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Problem solving starting point using Logo

Wednesday, 11 November 2015
A great way to teach Logo, and any problem solving task for that matter, is to give a simple starting point that allows exploration and discovery. Your role as the teacher is to give prompts and support when needed to move the thinking on. NRICH refers to them as 'low threshold, high ceiling' tasks which describes them very well.
My introduction to Logo was on a course led by Jan Stanfield-Potworowska back in the mid-80s, It was superb, and the opening activity we were given is one I have used many times. I still think this short and simple task is the best way to help learners discover how logo works for themselves. 

Draw a tent                       
That was it – no instructions, just explore. 

It allowed us to get to grips with the language needed to draw lines and rotate the small pointer to make patterns, before managing some sort of tent. 

We were then prompted to move on in our thinking. 


Now draw a campsite

We quickly realised the importance of procedures and refining the language so that the commands were as simple as possible. A little help was given when needed. 

I can still remember the feeling of achievement when we typed in the procedure TO CAMPSITE and a field of repeated triangular tents appeared - amazing!


logo image
I'm a big fan of Seymour Papert's simple programming language, Logo.
Explore spirals using Logo
You can, of course, give your class the task above, but here is another Logo activity I have used with upper KS2 classes involving exploring spirals.

An introduction to spiral patterns


These are available to download and use below

spiral patterns 1
spiral patterns 2

Setting procedures in Logo and using Roamer

Logo procedure
Roamer procedure
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