It is true that programmable robots are fantastic motivators for kids learning coding and computational thinking. Unlike on-screen only coding, robots let kids really see their programs working. This direct feedback helps students develop critical skills, such as problem-solving and debugging, in an engaging and fun way. Students can use robots to help test their ideas and bring solutions to life.
Robots are a fabulous addition to many single-subject, single-class-period sessions too. And that literacy is about more than just coding. Learning how to use different types of technology, how to use technology in different contexts, and even how to behave online are all additional aspects of technological literacy that will help students thrive. Likewise, it is understandable that many are concerned that the emphasis on tech will reduce other learning outcomes. Many subjects and skills can be enhanced by adding technology into a lesson plan. The trick is to find opportunities to add robots to classes where they will add to the learning outcomes you are after.
Too many students all trying to share one programming device, electronics kit or robot leads to frustration, boredom and a lack of learning. When you are using technology to enhance other subjects, however, you can often use fewer devices and still get amazing learning outcomes.
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In fact, there are lots of meaningful cross-curricular things to teach with as few as one robot. Check out these three more-than-just-coding activities, each of which you can run with just one Edison robot. The world is full of robots. From self-driving cars to articulated manufacturing arms to the Mars Rover, robots of all types are becoming more and more a part of modern life.
Of course, pop culture and science fiction are full of robots too. In this activity, students investigate what robots are, what they can do and how the representation of robots in fiction differs from real-life robots. Then it is time to get hands-on with a robot!
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We are so proud of […]. Telling Stories. Build Games. Learn to Program. Get Alice 3. Get Alice 2. Featured Projects. Setting the timer forces me to admit that things are not going the way I expected to myself AND my students and focus on determining what to do next. It may just be three to five minutes - but do it, and make yourself sit down and actually think. You will be surprised at what you might come up with, either based on plans you already have for another day, or something you may have already covered that you need to reinforce. Our role is, yes, to teach students our content, but more importantly, it is to teach them to be lifelong learners.
I can model that by learning alongside them, even with a subject I think I "know". I can also show them that I make mistakes and missteps - but that I will make a correction and keep going. One thing that is not going to be immediately apparent to high school or even university students is how young CS is as a discipline compared to other subjects.
Or rather the ramifications: they probably won't realize how different that is from the other subjects they get in the core curriculum even as they're memorizing important dates. Every subject has a forefront of changing knowledge one that high school and undergraduates basically never see but for the most part that's all CS has.
For every quicksort or lambda calculus there's a hundred things that have become common place in the lifetime of your students. So unlike math, science, literature, etc. If you are new and learning the course material yourself try to apply more structure to the content to assist yourself and your students.
A good tool for this is to develop scaffolding for your exercises that your students work within. This will help contain the material and limit the types of issues that you will need to prepare for. I have seen that one of the biggest challenges for new CS teachers is "debugging" student code. This can be time intensive and distracting. Scaffolding can help immensely in this area. Another technique is working backward on an exercise.
Provide answers that are flawed in some manner and have them correct them. This kind of backtracking can avoid the many paths students can take if they were to move forward through some material. Sign up to join this community. The best answers are voted up and rise to the top. Home Questions Tags Users Unanswered. How do you teach something when you don't know it yourself?
Ask Question. Asked 1 year, 6 months ago. Active 1 year, 6 months ago. Viewed 17k times. Buffy Buffy I just wanted to tell a joke. But joke aside, the best teachers imo are those who have enough knowledge about the subject to be able to "distill" the important things from it, and to give enough different point of views on it to help those who may not understand the first few tries to explain it.
This requires "deep enough" knowledge of the subject matter. There are always class members who get it more than you do. Your task, life-long, is to accept that, cope with that, and still provide teaching value, even to those students. As students, we presented quite a few lectures ourselves. This is especially powerful with hands-on lectures.yuzu-washoku.com/components/2020-10-04/2588.php
3 more-than-just-coding things you can teach with an Edison robot
We all learn together. I hope will be of help to other teachers gazing down the barrel of a similar gun at some point in their career: Don't be dishonest with your students or try to hide your lack of background. Ben I. A few years back, my daughter's high school was brand new, and setting up their video and media program. The teacher was a good teacher but a complete novice in the video production world. My daughter had been working on a live webcast team since 7th grade, and had risen to the level of technical director by 11th grade. She pretty much set up the entire program, freeing the teacher to learn and take care of non-technical concerns like budgets and school politics.
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Great answer. I'll add two things: if teaching code, be sure to write all exercises yourself before you assign them to students or even concurrently in class - and I do this even if I "know" the language ; use a timer to give yourself five or even 10 minutes during class when you need it to find your bearings or wrap your mind about what you're going to do next.
Tell your students that if they hit the wall while your timer is set they should investigate their problem independently or get help from others and that you'll be with them shortly. I'm particularly interested in your last bit; could you flesh that out? I don't quite understand what you mean, but it gives me a nagging sensation that there's a trick I could start enacting right away to make life better for me and my students. Even today they don't have a full three year course of just CS, although it's up to 2.
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How can students trust you if you don't have a solution that compiles? VermillionAzure VermillionAzure 3 3 bronze badges. This is a really interesting answer!
What he does is: Organize the business aspects of creating courses. Rescis Rescis 3 3 bronze badges. Often HS students don't take the time to think about the larger context of what their teachers are really doing for them.
I don't fault them for that; they're young! But in my experience, the kids who do notice are pretty special kids. Having students here is quite helpful.
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Hope you can find other questions where your perspective can be helpful. Thank for joining the site. And can be optimized The method I describe has a few stages, each dependent on the previous ones. Firstly, If possible, sacrifice a few sleepless nights not one after the other, mind you to dive into the material and learn it. Thirdly After reading the material for a subject, do what your students would do if you had known the subject. Start simple with online things, and then: After you feel sufficiently practiced with the material for a subject, start creating your own exercises.
This is the big one. This is the main point.
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