I have no prior experience working with robotics. In fact, what I do know when it comes to robotics is basically that I don’t know much at all. I also know that the activities we are doing so far in the after school club are not mind-blowing, world shifting activities that will win us any competitions, be heralded as wildly innovative, or require immediate patent applications (not just yet anyways)… and that’s ok.
We have to start somewhere.
I don’t know much about robots… but I do know a whole lot about kids. I also know an awful lot about problem solving, collaborating, asking for help, experimenting, being resilient, finding experts, locating resources, and mediating conversations. I know about boundaries and high expectations. I know about trust. So when I show up for our new after school robotics program, that’s what I bank on. I do my best to model and teach the skills I do know about and I get out of their way for the rest. So far this plan seems to be working well. See for yourself.
Keep in mind, the students in the club were not selected to participate in the program based on their excellent math or science skills, and they were not selected because they show great promise in any specific academic area or have outstanding GPAs or have consistently good behavior. (Honestly, I have no idea what type of students they are during the school day — which I like.) In fact, the students in the program weren’t selected at all. We are together by complete chance; their previous after school program finished early in the season, they needed something to do, and I came along and said, “Hey, try this with me. I don’t really have a plan but I know we can make it great if we work together.”
In a million years, I could not have picked or selected a more perfect group to start with. They are learning so quickly and they are proof that you just have to jump in and trust the kids to help you figure out where to go to next.
At the end of each meeting, we review our time together and each member shares his or her biggest “take-away” lesson for the day. I’m sure you can imagine how it felt when, completely unsolicited, these are the types of responses students gave:
“I learned that even if its hard at first, you have to try again, because you can figure it out.”
Or how about this comment caught on tape by his teammate, “I was just tampering with the program and I actually figured something out.” (Pay attention to that smile. Its the intrinsic-joy-smile and it’s what keeps me hooked on teaching.)
My biggest take-away lesson learned so far…
Let go. Let go of fears of inadequacy. Let go of the idea that you have to “teach” kids and embrace the idea that you can “facilitate learning”. Let go. You don’t need to know everything
(For the record… I’m a realist. I know there will be a point where my mathematical and scientific knowledge will not be enough. Not to worry. I have a plan. I have a few SMEs standing at the ready and I am in regular contact with a local university partner. When we are ready for the next step, we will reach out for help.)
I promised to share practical classroom tips and ideas so before I say good-bye for the weekend…
Here’s a super easy to implement strategy for integrating technology in your club or classroom:
I keep a Flip Camera available for the students in the club to use when they want to document. Anyone can use the camera, anytime they want. Sometimes I use it. Sometimes they use it. The camera provides a good break for a student who is frustrated. I say, “Why don’t you walk away for a moment and document?” It gets him or her up and moving around, gives him an opportunity to stay involved, and in many cases he ends up observing a peer working through the same problem.
(BTW…This strategy works great with kids who have a difficult time staying still in the classroom. You don’t have to do anything with the footage. It’s more that the student stays involves, continues to learn, and does not disrupt the class.)