Robotics and Math go together like bread and butter. Both are tightly and woven together that the connections seem so obvious to anyone who has ever spent some time coding a robot.
Think about it, in order to code a robot accurately, you need to be precise and accurate. You need to constantly problem-solve, use strategies, break problems apart and play with numbers.
I get frustrated when I walk into a Math classroom and I see students with worksheets and number lines solving imaginary problems, out of context from reality. I know students are not internalizing these skills or concepts as there is no reason to. Yet, we still keep plowing through the Math curriculum through the same old ways, hoping to get different results.
There is a better way. Learning…all learning needs to be embedded in an authentic task that has real meaning and consequences for the learner. Otherwise, it’s irrelevant. Sure, students can still learn skills and concepts but I guarantee the learning will be superficial.
I’m trying to find a better way. I have started to create a number of lessons embedded all through project-based learning using eV3 Mindstorms as the tool. It’s not perfect but at least the consequences are real. If your Math isn’t correct, your robot won’t do what you want it to do. It gives immediate real feedback to the learner to make changes. Most of the time, kids forget they are even in Math class. Math is just the means to an end.
Here’s a sample lesson plan that I have used with Gr5 students integrating robotics with place value and measurement with more details:
I’ve been spending a lot of time learning about the amazing world of Lego Robotics and it has opened up an amazing new world for me and my students. It started out roughly a year ago today where a colleague and I heard about First Lego League (FLL). I glanced through the website and felt completely overwhelmed. However, I had been dabbling with Ev3 Mindstorms for a couple of years and had done some integrated projects with Grade 5 Math (measurement and geometry) and led a few after school activities with them with some minor success. So I figured, why not? Let’s try something new so we jumped in with very little experience or knowledge about how FLL works, let alone how to coach a team to a competition.
What is FLL? Watch this video for more info
I spent the next few months over the summer reading forums and watching youtube videos ready to start coaching a couple of teams in August once school resumed. In South Africa, I learned that we had very limited time until the first regional competition started in mid-October. We ordered the Lego challenge sets and built a couple of tables. My colleague and I had 11 students sign up for our club from Gr4-8 and most of them had little to no experience programming or building robots. We read through the challenge booklet with all the rules but we had no idea where to start. We divided into 2 teams and split up roles and fumbled our way through the challenges focussing most of our time on the robot game. We created very simple robots with very simple attachments inspired by the work of Mr. Hino
In the end, we showed up to the regional tournament with a basic robot and a project presentation but it took a lot of work to get to that point. One of our teams got 91 points and placed 7th out of 25 teams in the robot game and our team won the best Research Presentation award and got around 55 points. We failed to qualify for the nationals as we probably didn’t spend enough time on the CORE values. Anyway, lots of learning and reflecting and here are my own takeaways:
Spend time each week doing team building activities related to CORE values. It is probably THE most important part of FLL and we didn’t realize it until we went through the whole process
Allow kids more time to design their robot base and think critically about why they want their robot to be designed that way
Have more robots available (tester robots) for kids to practice programming. We made the mistake of just having 1 available per team so only a couple of kids really got into the programming
Come up with goals for each session and assign kids those goals to keep accountability
Buy lots of extra parts (Brick owl), especially technic panels and other technic sets for extra parts.
Get lots of support videos for kids to watch. We bought several subscriptions later to FLLcasts and Robot Academy. This helped me understand the basic principles. Ev3lessons is a great resource as well
Allow kids to work through problems and know when to step back. If we are more heavily invested in winning than the kids, then we have overstepped the line.
Find opportunities for kids to share their learning during the process. We didn’t do this enough and will do a better job next season.
Have fun! The whole process is made to be a fun and exciting experience for all 🙂
Since then, we have started a Lego Robotics after school activity as part of WRO as an “offseason training” session. I’m also planning on hosting a FLL Jr. competition next year as well.
With the birth of my second child, the last year has been my primary focus. However, I am slowly getting some time and energy back to work on this blog.
I have my goal setting meeting shortly so I thought I would stop and reflect on my year as a Technology Integration Coach and Specialist Team Coordinator.
One of my goals revolved around helping and documenting how students use feedback to improve learning. This is definitely still a work in progress. Instead, due to school-wide goals, we focussed more on improving student reflection and encouraging students to dig deeper and make more thoughtful posts. I have worked with teachers and students on this goal. We also needed to better articulate our digital citizenship outcomes and the plan is set for next year to work on this more. We definitely have a clear articulated plan but need to work on following through.
Another of my goals was to find authentic ways for specialist teachers to collaborate and grow professionally. I feel that I have helped in some ways by coordinating our weekly PGCT sessions and including specialist teachers in these meetings. We worked on making units more conceptually based but still have some more work to do with this.
My other goal was to embed technology/information literacy in classroom practice and driven by units of learning. I feel that I have made most progress on this goal since we now have many units documented in Atlas that are technology-rich units. There is some work and room for growth in lower ES units but we are getting there. We are starting to see innovative practices coming from teachers and this is always a strong indicator.
Highlights of the year:
Updating the TIL standards and benchmarks and coming up with a detailed plan for digital citizenship for next year.
