Tag Archives: Education

Fake Ninja Fights Make Life Better

26 Jan

I haven’t written in months. I got busy. I got wimpy. I just stopped. 

Part of the pause in writing was motivated by an all school assembly that discouraged staff from blogging about anything school related. I don’t think that conversation was directed at me or my blog, but I subconsciously took it in and the next thing I knew months had passed without writing.

So much has happened between then and now, which is another reason I think I got stuck. I felt like I was supposed to catch up, and the problem with thinking that way is that it made coming back to the blog too daunting and overwhelming of a task. So I kept putting it off.  I knew I just needed to write. Anything. But I was stuck.

Then, something finally happened to get me to sit down and write again. It’s nothing amazing. Sharing it won’t close any opportunity gaps or raise any AYPs, but it may someday prevent another teacher from a bad day battling the classroom blues, and so it seems as perfect a reason as any to get out of my writing funk. So here goes…

The boys robotics team showed up to the last meeting of the season and right away two of the remaining five team members announced that they would not be able to come to the event on Saturday. (This is the event that they have known about since September. The one that their parents signed forms for agreeing to make sure their children would attend. The one that for which we have literally been preparing for about for 5 months.) On top of that news, a few of the boys showed up in complete “baggage-heavy” mode with sad faces and slumped shoulders totally unable to “leave it at the door”. It was just one of those teacher moments when you are tired and defeated and you feel like no matter what you do it will never be enough. You know? It was too much for me and too much for them. We all just looked at each other… deflated.

I then wasted a good five minutes on“blah blah blah responsibility blah teamwork blah” which I’m sure sounded alot like “Wahwahwahwahwahwahwah” and as I was talking I was reading the pained expressions on their faces and imagining their inner voices screaming “I wish she’d shut up.” “She doesn’t get it” “La la la… I’m not listening…I’m not listening”…

And  then I remembered. “Wait. I know better. I’m just letting fatigue get to me. I know that lectures about teamwork and impassioned discussions with students about responsibility in the hallway won’t really help them get any work done. Talks won’t make the kids suddenly able to come to the event or magically induce a focused work trance. They won’t make the problems that low-income school students bring in the classroom suddenly disappear. They just makes everyone unhappy and tired in the moment and who can work where unhappiness abounds, and don’t frustration and unhappiness work perfectly as another excuse not to get any work done?

And so, in a moment of desperate inspiration, I called the boys into a circle at the front of the room and I challenged them to…

A fake ninja fight. 

Yep. That’s what I did. The rules were simple. No touching anyone. You just had to amaze the team with a devastating ninja move which would ideally be accompanied by some kind of brain-breaking noise that would fill the rest of us with terror and perhaps make us kneel in awe to the mighty-ness of your ninja power.

I thought for sure this plan would backfire, the problems and frustration were too big for a silly fake ninja fight. The students’ resolve to communicate their sorrow and frustration on this particular day would surely win this round… but then, one of them stepped forward and tore into our souls with some mighty ninja fury. AND. Inspired by his courage, I demonstrated my fiercest move… “the tear-the- heart-out-take-a-taste-spit-it-out-on-the-floor-and-squish-it” move. AND SO. The next boy hurled a ninja throwing star directly at me which sent me sailing to the floor clutching the point of entry in my wounded chest. KABLAM. Which was followed by another student’s best slow-motion spin kick with accompanying slow-mo audio “Hiiiiiiiii—-yaaaaaaaaaahhhhh”.

And then we were laughing.

And then we were working. 

I don’t know what inspired this particular course of action in this particular moment of my teaching career. It wasn’t in any lesson plan and I’d never done it before with students. I do sometimes make my husband laugh with my super stylin’ ninja moves when I need to express my frustration at the world, and I did fight my three-year-old “nephew” from Uruguay in a fake ninja fight at my wedding…

But I don’t know why today I decided this was something to do in a classroom in front of human beings that function outside my normal circle of weirdos and family. All I know, if you don’t mind my saying so… is that it was kind of a genius move on my part. It fixed everything, well… at least long enough for the boys to get some work done.

