• Teach algorithmic thinking without technology by having students create precise, sequential instructions for a task.
• In a back-to-back partner game, one student verbally instructs the other on how to replicate a secret drawing.
• The exercise demonstrates the importance of precise communication and is easily adapted for any subject area.

While algorithmic thinking is a cornerstone of computer science, its value extends far beyond coding. At its heart, it is a method for thinking critically and strategically, breaking down complex problems into manageable, logical steps. Promoting this skill in subjects such as history, ELA, science or math is a fantastic way to deepen student engagement and enhance how they approach challenges. The best part is that you can sneakily introduce these foundational computer science principles without any technology, strengthening problem solving abilities across the board.

A simple and engaging way to begin helping students practice algorithmic thinking is with a partner drawing activity that can be adapted for any subject area. The materials are just as simple, requiring only blank paper, a pen or pencil for each student, and a hard surface like a clipboard or book to write on. Once students have their supplies, the setup is wonderfully simple. Have them get into pairs and determine who is Partner 1 and who is Partner 2. To begin, each partner takes a few minutes to privately create a sketch. It is often helpful to introduce this activity by using a non-academic drawing, such as a simple pattern or a figure made of basic shapes. This initial approach allows students to concentrate on the communication process itself before layering in academic content.

Now, the algorithmic fun begins. Have the partners sit back to back so they cannot see each other’s paper. Partner 1 will act as the programmer, speaking precise, step by step instructions to help Partner 2, the computer, recreate their original drawing. The key is specificity. Partner 1 must use clear directional and descriptive language, such as “draw a two inch horizontal line in the center of the paper” or “starting at the right end of that line, draw a circle with a one inch diameter.” They should describe shapes but avoid naming objects, like saying “draw a large triangle on top of a square” instead of “draw a house.”

Once Partner 1 has finished giving instructions, it is time for the reveal. Have the partners compare the original drawing with the newly created one. This step is similar to the of running a program and checking the output. Students will immediately see where instructions were clear and where they might have been ambiguous. After discussing the results, the partners switch roles.

This exercise mirrors computational thinking. Students learn that for an algorithm to work, every step must be explicit, logical, and in the correct order. There is no room for assumption. The slight differences in the final drawings become valuable lessons in the importance of precision.

The applications across the curriculum are limitless. In an English Language Arts class, a student could describe the setting of a story for their partner to illustrate. For a history lesson, one student could guide another in drawing a map of an ancient trade route. Science classes could use this to detail a process like the water cycle or the parts of a cell. In math, students could give instructions to construct a complex geometric figure. This simple drawing game is a great first step toward developing problem solving skills.

This blog post was drafted with the help of Google Gemini to help organize and flesh out my thoughts and ideas regarding the partner drawing activity and to generate the accompanying images. I also used NotebookLM to generate a deep dive audio overview, perfect for those who want to listen and learn on the go.