the Discussion Questions.
• Students present answers to the Discussion Questions and engage in a larger group discussion.
• Students prepare a summary or presentation that provides a chapter overview and incorporates the chapter's objectives.

Group activities (led by an instructor or group leader)

• Ask a student to introduce and describe each chapter's topic from notes or memory.
• Conduct interactive exercises or question-and-answer related to the Investigation.
• Prepare students for the upcoming Investigation topic by providing suggestions and guidance.
• Discuss the chapter's topic by asking open-ended questions such as "Why is this topic relevant?"
• Work as a large group (or in small groups) to solve a short problem related to the chapter topic (e.g., understand the causes of an accident, decipher a message written on the board)
• Provide supplemental detail about the week's topic. This could include the following: 
• Recap concepts from the video
• Tell stories or provide examples from personal experience
• Give examples of the concept applied to real-world situations
• Answer student questions.
• Provide a demonstration of the week's topic.

Each week's lesson has a verb for its title. The verb (e.g., "Hide") serves as the topic for the lesson and describes one way that algorithms can be used. This one-word focus makes the purpose of the lesson clear and keeps the course action-oriented.

Each chapter includes an assignment called an "Investigation." This is a case-study, a problem, or a collection of exercises that the students can use critical thinking to solve.

Yes. The students can work independently to view the videos, answer the review questions, and complete the Investigation. Then students can meet to discuss, interact, and review the material together.

In a school setting, the chapters in this workbook can be taught by a math or science instructor. 

In a homeschool setting, a motivated parent or student can work through all the questions and Investigations. 

This text explores a variety of engaging topics (e.g., steganography, cryptography, sorting, estimation) at an introductory level so that there is no need for specialized course preparation or computer programming.

While most of our graphics are custom made by us, a few of them were downloaded for free from the Noun Project:

"Computer" by Yorlmar Campos from the Noun Project