I know. It didn’t solve their larger life problems. It didn’t solve mine either. But it helped us to stop, to breathe, to play, to connect, to reset and blow off some steam and then, to get back to the work we needed to get done.

It felt great to let the boys be boys for a moment and I think they enjoyed and needed the opportunity to do so.

If you have the right classroom environment and the right group of kids (because we all know fake ninja fights might not be the best plan in every classroom), give it a try sometime. You can borrow my secret move if you want. Just remember. The key to making it especially awesome is the part where you taste the heart, right before throwing it to the ground and squishing it.

😉

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Why STEM? An idealist rant from my inner hippie voice.

4 Sep

Tonight after reading a post by Kim Crawford, titled “Don’t Forget to Show Them Who You Really Are” I started to think about how I present myself in this blog. By nature, I do not struggle with vulnerability. Unlike Kim, I’m more likely to need to build a few walls then take them down. But her post got me thinking. Do I ever really share the part of me that is a peace-loving, wildly idealistic optimist that just wants the world to stop making itself so sick, or do I keep that part of me hidden so as not to come off as an “anti-intellectual”?

So, I’ve decided to share my completely self-serving idealist hippie reasons for pushing STEM in schools. I’m going to try not to self-censor or over edit. If it’s a little jumbled, please be gentle. 

In the media and the white papers, improving STEM curriculum in schools is promoted as the means by which we will ensure our national security and create the pipeline of skilled, technical workers that will be needed to keep our high-tech world running and progressing. While I don’t undervalue the importance national security or a skilled work force, these are not my motivators for pushing STEM in schools.

My desire to see STEM improve in schools is based in my desire to help students develop the skills I believe they will need in order to create the world I want to live in and that they will have to live in. What can I say, it’s sounds cheesy when I say it out loud, but there it is, my reason for pushing STEM in schools. 

I want to live in a world where, when a problem or obstacle presents itself, people attempt to solve it, and don’t immediately look to someone else to fix it or blame someone else when it doen’s get fixed. I want to live where people from every race, sex, religion, and age can empathize with one another and collaborate to create positive change.  I want to live in a world where people who think about their actions and the impact their actions will have on others drive innovation and progress. I’m not naive. It won’t happen in my lifetime, but I can still want it and I can still take steps to try to make it happen.

I sometimes judge myself harshly. I should be championing the efforts to keep music, art and physical fitness in schools. They are equally important and they are the reason I stayed in school. I guess I see the current focus on getting STEM into schools as an opportunity to keep these activities from disappearing altogether for now. Art with an emphasis on applied math and technology. You can can make that happen. Physical activity with an emphasis on applied physics, technology and engineering. You can make that happen. With STEM as the buzzword of the moment, you can say, “Don’t worry! It’s not an art lesson, it’s a STEM lesson” and no one will question.

I’m technically an advocate for SHTEMPALM… but that sounds a little silly, right?

I’m getting a little punchy and it’s a little late, so before I back out and save this as a draft that never gets posted, I think it’s time to sum it up. 

I want to make sure that students engage in problem-solving and critical thinking especially around issues that are relevant in their lives. I want them to think about problems and to work together to find and design solutions. I want them to have the information and the skill sets they need to make their solutions realities. I want them to learn to fail with grace and to bask in the intrinsic joy that comes with success. I want them to build a beautiful world for themselves.

Peace. 😉

Feature: A Teacher’s Top eGFI Tips

31 Aug

Check it out! I was interviewed for the latest “Engineering Go For It” teacher newsletter.

As you may already know if you follow this blog, I love eGFI’s educator resources, so when contacted by one of their writers for an interview, I jumped at the chance to share how I use them!

If you are implementing a STEM program at your school, their site is a must!

ISTE 2011: LEGO Workshops (Post 2 of 2)

26 Jul

ISTE 2011 Post #2: Notes: Working my way through my conference notes. Trying to get them out of the brain and onto the page. 

