Junior Robotics: WeDO2.0

By the end of this course, instructors will be able to:

  1. Recognize the three Junior Robotics kit components: the kit, the tablet and the software.
  2. Differentiate the five different parts included in the Lego Educational kit.
  3. Identify the three parts of a Junior Robotics class.
  4. Indicate the four key roles students have while developing a Junior Robotics class.
  5. Explore and use different strategies to assess the student's learning. 
  6. Apply different approaches for the Exploring part of the session.
  7. Demonstrate different techniques for the Share part of the session.

Introduction: What is the a Junior Robotics WeDO2.0

Defining the Junior Robotics Course.

What is Teknologi Junior Robotics?

Junior Robotics is a course designed by Teknologi to enhance the students' skills as explorers of key scientific questions and solutions for different engineering problems.

This course offers the students with a space to create and program a model. The model will provide the opportunity to resolve a scientific question or an engineering problem.  

Students will also have set time during the class to share the results of their creative process including presenting the challenges and how they overcame them. 


More than creating models with Legos: STEM concepts.

This course as all the B4K and Teknologi courses reinforce STEM concepts that the students are acquiring in their classes.

Research shows that after-school programs complement and supplement school-day learning and are well positioned to engage and motivate participants.








More than building models with Legos: 21 c. skills.

This course provides the opportunities to develop 21c skills or core skills such as:

  • Creativity 
  • Collaboration 
  • Critical thinking 
  • Communication skills. 

Evidence shows that these skills are the key abilities required by succesful 21 century citizens. 




The structure of the Junior Robotics Class

The structure of the Junior Robotics Class

The Junior Robotics class has a particular structure that provides the learning environment to explore, create and share more complex research questions or engineering problems. 

It has the following elements:

  1. The Materials: More complex bricks and different parts than other courses. 
  2. The Phases: The session has clear and concise phases where students must show particular skills and knowledge.
  3. The role of the students: The students have assigned roles allowing all participants to develop new abilities.
  4. Progress Assessment:  The instructor assess the students' progress on each class. 

Each one of these elements will be described in detail on the following sections. 

Materials: Kit, tablet, software and other components

The Tablet

tablet computer, commonly shortened to tablet, is a thin, flat mobile computer with a touchscreen display, which is usually in color, processing circuitry, and a rechargeable battery in a single device. 

Tips: 

  1. Make sure that the tablets are charged.
  2. The tablets are paired with their own Lego Educational kits. 


WeDO2.0: The Software

WeDO2.0: 

Simple drag and drop software with similar features than the WeDO1.0.

 

 

 

Source: https://www.robocamp.eu/lego-education-wedo-2-0-core-set-the-ultimate-review-by-robocamp-team/#What_is_LEGO_WeDo?

Programming: What is different?

Introduction To Robotics

  • This course is a traditional B4K class using B4K Project kit as the key tool to understand a topical issue. 
  • There is a curriculum of six classes (eight classes) per thematic session.
  • The course is opened to students from K to 5th grades. 
  • It is given mostly at schools by B4K instructors as part of the enrichment program. 


Junior Robotics WeDO2.0

  • This course uses Lego Educational and B4K Project Kits.
  • There is a curriculum of 10 projetcs: six projects use the Lego Educational kit, four projects use the B4K project kit.
  • The course is opened to students from 2 to 5th grades who have shown mastery of key skills (building with B4K project kits & programming with WeDO1.0) .

Lego Educational Kit


Lego Educational Kit

The LEGO Education WeDo™ 2.0 Core set is equipped with a convenient sorting tray with 13 different-size compartments for storing small LEGO pieces. 

Bigger elements are stored underneath the tray, in the bottom of the box. The element card is conveniently laid out to match the tray compartments.

Source: https://www.robocamp.eu/lego-education-wedo-2-0-core-set-the-ultimate-review-by-robocamp-team/#What_is_LEGO_WeDo?

