Posts Tagged ‘Experiential Education’
I absolutely love all of the new robotics toys that have been coming out for elementary age learners. I have been using them for my summer maker camp, with my gifted education classes, and for my upcoming Saturday morning program. One of my gifted girls noted, “Where do all of these robots come from?” I laughed and told her, “It’s actually has become one of my passions. Collecting them has become a major hobby of mine.”
I usually use them for an hour per week with my two groups of gifted learners. I am an advocate of student-centric learning and giving them choices as to which instructional activities they would like to engage. For their robotics hour each week, I am giving them the following choices with their goal of using five of the robotics to complete five of the tasks provided.
My robotics-type devices include:
- Dash and Dot
- littleBits: Gizmos and Gadgets; Arduino
- Jimu Robot
- Finch Robot
- Osmo Coding
- Adafruit Circuit Playground
- Let’s Start Coding
The craft activity involves letting the students make a stylish necklace for themselves, where their names are spelled out in binary using black and white beads. See https://bycommonconsent.com/2014/10/19/activity-day-girls-craft-idea-binary-code-necklace/ for further directions.
Several board games that teach children computer coding concepts have been brought out recently. They make a good complement to online learning games and enable techie kids to have some fun family time away from a computer screen. http://www.techagekids.com/2015/11/board-games-teach-coding-kids-teens.html
After learning a little bit about Robot Turtles, Code Monkey Island, and CodeMasters, play one or two of them.
We are caught in an infinite loop! Someone has re-written our classroom code and we are stuck. We will keep having the same day over and over unless we can find the correct code to de-bug the system. The correct code has been locked in the Breakout EDU box – once we figure out the combos, we will can escape the loop and move forward. http://www.breakoutedu.com/caught-in-the-code
The teacher will walk the group through this task.
Code.org® is a non-profit dedicated to expanding access to computer science, and increasing participation by women and underrepresented minorities. Our vision is that every student in every school should have the opportunity to learn computer science, just like biology, chemistry or algebra. https://code.org/about
As an introduction to robotics and computer science, do a few hours of tutorials via Code.org. The site, itself, offers a number of different tutorials, within their Hour of Code page – https://code.org/learn. Feel free to do the ones that look interesting to you.
After creating an account at CoSpaces using your school gmail, create a scene and use their Block coding to animate the people and objects in your scene. How-to directions can be found at https://youtu.be/0x-jdrwE7Ng.
“The app enabled ball that does it all” – that’s the tag line for Sphero 2.0. Sphero is robotic ball that connects to your smartphone or tablets over Bluetooth. It has built in multi-color LEDs that gives it light effect in combination of colors. It is waterproof, too. The free SPRK education program (which can be used with both Sphero and Ollie) has series of lab exercises to teach kids programming and robotics concepts. http://getstemgo.com/toys/sphero-and-ollie-robots-all-you-need-to-know-review/
The Task: The Maze
Program the Sphero or Ollie with the SPRK Lightning Lab app to navigate your own original maze made out of obstacles and materials in the learning environment. To complete this challenge, you must gather data about the best route through a maze and figure out how to build a program so Sphero can successfully navigate through the mayhem. More about this lesson can be found at https://sprk.sphero.com/cwists/preview/177x.
The Task: Painting with Sphero
Using a large piece of paper, different types of finger paints, the Sphero with the nobby cover, and the Lightening SPRK app, create a Jackson Pollack type painting. The full lesson plan can be found here – https://sprk.sphero.com/cwists/preview/152-painting-with-spherox
A “cleaner” alternative is to do a light painting with the Sphero using a long exposure app – see https://sprk.sphero.com/cwists/preview/78-light-paintingx
The Task: Battlebots
With a partner, create a Battlebot out of the Sphero or Ollie, cardboard, Popsicle sticks, and skewers. Challenge another team or two to a Battle. Last team with a balloon intact wins.
More lessons can be found at https://sprk.sphero.com/cwists/category
Dash & Dot are real robots that teach kids to code while they play. Using free apps and a compatible tablet or smartphone, kids learn to code while they make these robots sing, dance and navigate all around the house. Sensors on the robot mean they react to the environment around them. https://www.makewonder.com/
The Task: Rolling the Code
Using the Blockly app, complete the Dash and Dot Robots: Rolling for Code activity as described in http://www.thedigitalscoop.com/the_digital_scoop/2015/01/dash-and-dot-rolling-for-code.html
The Task: The Xylophone
Using the Xylophone and Xylo app, program Dash to play at least three songs.
