Archive for the ‘Curriculum Continuum’ Category
The Robotics Academy is excited to announce the release of our EV3 Curriculum! It is available online for free today.
The Introduction to Programming EV3 Curriculum is a curriculum module designed to teach core computer programming logic and reasoning skills using a robotics engineering context. It contains a sequence of 10 projects with quizzes and 60+ videos (plus one capstone challenge) organized around key robotics and programming concepts such as:
- Basic Movement
- Using Sensors
- Loops and Switches
To make it easy to get started with teaching EV3 in the classroom, there is a printable teacher’s guide. This step-by-step teaching guide contains everything that you need to know to plan your lessons using the Introduction to Programming LEGO MINDSTORMS EV3 Curriculum.
There is also a downloadable and/or DVD classroom version available for purchase that includes:
- Installable version of all lesson content
- Student Worksheets
- Answer Keys
- Access to upcoming bonus content (Online Download) Coming in May!
- Data Logging,
- Wiring Data Hubs,
The Carnegie Mellon Robotics Academy has provided training to thousands of middle and high school educators. Our 2010 schedule is now available, and offers teachers, mentors and parents a range
of dates, times, platforms and venues for robotics education classes. We offer both the convenience of online, web-based courses, along with the benefits and positive group dynamics of ‘face-to-face’ on-site classes, held at our Pittsburgh-based facilities. Choose from NXT, TETRIX and VEX formats. All classes are designed to accommodate both beginners with no prior experience in programming or hardware, and more advanced robotics educators who want a refresher, want to learn more, and want to take advantage of the best possible resources to further their expertise and impact in the classroom.
Start here to access class information. We look forward to welcoming many of you to our exciting slate of 2010 courses…!
I talk to teachers nearly every day and many of them say: ”I want to teach robotics, where do I start?” I’ve developed a pretty standard reply, I asked them “What is it that you really want to teach?”
This is a pretty important thing to consider when you begin to teach robotics. There are so many different concepts that you can teach. Our research with the University of Pittsburgh tells us that trying to cover too many things may lead to confusion… Although kids are exposed to lots of great academic concepts as they study robots, we’ve found that it is hard to show measurable gains in test scores without foregrounding and measuring specific concepts; and of course it is paramount in today’s “high stakes testing” environment that we show academic improvement. In this discussion, I hope to talk about how robotics can be used to teach: computer programming, engineering process, specific math and science concepts, address technological literacy, develop 21st Century Skills, and more, but the quandary that robotic educators find themselves in is “what is it that I want to teach in my class, because we can’t teach it all?” What is approriate to focus on in a 5th grade classroom will not be as relevent in a high school class.
The book “How People Learn” suggests that today’s teachers need to focus on “Big Ideas” to prepare students for the complex world that they are growing up in. I believe that robotics can be used to teach big ideas, but that it is critical that we have a plan that will lead students to measurable academic gains. The picture above shows an example of an idea that we are developing at the Robotics Academy called a curriculum continuum (I picked the middle school level, that is where we will start, but you will find that we are developing the same type of plan for high school students). The curriculum continuum is designed to foreground and measure specific concepts rather than on the generalized – eclectic mix of concepts that make up the field of robotics.
Children learn what is measured, anyone that has been part of a FIRST competition knows that there are times when the project becomes so busy, that we forget to measure. I hope that you will share your thoughts. Regards, Robin