Project Kit

Project Kit

The Junior Robotics class also uses the Project Kit to build models. 

Its use depends on the lesson. Please do check your lesson plans. 

Other components

 A small notebok

Students must record their findings from the Creative Phase.

A ruler

Many projects require a ruler to gather data. 

The Lego Educational Kit: The parts included

The Lego Educational Kit: The parts

What is in the Box?

Watch the video.

Movement Parts

They are the parts that alow the model to move.

A moving part helps the model to get in motion. Ex: wheels, axles. 

Structural Parts

The structural parts are the parts to build the models. 

A structural part is a foundation part. Its is required to build the model. Ex: tech bricks, Lego bricks

Electronics Parts

The electronic parts contain electronic components to produce different functions. Ex. wires, smart hub

Connective Parts

A connective part helps to put together two different parts. 

The connection parts are parts that join together different pieces.Ex. bushing, tech connector


The picture shows some of the pieces. 

Decorative Parts

Decorative parts are parts that make the models more friendly.



The picture shows some of the pieces. 

The three phases of the Junior Robotics Class

The three phases of a Junior Robotics Class

Phase No. 1: Explore

Explore

Students connect the project to a scientific question or an engineering problem.

They establish a line of inquiry, and consider possible solutions.


Two Steps: 

  1. Connect: with previous knowledge, everyday life. 
  2. Discuss: Bring up ideas and potential lines of inquiry or solutions. 



Explore: Identifying the key questions

As an instructor, for every project, you need to be able to identify:

  • What is the scientific question? or

  • What is the engineering problem?

  • What are the concepts that we are using?
  • What are the key pieces? 

Detailed information can be found on every lesson plan. 

Phase No. 2: Create

Create

Students build, program, and modify a model. 

Projects can be one of three types: investigate, design solutions, and use models. 

Depending on the type of project, the Create phase will differ from one project to another.

Create:  Three Steps

This phase have three steps:

  1. Build: Students build the model 
  2. Program: Student code different challenges to understand why the model answer the question, or solve the problem.
  3. Modify: Students modify the model to make better (faster, more acurate, more powerful, more beautiful)

Key questions

The kwy questions to ask the students are:

  1. How does the model move ?
  2. Why the model is (is not) working?
  3. How can you make the model better?

Phase No. 3: Share

Share: 

Students present and explain their solutions.

They will use their model and the notes they gather during the exploration and creation phases. 

Share: 

The steps of the Share phase are: 

  1. Document using their notes.
  2. Present to the rest of the class.

Key questions:

Some questions to ask:

  1. What were the challenges of the building process?
  2. Why does this model answer the question?
  3. How can this model be improved to better solve the question?


The students' roles at the Junior Robotics class

Brick Picker

The brick picker

The brain picker is the student in charge of looking the correct pieces to build the model. 

Model Builder

Model Builder

The model builder is the student in charge of building the model.

Programmer

The programer

The programer is the student in charge of coding the model so it can perform the required tasks.


Presenter

Presenter

The presenter is the student in charge of showcasing the project and its challenges to the rest of the class.

Asesssing the learning

Assessing the learning: What did we learn today?

Assessment, testing and exams are one of the most contentious topics in education.  Is it relevant? What and how do we measure learning? or performance? Are teachers teaching to test? Are students learning for the test? Are test fair? What is the purpose of testing? 

Beyond these relevant questions, the key issue is how as teachers and instructors, we make sure that all participants are understanding and are able to complete the task at hand. Even in the setting of non formal education, enrichment programs and alike is important to evaluate the progress of the students.

One of the key tasks of an effective teacher, one who motivates and engages students in the new learning, is to be able to evaluate progress, to assess the students performance. 


There are two types of assessment: 

  1. Summative Assessment or the Assessment of the Learning: Generally speaking those are standardized tests and exams performed at the end of units with very specific rubrics and marks. 
  2. Formative Assessment or the Assessment for Learning:  This is the kind of assessment that happens during the course of lesson or a session. Every step of a lesson or session, the teacher needs to be able to evaluate, to asses how each student is progressing. 