Explore the possibilities of inventing with the Gizmos & Gadgets Kit. The Bits components snap together with magnets, for quick alterations on the fly. Chock full of motors, wheels, lights, servos, and more. The kit boasts 13 littleBits and instructions for 16 inventions. https://www.microsoftstore.com/store/msusa/en_US/pdp/littleBits-Gizmos-amp-Gadgets-Kit-2nd-Edition/productID.5064612700
Control Ozobot with colors! Draw OzoCode color codes on paper or a tablet and Ozobot uses optical sensors to respond—spinning, speeding up and more at your command. It comes with an OzoCode chart and over 20 games and activities. Color coding masters can move on with free Ozobot apps and the OzoBlockly editor, which introduces block-based programming. http://ozobot.com/
Quirkbot is a microcontroller toy that anyone can program. It is compatible with the open construction toy Strawbees and can be used along with readily available materials like regular drinking straws, LEDs, and hobby servos (motors) to create a wide variety of hackable toys. Let your creations express themselves and interact with their environment through sound, light and motion. https://www.kickstarter.com/projects/1687812426/quirkbot-make-your-own-robots-with-drinking-straws
Go through the tutorials found at https://code.quirkbot.com/tutorials/getting-started/ and then build at least one of the Quirkbots found at https://www.quirkbot.com/build. Teacher’s guide can be downloaded: quirkbot-educators-guide-v0-9
The LEGO® Education WeDo 1.0 is an easy-to-use concept that introduces young students to robotics. Students will be able to build LEGO models featuring working motors and sensors; program their models; and explore a series of cross-curricular, theme-based activities while developing their skills in science, technology, engineering, and mathematics as well as language, literacy, and social studies. https://education.lego.com/en-us/products/lego-education-wedo-construction-set/9580
Build one or more of the robots. Use Scratch to program them. These Scratch examples can help: https://scratch.mit.edu/studios/1302388/.
Create a humanoid robot with UBTECH’s Jimu Robot Meebot robot kit—and program it with the free Jimu Robot app on your iPhone or iPad. The kit’s six robotic servo motors give your robot smooth, life-like movement. Use the easy-to-follow 3D animated instructions on the Jimu Robot free app to build your MeeBot. Then employ the app’s intuitive programming function to devise an endless sequence of actions for him. http://www.apple.com/shop/product/HK962VC/A/ubtech-jimu-robot-meebot-kit
Make a Jimu robot using the Jimu app.
The Finch is a small robot designed to inspire and delight students learning computer science by providing them a tangible and physical representation of their code. The Finch has support for over a dozen programming languages, including environments appropriate for students as young as five years old! The Finch was developed to catalyze a wide range of computer science learning experiences, from an entry into the basics of computational thinking all the way to writing richly interactive programs. http://finchrobot.com/.
Use Scratch Programming to, first, do the basics found at http://www.finchrobot.com/teaching/scratch-finch-basics, and second, to do one of the projects found at http://www.finchrobot.com/teaching/scratch.
Using the MaKey MaKey you can make anything into a key just by connecting a few alligator clips. The MaKey MaKey is an invention kit that tricks your computer into thinking that almost anything is a keyboard. This allows you to hook up all kinds of fun things as an input. For example, play Mario with a Play-Doh keyboard, or piano with fruit! https://www.sparkfun.com/products/11511
The Task: Hacked Poetry
Program the Makey-Makey with Scratch to read a poem – attach Makey Makey to four drawings made by pencil that represent that poem. Idea for this came from Makey Makey Hacked Poetry Month Part I.
The Task: A Small Group Project
With one or two of your classmates, do one of the projects found at http://makeymakey.com/guides/
Osmo Coding uses hands-on physical blocks to control Awbie, a playful character who loves delicious strawberries. Each block is a coding command that directs Awbie on a wondrous tree-shaking, strawberry-munching adventure. https://playosmo.com/en/coding/
Play the game for 45 minutes and use each of the types of coding blocks during that time period.