LEGO Sponsored Workshop: Revolution through Serious Play and WeDo 

I have only one big gripe as a newbie at ISTE this year; the online program was a pain in the neck to navigate. Searching by keywords brought up a few workshops and presentations, but completely ignored others. “Sponsor Activities” weren’t listed under “Presentations by Time” and… well… I won’t waste your time venting about the schedule. The short of it is that I paid for a half-day NXT workshop, when I could have attended a free sponsored workshop on the same topic by the same presenter, and I almost missed out on the opportunity to attend this LEGO WeDo workshop that I completely lucked into when I happened to walk by and I recognized the familiar kits.

Part 1: Serious Play

I slipped into the room a few minutes late and took an empty seat. We sat in pairs at workstations, each containing a WeDo Kit and a laptop. While I was interested in hearing what the presenter, Kathy Holberg, would share about WeDo, I was also interested in:

1) Connecting with other educators who are using WeDo in the K-6 classroom

2) Learning about “LEGO Serious Play“, something I had read about, but had never seen.

Kathy started by giving us this brief overview of LEGO Serious Play (LSP). LSP is used as a training tool or training methodology in a variety of industries and businesses, as well as in schools, for purposes such as team building, fostering out-of-box thinking, encouraging the expression of feelings, ice-breaking activities, making connections, aiding awareness of others’ feelings, and developing listening skills. It is also used to improve communication skills, logical thinking, and creative thinking. It is a vehicle for exploring metaphoric language and thoughts.

After her overview, Kathy gave each participant a bag of LEGO Serious Play parts and this prompt:

Construct a model that represents a hands-on STEM lesson in your classroom. Try to use all the pieces.

I looked at the meager pile of random pieces lying on the table in front of me, and thought “Really? Do that? With these?” I looked over at my neighbor; she appeared equally hesitant. Regardless, we set to work clicking and snapping pieces together.  What I found interesting, is that due to the limited number of pieces to choose from, I was quickly forced to let go of any desire to create a specific or concrete representation of an object or idea and to instead embrace my creativity and explore which pieces I could use to represent an object or symbolize an idea. It got easier and easier.

After five minutes, Kathy stopped us and asked us to turn to our neighbor to describe our models regardless of where we were in the building stage. This was my model…

…and here is my partner, LeRhonda’s (@lgreats) model.

I love that even with so few pieces to work with, we were both still able to create and share something unique regarding our ideas on STEM lessons in the classroom.

According to Kathy, a teacher’s, or facilitator’s, main role during a Serious Play build, is to ask questions and move around the room without introducing any type of bias into the building effort. For example, a facilitator should not say “Good job, Tom”, because it could create the impression that there is a “good way” or a “bad way” to complete the activity. The goal is to have everyone be comfortable using the LEGO blocks as a vehicle to explore or express an idea, a thought, or a feeling without worrying about the consequences of not doing it well, or right, or as good as the next guy.

Kathy made sure to clarify that the LEGO Serious Play methodology required specific training in regards to how to“properly” write a challenge question, set the stage for using LSP (LEGO Serious Play), work with students when they are telling their stories, and  connect the activities to student learning, but I would venture to say that any teacher with a bunch of LEGO bricks and a good grasp on inquiry-based, constructivist instruction could engage a classroom in some “LEGO Serious Play”. 

That’s not to say that teachers wouldn’t benefit from a formal LSP training or from having access to specific LSP kits. It’s more to say that the use of LEGOs or other manipulatives to explore thoughts, ideas, and feelings is something that could be done with little to no additional cost to a school that already has access to LEGOs, granted a teacher did a little research to understand the core concepts involved in the LSP model.

Part 2: LEGO WeDo

Kathy next introduced us to the new LEGO Education WeDo Robotics Extension Activity Bundle. Basically, LEGO took the same basic 12 builds for the WeDo Kits and then created a new curriculum set to connect the builds with subject matter from PE, language arts, and social studies. I’m not too interested in purchasing this extension pack. I tend to naturally make cross-curricular connections when using the kits. For teachers who prefer to teach from a written curriculum, or for new teachers who may benefit from the structure of a pre-designed curriculum, it will be great. For those of us who nerd out on the creative aspects of unit planning and lesson writing, it may be less appealing.