In the particular case of the Junior Robotics class, Teknologi is committed to show parents and teachers how students progress in the acquisition of new knowledge and skills.

Technique No. 1:  Questions for understanding

At the end of a class students must answer:

  1. What did we do today?
  2. Why did we do it?
  3. What did we learn today?
  4. How can I apply it?
  5. What questions do I still have?

Technique No. 2: Three things

  1. Student states three issues he/she found difficult. 
  2. Other students answers the questions. 




Technique No. 3: Think-Pair- Share


  1. Instructor asks a questions and gives students some minutes to ponder the answer.
  2. Students are set in pair and discuss their answer or solution to the problem.
  3. Students share with the rest of the class their answer. 


This activity can be used as part of the Explore phase. 

Technique No. 4 - Two roses and a thorn


  1. Students name two things they like about the lesson, 
  2. Students name one thing they still have a question. 

Assessment to show progress - Instructor Led Assessment

The instructor led assessment is based upon the learning objectives included on each lesson plan. 

The instructor needs to observe that the students is understanding what is happening at every stage of the lesson. 

Observation purposes are to:

• Evaluate student performance at each step of the process.

• Provide constructive feedback to help the student progress

The progress can be assessed in four categories:

  1. Emerging.
  2. Developing
  3. Proficiency
  4. Accomplished

Below there are more in-depth explanation of these categories. 


Observation Sheet - Anecdotal Record Grid:

For each lesson, there will be an observation sheet that will be part of the student's end of session progress report.


Emerging

The student is at the beginning stages of development in terms of content knowledge, ability to understand and apply content, and/or demonstration of coherent thoughts about a given topic.

Typically, the instructor observes that the given student:

  1. requires further information to grasp key concepts from the explore phase.
  2. needs help finding the correct pieces in the box.
  3. shares its project reluctantly because of confidence issues.

Developing

The student is able to present basic knowledge only (vocabulary, for example),and cannot yet apply content knowledge or demonstrate comprehension of concepts being presented.

Typically, the instructor observes that the given student:

  1. requires information to grasp key concepts from the explore phase.
  2. can find correct pieces in the box.
  3. shares its project after probing.

Proficient

The student has concrete levels of comprehension of content and concepts and can demonstrate adequately the topics, content, or concepts being taught. The ability to discuss and apply outside the required assignment is lacking.

Typically, the instructor observes that the given student:

  1. understand key concepts at the end of the explore phase.
  2. can find the correct pieces in the box and use them accordingly.
  3. shares its project but does not go beyond the minimum requirements.

Accomplished

The student can take concepts and ideas to the next level, apply concepts to other situations, and synthesize, apply, and extend knowledge to discussions that include extensions of ideas.

Typically, the instructor observes that the given student:

  1. understand key concepts at the end of the explore phase and can add new ideas and concepts to the class.
  2. can find the correct pieces in the box and can use them to modify and improve the model.
  3. shares its project including new information, solutions to challenges during the create phase and extends ideas on how the model can be improved an is used in the real world. 

Observation Sheet - Anecdotal Record Sheet

  • This observation sheet is part of the Junior Robotic instructional material. 
  • It must be completed for every student during the lesson.
  • The best moment to complete it is during the share phase.
  • The Observation Sheets are part of the students' end of session progress report.
  • The completion of the Observation Sheets are part of the instructor's evaluation. 



Assessment to show progress - What to show to parents and teachers

At the end of Teknologi Junior Robotics course, instructors and students share their progress with parents (guardians) in an open session.

This session will have four parts:

  1. Presentation of the program.
  2. Exploration of a topic
  3. Creation of a model with the parents/guardians.
  4. Sharing the model with others.
  5. Handing in of progress reports.