The Arduino Bit is a tiny computer called a microcontroller. It brings the power of programing to your littleBits circuits, allowing you to create complex sequences of actions and explore new levels of logic and timing. https://littlebits.cc/bits/w6-arduino
For this advanced option, watch the getting started video at https://www.youtube.com/watch?v=FXQ9d3qJt3Q and then do one or more of the tasks found at http://littlebits.cc/inventions/explore?q=arduino&page=1&per_page=9.
You can use your BBC micro:bit for all sorts of creations, from robots to musical instruments. This little device has a lot of features, like 25 red LED lights that can flash messages. There are two programmable buttons that can be used to control games. Your BBC micro:bit can detect motion and tell you which direction you’re heading in, and it can use a low energy Bluetooth connection to interact with other devices and the Interne. http://microbit.org/about/
For this advanced option, do two of the projects featured on http://www.makereducation.com/microbit.html
Circuit Playground features an ATmega32u4 micro-processor with contains within it: 10 x mini NeoPixels – each one can display any rainbow color; Motion sensor; Temperature sensor; Light sensor; Sound sensor (MEMS microphone); Mini speaker (magnetic buzzer); 2 x Push buttons – left and right; Slide switch; 8 x alligator-clip friendly input/output pins. You can power and program it from USB. Program your code into it, then take it on the go. https://learn.adafruit.com/introducing-circuit-playground/overview
For this advanced option, do one of the projects featured on https://learn.adafruit.com/category/circuit-playground.
We’ve made it easy to learn the fundamentals of all coding languages, like methods, functions, and statements. Your code will control electronic lights, speakers, buttons, sensors, screens, and more. Follow 14 step-by-step lessons to get the basics down. Tinker with already-working programs. https://www.letsstartcoding.com/
Bloxels® is an innovative video game development platform that allows you to create your own video games. With easy-to-use physical and digital tools, you decide what the game looks like and configure how it is played. You tell the story of the characters and design their looks. You create the obstacles and the power-ups. http://kids.bloxelsbuilder.com/
Bloxels really isn’t a robotics nor coding platform, but because of the interactivity of physical objects with technology, I include it as part of my robotics kit.
Watch the tutorials found at http://kids.bloxelsbuilder.com/full-tutorial and build a game that uses five rooms where each of those rooms include characters, backgrounds, hazards, and powerups.
I work part time with gifted elementary students at two Title 1 schools where most of the students qualify for free or reduced lunches; and where they and/or their parents are learning English as a second language. What I quickly discovered about my students was that many were lacking in foundational skills in ELA and in math. Sadly, the instructional method used by way too many schools, especially those considered low performing like mine, is to give students lots of worksheets to teach such skills. I don’t like worksheets. I didn’t like them when I was an elementary student and don’t know too many elementary students who say, “I love doing worksheets.”
I have been using games in my classrooms (elementary and higher education) for decades. My use of games has included board games, team building and cooperative games, and more recently, video games. In order to help my gifted students learn some of the foundational skills, I integrate a variety of these games. This post is split into two parts:
- Personal Observations About the Use of Games for Learning
- Example Games Used to Teach and Reinforce
Personal Observations About the Use of Games for Learning
There has been a lot written about using games for learning. Research generally supports their use for learning:
Across 57 studies that compared teaching with a game to using other instructional tools, incorporating a game was more effective (SD .33). Using a game improved cognitive learning outcomes along with intrapersonal and interpersonal outcomes. Researchers looking at other collections of studies have found that games help students retain what they’ve learned.
I have written about the teacher as an ethnographer and the teacher as a reflective practitioner. In line with these beliefs, I have made my own personal observations about using games with gifted elementary students at low performing schools.
The Desire to Win is a Motivator
One of the biggest draw in the use of games is that students want to build their skills in order to win the game. Most, if not all, of my students embrace and engage in competitive games with the goal of winning. The need to win is a strong motivator; and to win they need to develop those skills. Even in group team building and cooperative learning, learning basic skills in order to be successful is a great motivator for learning basic skills. The same can’t be said of worksheets. The major reward for completing a worksheet is a grade from the teacher. For many students, this type of reward is not all that motivating.
A Sense of Fun and Play
When games are used for learning, excitement and joy become part of the learning process. My learners’ excitement is seen with their squeals of joy, big smiles on their faces, and jumping out of their seats when they succeed in the games. Doing worksheets is not fun and they do not elicit playful responses. They is limited joy in learning through worksheets.