The rest of the workshop gave teachers time to explore the kits and build a model.

Here are few WeDo tips Kathy shared: 

1.Use “fun foam” to cover the WeDo kit lids.  Kathy likes using fun foam on the lids so that students don’t get distracted by the images on the lids, so they can use the lid as a building mat since the LEGOs don’t bounce off the fun foam, and finally so the lid can be used as a tray to display the students’ builds.

2. Create an “NXT” parts diagram for organization. Kathy creates a system for arranging the kits and then takes a picture for the kids to help them stay organized. (I thought about doing this when I initially started to work with the kits, but decided not to for the sake of time. I think it’s a great idea for teachers who are uber-organizers.) 

My favorite tip… Use “Alt-tab” to quickly see the desktop when working in WeDo. (If you are familiar with the WeDo software interface then you know it defaults to a full-screen view. This tip will come in handy for sure.)

A Fun Fact: Black axels are even. Grey axels are odd. (I never noticed that.)

During the workshop, Kathy was kind enough to give me the opportunity to plug my blog and to invite teachers using the WeDo kits  to send ideas, lessons, or reflections that I could include in a post or put up as a “guest blogger post”.  Although a few people expressed interested in sharing or posting, I haven’t heard from anyone yet. The offer stands! If you want to get something out there about elementary robotics, but don’t want to commit to your own blog… just let me know.

By the way… we got to keep our LSP kits and we got these sweet keychains. Pretty cool, huh? 😉

ISTE 2011 LEGO Workshops (Post 1 of 2)

15 Jul

I’ve been wanting to post my notes from the LEGO workshops I attended at ISTE 2011, but I’ve been procrastinating. I need to post them so that I can make room in my brain for some new ideas. So here goes!

ISTE 2011 Post #1: Notes from Sunday June 26, 2011…

Introduction to Classroom Robotics: Computer Science in Motion!

The workshop room was full of people seated behind workstations. Each workstation had a LEGO NXT kit, a pre-built Domabot with a few sensors attached, and a computer with NXT-G software.

Our presenter was Christopher Michaud, a Music Teacher at  Nebo Elementary School in Dallas, Georgia, and a graduate from Temple University’s Music program. (Woot! Philadelphia in the house.) He taught himself to program, and now in addition to teaching music, he teaches a computer science curriculum for grades 3-5. He focuses mainly on Open Office/ Alice/ Python/ and Robotics and has a terrific website with loads of great resources. (I couldn’t help but secretly love the fact that his background is in music, since my undergrad was a music technology degree. music + math + curiosity = awesome life!)

Chris started the workshop with a Powerpoint presentation in which he provided us with a brief overview of his goals for the workshop: Build, Program, Experiment, Apply, and listed a few of his reasons for teaching robotics at the elementary level, including my favorite, “Robots are cool.”  (He has headier reasons listed in the presentation that will make for stronger plugs when trying to sell a robotics program to your administration, so  I encourage you to check it out.)

The remainder of the Powerpoint presentation was a bit of NXT Robotics 101, which sensors did what and the like, and was a perfect introduction to NXT robotics.

Within just a few minutes of starting the first workshop activity, getting the domabot to drive in a square, I, and the woman next to me, realized that this was perhaps a true beginners workshop. (As in, many people in the room had never even touched an NXT kit before. I guess it’s time for me to bump my status up to advanced beginner.) My partner was open to going off script to explore some of the features of NXT-G that we were curious about and so we started messing about, clicking on buttons and pulling down menus.

Chris came over and asked how we were doing. We confessed and told him we had gone rogue.

Lucky for us, he was not at all offended and was an excellent differentiator of instruction and he immediately found us a task that would both challenge us and highlight a few new features of the software that we were not familiar with. We worked on “Simple Pi Challenge 1” and “Simple Pi Challenge 2”,  two worksheets which not only provided us with an excellent opportunity to practice writing formulas within the NXT-G software, but which also gave us great take-away lesson to use in the classroom. It provides a perfect opportunity for students to see “Pi in action”.

