Robotics

In my previous life as a business professional, I worked with technology. Sure, I was intimately familiar with your basic office suite of products from spreadsheets to word processing and presentation software. I could even un-jam a printer (usually) and (if I absolutely had to) I could change the toner cartridge in the office copying machine. Heck, at one point I even held a few technical certifications for the computer projection equipment that I marketed. But never in all my wildest dreams did I think that I could have anything to do with robots.

Although I knew that the MIT's and Carnegie-Mellon's of the world were working on developing robots, I thought of robotics as more sci-fi than reality. To my great surprise and with great apprehension, my perspective dramatically changed during my student teaching experience (ST) at Abington Heights Middle School in Clarks Summit, PA. Going into ST as a Business & Tech. Ed student teacher, I thought I'd be paired up with a mentor to teach Accounting, Economics or Marketing, i.e., one of the pillars of business education. I figured that if I was lucky, I might even get paired up with someone who'd guide me on teaching students to code (computer programming; how exciting!). Imagine my shock when I learned that my teacher mentor, Mr. Dan Gwynn, taught only one class - Robotics.

I freaked out. I knew nothing about robots, was sure that I was being set up for failure and struggled to change my situation. However, following earnest and anxious discussions with my mentor were I voiced my concern, I decided to stick with Mr. Gwynn; a decision that has made a world of positive difference in my life. Once I graduated, I did indeed start by teaching the (now mundane) core business topics, e.g., personal finance but my first BIG BREAK came along, it was my ST with Robotics that propelled to Great Heights.

Why Robots?

The Unexpected Benefits of Teaching Robotics

On its surface, a robotics class’s value seems obvious - it serves as an engaging catalyst for the development of STEM competencies. However, a closer look reveals that a well implemented robotics program serves as a mechanism for Deeper Learning, one that empowers students of all ages to be creative, innovative thinkers with the motivation to make the world a better place.

Deeper Learning (“DL”) refers to a set of cross-disciplinary competencies which are comprised of content expertise, collaboration, self-directed learning, critical thinking for problem solving, effective communication and critical reflection. By developing these skills in my students, I equip them with the ability to apply knowledge to real-world circumstances, so that they may solve challenging problems with novel solutions and ultimately find success in their endeavors.

Starting in grades K-4, robotics serves to develop DL by engaging young learners with STEM concepts as they examine real-world problems then work in unison to develop and present solutions. In later grades, I reinforce DL development by calling on student teams to identify and examine authentic problems and challenging them to detail and implement innovative, robotics-based solutions that are tried and tested via academic competition.

Through robotics I am empowered to develop my students' capacity to be creative, innovative thinkers and more productive members of society. In short, robotics is not just about building STEM competency, it’s a mechanism used to build people who will change the world.

A Global Movement

International, Cross-Cultural Learning

(Under Construction)

1.1.5 Acts as a catalyst of change because of reflection on the impact of the innovative strategies on learning.

2.1.1 Leads the ASFM community toward reaching the mission, vision and Strategic Plan.

2.2.1 Leads and drives mission driven growth at a school-wide level, while supporting, encouraging, and inspiring others to reach their full potential.

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