Helped specialist teachers improve with conceptual-based planning and assessments
Helped specialist teachers with improving reflection by using Seesaw and giving specific feedback to students
Worked with integrating Art in a Gr4 unit-Turtle Art project
Helped support lower ES teachers in using Seesaw more effectively
Embedded technology and design thinking into multiple units this year (Gr4 Energy, G3 Forces, G1 Sound/Light, G2 Farm to Table, G5 The Island, KG )
Finding ways to innovate and test out new ideas (Turtle Art, Green screen projects in G5, QR codes for book reviews, Design thinking project in Gr5, Minecraft projects)
Continued to develop Tech Crew program for G5 students and leadership and have student-led assemblies
Coordinate annual Maker Days
Continued to maintain and give students opportunities to use Makerspace in authentic ways (maker mornings, lunchtimes, passion projects, etc)
Continued to meet with teams on a regular basis to plan and collaborate on technology-rich units
Communicate and collaborate with TICs and tech staff to ensure classrooms have proper infrastructure and hardware to support learning
Support teachers and students transitioning to Macbooks and iPads through ongoing PD
Need to start doing:
Build on finding authentic ways for specialist teachers to integrate in units
Find more ways for authentic design-thinking projects for students
Collect more data/feedback on seesaw (parents/students)
Continue to capture feedback on student learning
Find ways to build flexibility in schedule to allow for more personalized learning in technology
So nearly 7 months into our official opening of the Makerspace, I thought I would spend a few minutes and honestly reflect on how it is going (more for my own sanity than anything).
Overall, it’s been a great learning experience and more the most part, it has been a very positive change for the students and the school. I don’t for one second regret the days of a computer lab and don’t think I could ever go back to teaching “technology” as a stand alone subject. I think those days are behind us and schools really do need to transition from this model to a more flexible learning space that reflects the needs of modern-age pedagogy, devices and learning environments (notice how I purposely didn’t use 21st century learning).
So why maker? Is this simply a new educational fad or buzzword, much like differentiation, learning styles, and performance assessment? Perhaps…but I’m willing to bet that it’s hear to stay much longer. Tools come and go but good ideas tend to stand the test of time. For me, it resonates with all my core beliefs in education; student-centered learning, personalized, authentic learning tasks, inquiry and problem-solving. You could argue that these are all buzz words as well but they are good buzz words, at least ones that have a deeper meaning than the former ones.
However, as much as I love technology, I think we really need to move beyond screens. Yes devices help us learn but they are a tool and there needs to be a balance with real hands-on learning using actual physical objects that don’t behave like perfect virtual models. We need things that break, stick, snap, twist and bend. Now more than ever, kids need to more hands-on experiences. As a Gen-Xer (or Gen Yer), we spent hours building forts, making messes, taking things apart and trying to put things back together again. Maybe this is me just being nostalgic but I feel I have a duty to ensure that kids don’t miss out on this.
After just finishing our 2nd Maker Day held at our school, I thought it would be a good time to stop and reflect and possibly write a few things down that may help others who are interested in starting one. I am by no means an expert but have learned a couple of things so far.
What is a family Maker day?
A Maker day is a family event that we decided to hold on a Saturday morning (9am-12pm) where students from all ages come in with their parents and engage in a variety of Maker activities. We wanted to keep the “family” aspect of it as we wanted kids to come in with their parents and make, design, innovate together. The activities range from just about anything including robotics, engineering, design challenges, e-textiles, circuit making and cardboard construction. We can’t claim that we created this idea. We got inspired to do this after learning about it from ASB. All stations are flexible so kids can spend as much or as little time on them as they like and there is no set “order” that they have to go through. All stations are fun by volunteer teachers, parents and HS students. We try and keep the atmosphere fun, relaxed but engaging.
Why hold a Maker Day?
It’s just another way to raise awareness of what making is all about and begin to build interest and excitement in maker activities and this spills into the curriculum. It’s great for teachers to be able to see what it is all about and work with other students. Students love it and come to the Makerspace excited to try out activities.
How do I go about organizing a Maker Day?
First off, it’s a ton of work so you need someone (or a couple of people) who have the time and energy to initiate it. There’s no one way to do a Maker Day and lots of different formats. Here’s some of my advice in getting started:
Plan early. Get admin on board and book in the event months in advance if possible. Decide on the venue, format and identify people to coordinate it
Start small. Maybe plan for 50 students. Our first event had around 100 and our 2nd one this year had about 110 students. Any bigger and it gets hard to manage and you need more volunteers and resources
Recruit volunteers early. For each station (ideally), you’ll need one adult/HS student to facilitate it
Plan activities. Depending on the age-range, you’ll want a variety of activities that cater to different age groups.
Recruit some outside companies to come and do demos. We had several companies come and showcase their products. They can market their products but also adds to the day
Involve parents early. Talk to the PTA and try and get a few parents on board to market it to other parents
Involve operations in the process. You’ll need some tech support, maintenance workers, cleaners and other support staff to help you out.
Test out all activities and make checklists of materials for each station and double-check (triple-check) you have all materials well in advance
Make sure you thank and show your appreciate for all volunteers. Without them, it wouldn’t be possible.
After over a year of planning, budgeting, and designing, the ES Makerspace is finally complete. Although, in reality, a true Makerspace is never complete and always going through an endless internal design process. I’m very proud of where we are at as a school and the kids here absolutely love it!
I’ll get into the how and why we made this in another post.
I thought I would share a few features of the space and rationale behind some of the decisions. I know when we were doing research, finding examples of Makerspaces around the world helped us envision what we wanted.
Some of the themes we wanted, were flexibility, accessibility, and personalization. We wanted an innovative space that was flexible to the many kinds of projects that students would engage to. We wanted it to be bright and inviting and have a certain aesthetic quality to it. Well a picture is worth a thousand words!