Once we had worked our way through that challenge, we quickly discussed what else we’d like to get out of the remaining time.

We both admitted that we had no idea how to use… DATA WIRES.

Yep. It’s true. I’ve been avoiding them. I don’t why. I think it’s because I learn so many things just by messing around or through trial and error. But when I approached data wires in this manner… there was a whole lot of “error” at the end of every “trial”. Chris was great, and he broke datawires down for us and helped make them seem at least approachable. (I’ll try to post a simple example of the use of datawires at some point for anyone else who is hesitating on getting a handle on them. Or maybe someone has a great intro resource they could suggest…)

Here are few helpful suggestions Chris made for teachers who are about to take on robotics…

1. Start with a robot built. “Kids understand build. Programming is more difficult.” The domabot is great example of a robot you can easily have ready for students to work with.

2 .Organize the room with computers on the perimeter and workspace in the middle. Have a place  in the room where it is possible to have students with empty hands.

Here’s some new vocabulary for neophyte robot programmers:

Swing turn: 1 wheel turns 1 wheel doesn’t. (Think “pivot” on a basketball court.)

Point turn: 1 wheel turns forward, the other goes in reverse. (Think… I don’t know… any ideas?)

To be honest. That’s all I got for you. Those are my notes. I know. Not very impressive. Which might be why I was procrastinating. But at least there out of my head and on the page. 😉

Thanks Chris! I finally learned to use variables, custom blocks, data wires, and the formula review in NXT-G. It’s about time. My students better get ready… next year will be a whole new ball game!

Taking Damien Kee’s NXT “Mexican Wave Activity” for a Test Drive

16 Jun

In my last post about the Tufts LEGO Engineering Symposium, I mentioned Damien Kee‘s  presentation and included an embedded  video of his NXT “Mexican Wave” activity.

Yesterday morning, I tried the activity with a group of 21 fifth graders that had never worked with robotics before and it was a blast! It was the perfect activity for introducing the kids to the NXT robots and the NXT-G software.

We met from 9:30-12:15 and took a 15 minute snack break, so all told, we had about 2.5 hours to try to meet the following three objectives:

1) Work collaboratively in small groups to program the NXT Domabot to move from one specified location to another. Time permitting, write a program to turn the robot around and have it return to it’s starting position.

2) Gain a basic understanding of what sensors and thresholds are and find out how they apply to today’s activity.

3)Work collaboratively as a class to program all five NXT Domabots to do a wave and at least one additional choreographed movement.

Students collaborated well and worked hard and met all three objectives by lunch!

After reviewing the objectives, we warmed up with a five minute activity called “Computer Says”. (The activity is similar to Simon Says. I am the computer; students are the robots. Robots should only follow programs that start with “Computer says”) Students made three lines and faced me.

For Round 1, I said, “First we’ll learn use a motor block to run simple programs. Let’s try a few.” I then led them through a few simple commands,  “Computer says take one step forward.”  “Computer says take one step back”.

In Round 2, I said, “Next we’ll learn to use a “wait-for-sensor block and write slightly more complex programs.” I then gave a few commands like these: “Computer says wait until you hear me clap, then take one step forward. Computer says, wait until I shout loudly and then jump”

And finally for Round 3, I said, “For our third objective, we will have to collaborate to write a series of programs to get our robots to work together to create a movement wave. Let’s try to run three programs at once and see what happens. Computer says, Line 1 robots, wait until I clap then put both hands in the air and back down again. Line 2 robots, wait until I clap, then wait one second, then put both hands in the air and back down again.  Line 3 robots, wait until I clap, then wait two seconds, then then put both hands in the air and back down again.” I clapped my hands and watched as the students did a perfect mini-Mexican-wave!

The whole activity took less than 5-minutes, but it helped to build a context for what came next. Being able to refer back to the warm-up came in especially handy when we started thinking about how to program the robots to do a wave.

