Ms. Pama's Reflection

INTERMEDIATE ROBOTICS (pilot) is a middle school elective course which introduces students to developing, building and programming a robot through the use of the problem-solving process. Unfortunately, due to COVD-19 restrictions, the robotics curriculum was modified to adjust to distance learning. The topics that were covered for SY 2020-2021 are digital citizenship, Google Suite application to robotics, and coding. The technology standards related to these topics are GDOE Technology standards 1) Empowered Learning, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, and 5) Computational Thinker.

The section of Intermediate Robotics I taught was offered in 2 models of learning: Online and Hard Copy at the start of the school year. Face-to-Face learning was later offered during the 2nd semester when some restrictions were lifted. As a first year Robotics teacher, this was especially daunting having to teach all 3 models of learning on top of teaching in a new content area during an Accreditation virtual visit. But like always, we "just keep swimming."

Online Learning

Google Classroom was used as the Learning Management System for all assignments and assessments. For 1st Quarter, students learned about Digital Citizenship through Google's Be Internet Awesome online curriculum. Students were assessed by completing the accompanying Interland game and answer guiding questions. For 2nd Quarter, students learned about the components of a robot, a little bit of robotics history, and the Engineering Design Process. For 3rd and 4th Quarter, I came across a course on Code.org, a free online coding site, that I felt covered the programming aspects of the class well without the use of a physical robot. Students learned about different programming blocks that are similar to the new Lego Mindstorm Classroom app used to program our EV3 robots. Students learned how to use loops, while loops, events, and conditionals while completing puzzles, creating art, creating dance parties, and programming games. View some samples here. (Click on "how it works" to see how the program was put together.)

Some of the struggles I encountered with online learning was having to learn and introduce a variety of online learning tools for both synchronous and asynchronous settings that were engaging and worked across all devices. It was also challenging to find a time to meet with online students since each team's schedules were different. Elective teachers had to find a time slot that was available for students from different teams. I was able to schedule 2 online times that students can meet with me when they were available. Grading was also a challenge because assignments were being turned in at different times across multiple websites. At one point, I had tabs open for Google Classroom, Quizizz, Pear Deck, Code.org, and PowerSchool.

Hard Copy

Of all the MOLs we offered this year, Hard Copy was the most challenging. Creating the packet itself was simple enough. I had to make sure there was detailed information, but that it wasn't too cluttered that students will glaze over the information. I initially tried to follow the same lessons as the online MOL, but eventually had to create separate lessons and activities because it wasn't coming together as I had hoped. However, I did cover the same topics as Online learning for each quarter.

I felt this MOL was the most challenging because students had limited supports from the teacher. By the time we receive their work, a week has lapsed and no immediate feedback is given to assist or correct their understanding of the assignment. Even when feedback is given the following week, another packet is given with the feedback from the previous week. I am unable to determine if the student understood the assignment from the week before or the week prior. Sometimes, parents are unable to pick up or drop off assignments each week. For several weeks I may not receive any work from a student, then one day, 4 packets are returned. Sometimes the packets are done incorrectly, or they are returned blank. I had a really difficult time trying to explain how to use loops and conditionals through puzzles on paper.

Face-to-Face

I was really excited when GDOE announced that students will be returning to campus at a limited capacity. I was apprehensive, but seeing students in the classroom motivated me. I quickly went over Digital Citizenship for the first 2 weeks. Then I felt it was important to know about the components of a robot and a little history in robotics. It just so happened that the Perseverance rover and Ingenuity helicopter from NASA landed on Mars in February, so we took some time to learn a little about the mission. Then we finally worked with the new EV3 robots. Prepping on my part took some time, because I needed to find laptops that were able to download the Lego Mindstorm programming app and then ensuring that all the robot kits were labelled. It took about 2 weeks to build a basic robot, then we had to pause for a few weeks to take the DWA. Once we resumed, students were able to use the Move Steering block to go straight and the Move Tank block to make different turns.

Some of the challenges I encountered with face-to-face learning was the inability to do cooperative learning in the classroom due to physical distancing. We also had time constraints because we only met with students once a week for only 45 minutes. DWA also limited our classroom time. Sanitizing every robot kit and laptop after every class was also a major challenge for me, physically.

I didn't realize I was going to write this much for this reflection, but looking back at all that was accomplished this school year, I am extremely grateful for the opportunity to expand my knowledge in teaching with technology. This was definitely the most stressful school year I've ever had but I learned that as teachers, we have to adapt to whatever the world throws at us because we care about our students and their well-being. I also learned to take some time to focus on my emotional and physical well-being.