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Blocks to Robots

Blocks to Robots. New Teacher Orientation 2010. Constructionist Approach to Project Based Learning for New STEM Teachers. Author & Presenter: Michael Kutch. Today’s Educational Demands. Modern Expectations of Education: Emphasis on Science, Technology, Engineering, and Mathematics (STEM)

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Blocks to Robots

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  1. Blocks to Robots New Teacher Orientation 2010 Constructionist Approach to Project Based Learning for New STEM Teachers Author & Presenter: Michael Kutch

  2. Today’s Educational Demands • Modern Expectations of Education: • Emphasis on Science, Technology, Engineering, and Mathematics (STEM) • Develop an understanding of how the world around us functions • Balance content with appropriate workplace skills: • Teamwork, Troubleshooting, Problem Solving, Filtering through “information overload”

  3. Papert’s Constructionism Piaget’s Constructivism Constructionism vs. Constructivism Mental Constructions Piaget’s Schema Papert’s physical constructions serve to support Piaget’s mental constructions. Physical Constructions Physical Robots

  4. Beyond Traditional Construction Dynamic, programmable construction Traditional, Static construction

  5. The Four Elements of Constructionism • Design meaningful projects • Use concrete objects to build and explore • Identify powerful ideas • Engage in self reflection Robotic construction kits alone do not constitute constructionism, implementation requires 4 principles:

  6. Core-Content Standards Differentiation I. Meaningful Projects • Projects must be: …Flexible enough to account for student interests and ideas. Structured enough to meet curricular needs… yet • Projects must provide authentic opportunities for children to share: notesphotosvideos, etc. …Processes and Products…

  7. II. Concrete Objects to Build “Constructionism recognizes the importance of ‘objects to think with’ and proposes new technologies…as the new generation of learning manipulatives” (Bers, 2008, p. 21) Physical Object (atoms) Program (bits)

  8. Lead to,Prompt,Answer Powerful Ideas Essential Questions III. Powerful Ideas Can be either process or content specific and “afford new ways of thinking, new ways of putting knowledge to use, and new ways of making personal and epistemlogical connections”(Bers, 2008, p. 23). The ideas of constructionism The fundamental questions of Understanding by Design (UbD, Wiggins & McTighe)

  9. IV. Learning about Learning: Metacognition Thinking about thinking Documentation Notes, photos, and videos document the process of building a robot… Documentation makes learning visible Visible learning leads to consideration of the learning process Public displays of learning motivate students to make sense of their own learning styles

  10. Conditions Required Does your choice of technology address each of these factors? What environmental factors must change to meet these conditions?

  11. Identity Construction Environments • Meet 10 criteria, items 1-5: • Safe Space • Support Introspection • Provide design-based activities • Provide tools for complex representations of self • Provide flexible ways of expressing powerful ideas Computers & Digital Technology provide powerful means of expression

  12. Identity Construction Environments – continued… • Provide opportunities for narrative expression • Engages users for long periods • Uses networked technologies to enhance communication • Supports passage from knowledge to action • Promotes partnerships, both peer-peer and peer-teacher, throughout process

  13. Six C’s • A learning environment must develop the “six C’s” of thriving individuals: • Competence • Confidence • Caring • Connection • Character • Contribution

  14. Controlled Chaos & Handling it Teacher Lecturer Teacher Mentor Perceived Control Perceived Chaos Much Authentic Learning Little Authentic Learning • To Maintain “Control”: • Assign team members specific roles • Discuss issues with teams of like-roles • End instruction with whole class discussion time, and document where you left off • Allow “free-building” over specific instructions especially as skills are mastered • Its okay to not be the source of all answers

  15. Additional Suggestions • Technology Circles • Most project work happens in individual groups • Technology circles unite the whole class • Focus on general issues, observations, progress reports, and comments • Just in Time (JIT) Teaching • Some of the questions gleaned from technology circles will hit on powerful ideas • Teach topics in short sessions, just as students need them

  16. Resources Books: • Bers, M. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York: Teachers College Press. • Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Photo Credits: • http://upload.wikimedia.org/wikipedia/commons/f/f2/Brooklyn_Bridge_-_New_York_City.jpg • www.arts.yorku.ca/.../article_children.html • http://www.think-tank.com/COOL%20STUFF/files/page51_blog_entry12_1.gif

  17. Photo Credits, con’t • http://www2.istockphoto.com/file_thumbview_approve/9797608/2/istockphoto_9797608-friendly-cartoon-robot.jpg • http://farm3.static.flickr.com/2346/2451203237_248776f4f4.jpg • www.generation5.org/content/2004/ris20.asp • http://www.cty.jhu.edu/bin/x/u/boywriting1inch.jpg • http://www.halcyon.com/arborhts/mahlness/uploaded_images/MVC-003F-742145.JPG • http://www.harrycutting.com/graphics/photos/education/young-boy-raises-hand-classroom-I175-04-58.jpg

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