After our warm-up, students then learned to move their robots using a single motor block. As recommended by Damien in his presentation, I placed two lines of tape on the floor at a random distance from each other and then students worked to program their robots to start with wheels on the first line and stop with wheels on the second line. They set to work trying different motor on durations and very quickly developed an appreciation for the decimal point! If 5 rotations were too many, they tried 4, then 4.5, 4.6, 4.7…

They began to see that trial and error and persistence were important for solving this problem, and they experienced the intrinsic joy that came along with finding an exact solution to a problem.

Soon all groups had mastered the line-to-line challenge and were on to trying to figure out how to turn the robot around and bring it home. Despite my having mentioned that changing the “degree” parameter of the motor block to 180° would not turn their robot around, all the groups tried that strategy first, which led to a series of great teachable moments surrounding what “rotation” meant in the motor block. After some experimentation with the remaining parameters in the motor block, groups soon started to catch on that the steering parameter in combination with the duration setting was the ticket to that 180° turn. At least two of the five groups got the turn close to an exact 180° turn, and the remaining groups were well on their way before I cut them off and moved on to objective 2.

Once the kids had a general sense of how to move their robots and turn them, we regrouped and I introduced them to the sound sensor and to the threshold parameter.

As I usually do when explaining threshold to kids, I said, “I bet you already know what threshold means. Let me show you. Listen to my voice and when I reach your threshold between soft and loud, clap.”

I then talk very quietly and get progressively louder until they clap. I repeat and set the threshold for “really loud”. I do a few more examples of simple thresholds they understand. For example, their threshold for drinking hot liquids. I quickly made the correlation to the threshold parameter on the  sensor block. Students seemed confident they understood the wait-for-sound block and so we moved directly on to discuss how to create a wave.

To plan the wave, we created a chart on the wall that sketched what each group needed to do and then parted. We met back up about five minutes later.

On the kids’ first try, the robots took off and executed a perfect little wave. Wow! We had thirty minutes left to add a choreographed movement of our choice. We lined up 5 students to represent the five robots and planned our dance move. Groups ran off in all directions to program. Shortly after we met back up, pushed run, waited for the signal and yelled “Go” What came next was…

Terrible. Our little robots were all over the place. And so we began to learn about collaborative trouble-shooting. We came back to the line over and over again, each time it got better, but something wouldn’t be quite right.

With one minute left and groups scrambling to download their last attempts, I called them back to the line. The room was quiet. Thumbs went up to signal all programs were running. Their classroom teacher quietly counted “1-2-3” and then the kids yelled “Go!” one last time. You can see for yourself the fruits of their efforts in our video. The simple sequence of movements won’t blow your mind… but the kids’ cheers and screams of enthusiasm may brighten your day. 

Thoughts on the LEGO Engineering Symposium

27 May

I’m sitting here on the floor at Boston’s Logan Airport, waiting to fly back to Philadelphia after spending 2.5 days at the LEGO Engineering Symposium at Tufts University in Boston, MA. It feels like a perfect time to get back to blogging. (I took a little break from blogging to focus on my wedding this past Saturday.) 

We covered so much and discussed so many topics over the course of the past two days, it’s hard to where to start or what to share so I’ll focus on the topics that were most relevant to the work I’ve been doing at the elementary level.

ELEMENTARY ROBOTICS AND STEM: The symposium provided a perfect venue for educators and researchers who are developing and implementing K-6 STEM lessons and curriculum to connect to share, and to gather and exchange ideas. Below is a quick review of a few of the topics we explored.

  • Listen Attentively: David Hammer and Kristin Wendell led a terrific workshop titled “Seeing the Science and Engineering in Children’s Thinking” during which they encouraged us as educators to be mindful and attentive when listening to children who are expressing ideas and communicating  thoughts about science and engineering. Instead of getting lost listening for the “right answers” or for content buzzwords, we need to listen for expressions of  authentic ideas and for evidence of scientific or engineering-oriented thinking, and then, in those moments, we need to validate and acknowledge the expression of the idea. David Hammer and Emily van Zee have published on the topic in their book “Seeing the Science in Children’s Thinking”. 
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  • Connect to Literature: In the workshop, “Engineering & Literacy”, we were introduced the idea that the books that teachers and students are currently reading in their classroom can drive the exploration of engineering problems. As characters encounter problems in the literature, students can be encouraged to engineer solutions to the problems. During the workshop, we worked together to construct a device to keep Peter’s turtle safe from Fudge (Tales of a Fourth Grade Nothing), and another to get Ralf S. Mouseand his motorcycle out of the garbage can.