Learning Doesn’t Feel Contrived, Pushed, nor Painful
Most children play games and many adults do so, too. Games seem to be part of human existence. Thus, when games are introduced into the learning environment, they feel natural to the learners. On the other hand, worksheets are not part of learners’ lives outside of the classroom. This translates into worksheets feeling contrived and pushed. Doing worksheets is often painful for the learners.
Noise is Expected
Games often include vocal elements. Learner voices and noise are expected and accepted when games are played. The opposite is true for doing worksheets. The expectation is that there is silence in the classroom while students work through their worksheets.
Increased and Engaging Repetition of Concepts
In general, repetition is needed to gain and remember basic skills. Usually this occurs through memorizing and repeating core skills. Games often offer the repetition of basic skills in a fun way as learners work towards completing the game challenges. Doing multiple worksheets can provide the repetition but not the engagement.
Learners Spontaneously Help One Another
Even in games that ask learners compete (see the second part of this post for examples), they often help one another out when one of their peers get stuck. This type of peer assistance is not promoted, may even be seen as cheating when students are completing worksheets.
Natural, Immediate, and Continual Formative Assessment
Most games offer continual feedback on learners’ performances. Games provide immediate feedback about the degree of success with a challenge as this function is built into the game mechanics. The same is not true for worksheets. The teacher is the one who often reviews and grades the worksheet. Feedback does not tend to be immediate nor continual with the use of worksheets.
The above characteristics equal increased engagement, and increased engagement often means increased learning. I have to wonder if one of the reasons my learners didn’t develop foundational skills is that they weren’t engaged in their learning processes; that they just went through the motions of doing the worksheets.
Examples Games Used to Teach and Reinforce Basic Skills
In this game, students were separated into two groups. A pile of several sets of Alphabet bean bags were placed about 25 yards from the starting line. In a relay type game, group members ran one a time to pick up and bring back to the starting line one bean bag at a time. The relay continued until all of the bean bags were picked up.
The groups were then asked to create as many words as they could using the letters they collected. Letters could be reused after a word was created. Point values were: one point for words of 2 to 4 letters; two points for words with 5 to 9 letters; and 3 points for words with 10 letters or more.
Words with Friends
I created a class account with Words with Friends EDU:
The success of this game was better than I expected. The learners had never heard of nor played Scrabble so I was excited to see their level of engagement. They loved challenging one another; learning how the point values worked; and exploring the power words and their definitions.
Basic Number Sense
Similar to the word fluency games, I have been using a variety of both analog and digital games to increase my learners’ knowledge and skill with basic addition, subtraction, multiplication, and divisions.
Some of the analog math games I’ve used include”
- Sumoku – http://www.blueorangegames.com/index.php/games/sumoku
- Equate: The Equation Thinking Game – http://www.playequate.com/equate/
- Tri-Facta – http://www.hand2mind.com/item/trifacta-multiplication-division-game/7173
- Games with Playing Cards and Dominoes – http://www.education.com/activity/fourth-grade/math/
Some of the digital games I’ve used include:
Parting Shot: One of my gifted students yelled out this week during class (I meet with one group for a half a day and the other for a full day): I love coming to my gifted class. It is so much more fun than learning. On one hand, I was happy to hear how much he enjoys the class. On the other hand, I was saddened that: (1) he didn’t see our fun activities as learning, and (2) his regular classroom lacked such fun.
The things we have to learn before we do them, we learn by doing them. Aristotle
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. John Dewey
My training as an educator occurred through experiential education rather than the traditional route. Experiential Education is based on the following principles as articulated by the Association for Experiential Education:
- Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.
- Experiences are structured to require the learner to take initiative, make decisions and be accountable for results.
- Throughout the experiential learning process, the learner2 is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
- Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.
- The results of the learning are personal and form the basis for future experience and learning.
- Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.
- The educator and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot totally be predicted.
- Opportunities are nurtured for learners and educators to explore and examine their own values.
- The educator’s primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.
- The educator recognizes and encourages spontaneous opportunities for learning.
- Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.
- The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes. (http://www.aee.org/what-is-ee)
I know no other way of teaching. Knowing the powerful results of experiential education, it confuses me as to why more (if not all) educators don’t teach this way. In the graphic below, the images in the left column are learners from my own classrooms, the images on the right symbolize more traditional approaches in educational institutions. As “A picture says a 1000 words,” the expressions of the learners say engagement, interest, joy, and learning. Which do you want your students, your children to experience at school?