Teaching how to explore the topic

Explore: Connect, line of enquiry and consider

What is expected in this phase:

During this phase, the students are expected to be able to:

  1. Connect: with previous knowledge, everyday life. 
  2. Discuss: Bring up ideas and potential lines of inquiry or solutions. 

Identifying the key questions

As an instructor, for every project, you need to be able to identify:

  • What is the scientific question? or

  • What is the engineering problem?

  • What are the concepts that we are using?
  • What are the key pieces? 

This section provides some ideas on how to approach the explore phase. 

Technique No. 1: Video

A video

You can use a video to trigger the opening discussion.

Instructions:

  1. State the key question or problem of the lesson.
  2. Show a video
  3. Instruct the students to work in pairs to discuss the video and the question. 
  4. Students discuss in pairs.
  5. Students share their conclusions with the class. 


Some sources of educational videos:

PBSLearning

KidsUSA

CoolVideosForScience

NationalGeographicScience&Space



Remember: To review the WHOLE video before showing it to the students. 

Technique No. 2: Photo

Photo

Bring up interesting pictures to open the discussion.

Instructions:

  1. Show one picture related to the topic of the lesson.
  2. Provide one question related to the photo and the topic.
  3. Give the students at least 5 mins to think alone about the photo.
  4. Open the discussion.
  5. Move the discussion towards the question or solution.


Some sources of pictures:

SciencePhoto

DissolveSciencePhotos


Technique No. 3: A question

A Question:

At the core of the Junior Robotics course is to promote inquiry -based learning. That is to say, Teknologi strives to provide a learning environment where the students are problem solvers.

Instructions:

  1. Show one picture related to the topic of the lesson.
  2. Provide one question related to the photo and the topic.
  3. Give the students at least 5 mins to think alone about the photo.
  4. Open the discussion.
  5. Move the discussion towards the question or solution that the model will test or probe.

Technique No. 4: A problem

State a problem:

At the core of the Junior Robotics course is to promote inquiry -based learning. That is to say, Teknologi strives to provide a learning environment where the students are problem solvers.

Instructions:

  1. State the problem.
  2. Ask the students, in pairs, to discuss potential solutions
  3. Each group presents its solution to the whole class
  4. The class votes for the best solution or the most accurate solution
  5. Extension: How can we improve the solution?


Learning how to share our results

Share

What is expected in this phase:

During this phase, the students are expected to be able to:

  1. Document using their notes.
  2. Present to the rest of the class.

Key questions:

Some questions to ask:

  1. What were the challenges of the building process?
  2. Why does this model answer the question?
  3. How can this model be improved to better solve the question?

This section provides some ideas on how to approach the share phase. 

Technique No. 1: Documenting 1

Documenting 1

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Technique No. 2: Documenting 2

Documenting 2

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Technique No. 3: Presenting 1

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Technique No. 4: Presenting 2

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A Junior Robotics Instructor: do you have what it takes?

An effective instructor

An effective instructor is someone who creates an engaging learning environment. He or she has an in-depth knowledge of the topic. The effective instructor is a person able to reflect on his own practice to improve every day.

The Learning Environment:

  • There is evidence of respect among students and towards the teacher.
  • The instructor includes all students in their learning process.
  • The instructor have clear expectations regarding behavior.
  • The instructor knows the mechanisms to deal with unresponsive behavior.

Instruction

  • The instructor is knowledgeable on the topic at hand.
  • The instructor shares with the students the learning objectives for the lesson. 
  • The instructor knows different strategies to deliver the content
  • The instructor uses different techniques and to assess the learning during the lesson.
  • The instructor ensures that the different activities include all students. 

Reflection

  • The instructor is able to recognize what makes a lesson effective.
  • The instructor can provide feedback on his/her lesson: what worked, what did not and why.
  • The instructor is ready to acquire new skills.

rubricas de la observación para pasar el curso: Meter eso al principio del Syllabus

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https://www.teachermatch.org/blog/what-makes-an-effective-teacher/