    I love the  idea of having students track character problems as they read and later decide which problems to solve. By engineering solutions to character problems students are given an additional entry point for exploring and re-contextualizing what is happening in the books they are reading. Once a solution is engineered, the options for tying back to literacy are numerous. Students can design a poster to advertise their solution using persuasive and descriptive language; they can re-write the ending of the chapter or story based on the solution they designed; they can create a how-to guide for the character or for their peers explaining how to construct their solution..

  • Design Challenges: John Heffernan gave a presentation on some of the cool work he’s been doing with his students in K-6 using the LEGO WeDo kits. I especially like that he develops robotics curriculum around specific “design challenges” and themes. (i.e. each student pair creates a carnival ride to build an amusement park.)
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  • Allow for Diverse Representations of Ideas: There was significant discussion regarding the importance of providing elementary students multiple opportunities and a variety of means to represent their ideas and knowledge which stemmed from a presentation by Brian Gravel titled “Diverse Trajectories: Students’ Multiple Representations and Varying Ways of Developing Understandings”. A student who struggles to articulate a scientific or engineering-based thought with words, may be able to use gestures, drawings, models, demonstrations, images or video to represent his or her idea.  One of the development labs at the symposium taught teachers how to use a simple Stop-action movie software developed at Tufts CEEO called SAM (Stop Action Movies) to provide students opportunities to represent their ideas using stop motion films. The SAM software is extremely user-friendly and affordable. More information on SAM and a free trial is available on their site.
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  • Get All Kids Involved: The topic of whether or not robotics curriculum and LEGO kits needed to be designed to appeal specifically to girls came up during a few different presentations. Opinions were mixed. A few seemed insistent that making LEGO robotics kits and STEM activities more “girly” or “more appealing to girls” was the best way to increase female interest in STEM curriculum and robotics. Others, myself included, felt it was less important what the kits and materials looked like, and more important that students are exposed to female role models who are knowledgeable and excited about technology, engineering and science. In a side conversation, a few of us later discussed the fact that girls might be more inclined to get involves in STEM activities if they grow up with a family member who works in a STEM field.
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    Liz Gundersen & Sandy Jones presented some of the work they have been doing with girls in an after school “Girl-Tech” program”. As a woman who was never much of a “girly girl” as a kid, I did not necessarily appreciate a few of their blanket statements regarding what is and is not appealing to girls when it comes to STEM. I did, however, absolutely appreciate the way they combined creative arts and literature with robotics and technology. One of the projects they shared featured representations of mythological characters automated by electronic and robotic components. As far as I could tell, all of the projects I saw them present would be great for boys and girls alike! Very cool stuff.
  • Don’t Be Afraid to Jump In: In his presentation titled “It’s not Rocket Science”, Damien Kee  demonstrated a variety of activities teachers can do in their classrooms using only the “move” block in NXT-G along with a few assembled NXT driving bases. One of the videos he shared showed a series of NXT bases all programmed by the kids to do a synchronized wave.
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    Vodpod videos no longer available.<br>

    He made the point that even with minimal experience and long before developing any type of serious expertise, teachers can begin using and experiencing the benefits of LEGO robotics in their classroom. His  message reminded me a little of one I’ve been sharing in posts like “Let go…you don’t need to know everything” and “Just do it.” We can’t expect to know it all before we give it a shot. I mean, I’m sure we’d all love to go back to school to get those mechanical engineering degrees we forgot to get, but who has the time or money? 😉 I guess we’ll just have to do our best and count on each other to get to where we’re going.
Overall, an amazing experience! I’m already excited for next year.
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