1. Inspiring with Robots Robots in the Curriculum

2. Who am I ? Kenneth Berry, Assistant Director to Science and Engineering Education Center (SEEC) 7 years as a teacher 6 years at NASA 7 years at CSUN Now at UTD

3. SEEC Russell Hulse, Nobel Laureate of Physics 1994, Director of the SEEC Robotics Activities in Richardson Schools Contact Science Other activities

4. SEEC in Schools Project Based Learning (PBL) Integrated Science Technology Engineering and Mathematics (STEM) education 21 st Century Workforce Skills

5. Robot Definition Integration of Science, Technology, Engineering and Mathematics (STEM) How would you define Robot? Moves in the environment Programmed to do something Senses the environment

6. What are the 4 D’s of Robots Robots are not supposed to replace us Robots should complement our strengths They should do what we don’t want to do or cannot do very well. 4 D’s Dangerous Dirty Dull Difficult

7. Dangerous Military Exploration Police Fire Disaster

8. Dull Manufacturing

9. Dirty Clean-up messes

10. Difficult Surgery

11. History of Robotics in the Classroom Seymour Papert wrote Mindstorms in 1980 Hands-on enquiry based learning Constructivism Motivation creates learning

12. Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these "dance facts" before they were allowed to dance physically. Would we not expect the world to be full of “ dancephoebes ” ? Would we say that those who make it to the dance floor and music had the greatest “ aptitude for dance? ”

13. Blooms Taxonomy Cognitive Psychology focuses on thinking Started with Bloom in 1956’s Synthesis Evaluation Analysis Knowledge

14. STEM Science- the study of the natural world Math- a precise way to describe science and the natural world Engineering- using science and math to design things to make life easier for humans in the natural world Technology- Human tools for understanding the natural world better and for creating new technology

15. SCANS Skills Secretary of Commerce Commission on Necessary Skills Team Building Resource Management Communication Use of technology Problem solving

16. Robots in the Classroom Motivational Challenging Social Relevant Fun!

17. Relevance of Robots Media News Work Home

18. Media TV Movies Toys News Military NASA

19. Famous Robots Do you know any?

20. Personal Robots Do you know any?

21. Fun and Social! Over 300,000 K-12 Students participate in Robotics Competitions each year FIRST BEST VEX RoboCup Trinity College Firefighting

22. Robotics Competitions

23. Challenging Hardware Software Building Sensors Structured Programming

24. School Culture Conflict Individual grades Curriculum silos Content not thinking

25. School Culture and Math Currently taught Taught with naked numbers Taught out of context Taught abstractly/theoretically Emphasis on facts and algorithms Process of problem solving lost Result Prevents students from understanding the relevance of Algebra Prevents students from seeing the overlap between math and science

26. Math F x D=W Ratios Algebra Relationships between numbers Geometry

27. School Culture and Science Currently taught Conceptual science No identification with fields of math All fields are discrete Does not teach how we know what we know or what we do not know. Process is same as content. Result Content of science is static Removes motivation to become a scientist

28. Math with Robots Algebra Gear Ratios Pi Proportionality Analytical value of math

29. Science with Robots Forces Newton’s Laws Simple machines Energy- Sensors Light motors

30. Engineering Process oriented Problem solving Design based Inquiry Constructivist Students make many mistakes but learn from them Assessment is not a written test but a competition

31. Sensors Inverse Square law

32. Graphing Create the graph with your sensor

33. Math Example The Gear Row of Gears Gear Train

34. Measurements Change measurements so that they are easier to calculate Sun 92,750,000 miles away or 1 AU Mile is 5,280 ft. or 1 mile Numbers do not matter the relationships do Is it proportional or inversely proportional? If it is a force it follows the inverse square rule

35. Where is the Math? Geometry

36. Gears

37. Challenges Speed Robot Power Robot Maze Sumo Graphing

38. MER in the Classroom

39. Robotics Projects Richardson 6 th Grade Project Mars Rover Project Robotics Curriculum Project for High Schools Support of Robotics Competitions in Dallas

40. What have we learned first year? Learned First year split activities into content areas: Mathematics, Science, and Language Arts Needed opportunities to generalize information to broader applications. Modifications Three different strands for 8 lessons Combined activities for Friday competition days and last 5 days preparation for Competition

41. What have we learned in the second year? Learned Teachers seem much more comfortable with activities. Completed many more activities than first year. Teachers felt more comfortable modifying curriculum to fit the needs of students. Teacher presentation inconsistent among schools. Students find the 21 st Century Skills the hardest part of this Modifications Better organization of materials Focus on teacher delivery

42. Experiential Learning Kolb’s model: used in case studies in business schools

43. To address generalization Gist Organizing information Concept mapping Language Arts Teacher Curriculum

44. Project Based Instruction Problems that build to project: What they learn will help them in their final project. Curriculum focused: explicitly explain what they are supposed to learn from activity. Focus is thinking not knowing, discovery not telling: Teachers should respond to questions with questions, lead them through investigations but do not give them answers. Engage the community: Volunteers, project professionals Change the distance between students and teachers: Teacher as coaches Student focused

45. Analytical framework Curriculum Teacher presentation Student response We need your help in identifying what is happening and what you are doing to modify this.

46. Thank You! The End