The following videos are a useful resource for those PBAS staff who are keen to move forward with 3D printing by themselves or with a class. These videos are available off line to PBAS staff on our server – Admin – CURRICULUM AREAS – STEM.
Thanks to Jackie and Kelly for introducing us to the Sphero robots last Wednesday. As a follow up here is an overview of what is available on the Sphero Edu app. Currently the filtering at PBAS does not allow content from the Sphero website to appear on the app but I have requested that the filtering be changed to allow the content. So be aware that at this point in time you cannot access the following but very soon will be able to.
Home – Feed
This shows the Twitter feed for Sphero Education.
Home – 3D Models
This section allows you to see an exploded view of the Sphero.
Home – Settings
Programs – My Programs
This is where the programs that you or your students make will be saved.
Programs – Sphero
This is where you can access programs created by the employees of Sphero. When you click on a program you get a written explanation of the program and a video to watch. There will be a link to open the code that has been written. The code will open in the Sphero Edu app and can be used by you or your students. This option allows students to invsetigate and analyse detailed coding. I have included a video below of the Animal Origami program.
Programs – Community
These are programs provided by the community of Sphero users who have submitted their programs to the website. Again you get a written explanation, a video and a link to download the code. To access the community programs you need to sign in with an account. It is a simple process to create an account for yourself.
Activities – Sphero
This section provides activities for teachers to do with their students. You need an account to access these in full. A great source of ideas!
Activities – Community
A huge range of STEM based activities created by the Sphero community. An excellent resource for teachers. I recommend signing in and and having a look at these. They provide step by step lesson plans and extra resources like videos and web links to support the lesson. I have added a video below that briefly shows the K’nex Chariot Challenge. While the video is not brilliant it gives you an idea of what you can expect to find when you access this content.
As our STEM redevelopment gradually reaches completion we have been able to update our robotics kits to more current technology, reinvigorating our robotics program.
To cater for R – 12 and provide at least two different platforms for students we have purchased the following two robotics kits:
The Mindstorm kits will replace the old Lego RCX programmable robotics kits while the Sphero’s will provide a flexible robotics platform that can be used R-12.
The company Tactile Theory explains through their website the following reasons why robotics is beneficial for student learning:
- It’s a fun and hands on activity.
- Using robotics kits can assist with developing fine motor skills. Children are involved in manually manipulating sensors, motors, blocks, remote controls, gears, joints, switches, and axels (Lego Robotics).
- Robotics provides a base for teaching programming. A physical robot allows students to test out what works, and what doesn’t and have a better understanding of the importance of precise instructions. Research also indicates that by starting children early in robotics, the gender bias in STEM subjects is decreased significantly.
- The teaching of robotics allows schools to address a variety of Government and education department initiatives including of the The National STEM School Education Strategy, the Australian Curriculum and the DECD STEM Learning Strategy.
- Robotics can assist students to learn skills that are applicable to future employment. Involving children in quality robotics programs can provide students with opportunities to be critical thinkers, innovators, collaborators and leaders while applying scientific, technological, engineering and mathematical principals.
- Teaching robotics assists with computational thinking. Recognising aspects of computation in the world and being able to think logically, algorithmically and abstractly. Robotics can help develop computational thinking by teaching children how to “think like a computer” and use concepts of computer science to solve problems.
- Allows students to be creative. By allowing students to explore, experiment and investigate with robotics they can create their own programs, load them onto the robots and watch them perform the programmed tasks before their very eyes.
During our first days back in 2018 Jackie and Kelly are going to talk about the STEM training they undertook in 2017 (continuing in 2018) and take us through some activities using the Sphero Sprk robotics kit.
If you are interested in educational technology, want to be inspired by ideas from other schools and understand better how to lead the implementation of technology in schools then this podcast is one you might be interested in listening to. This podcast while called Leading Change is not just for school leaders. The podcast discusses and shares what students are doing and how it has impacted on their learning and there is a lot to be gained by the classroom teacher who is interested in developing their use of technology with students. Episodes are approximately 20 minutes long.
A dynamic behind the scenes look at how school leaders across the Asia Pacific region deal with the rapidly developing technological age. Those leading the change take you on a passionate, inspirational and honest journey through the planning, implementation and evaluation of classroom technology. iTunes Description
I believe this Podcast is only available in iTunes. You can access it through the Podcast app by Apple or open iTunes on your computer and select Podcasts and type in Leading Change: The Technology in School’s Podcast into the search bar to download episodes.
Makers Empire are an Adelaide company that produce software and programs for schools in the area of 3D printing. During Feb – June of 2017 Makers Empire partnered with DECD to roll out 3D printing programs in 50 primary schools. The program, titled Makers Empire learning by design involved a 20 hour professional learning program which culminated in schools presenting their completed projects at Grange Primary School. To read more about this click here. To see a list of schools involved in the project click here.
Makers Empire does not supply or sell 3D printers but supplies the training, software, programs and lessons for teachers to use 3D printing in the classroom.
See how the Makers Empire software works
Here are some examples of how schools have used the Makers Empire software.
To see more videos from schools and how they used Makers Empire click here.
DECD have opened registration for their STEM Lead Learning Expo which will be held twice – 8th Sept and 3rd October. You can register through the PLINK site. Click here to go to the registration page.
The Expo will allow teachers and leaders to hear about how lead sites:
- design STEM learning shoulder-to-shoulder with kids
- develop self-directed questioning techniques
- leverage learning ‘huddles’ to drive engagement and stretch thinking
- foster deep learning through nature play
- enable learners to identify real world problems for rich inquiries
- foster industry links that build positive STEM dispositions
- use design thinking to critically and creatively solve real world problems
- use a community of inquiry approach to inform their STEM learning design processes.
For a quick look at each school presenting at the Expo see the videos below.
I take a fair bit of video in my R/1 PE class because it helps me identify student achievement. While I was watching a video of my students doing some ball handling skills, which included dribbling, catching and throwing I noticed that my feedback during that section of the lesson was a combination of phrases like well done and good job. While this type of praise can make students smile and feel good it does not necessarily improve learning.
I’m not discounting general praise statements, for some students it is exactly what they need. I could have however been providing my students much more specific feedback/praise to reinforce the cues I had asked students to focus on when they were catching, throwing and dribbling. For example – watch the ball (don’t look away), when you catch the ball have your arms outstretched not by your side, have soft fingers and big hands, use the tips of your fingers to bounce the ball not your palm and so on. By saying well done I am not acknowledging the specific learning the student has applied, for example, that was a great catch because you held your arms out in front of you. The child is much more likely to hold their arms out in front next time because I have positively reinforced that specific behaviour.
It is not new to me that specific/targeted feedback is more effective than general praise but that has not stopped me from defaulting to a natural response when a child does something well. During a fast paced and busy PE lesson it is easier to revert back to a natural response than it is to identify clearly to the student what they are doing well. It took a video of my teaching to remind me of that.
Have you ever seen or heard yourself teach? What do you think you would discover if you did?
This video is taken from the Splash ABC website. Listen to Simon Crook answer teacher questions about STEM.
“Simon Crook was a physics teacher for 15 years, in 5 different schools in England and Australia. Subsequently, for over 6 years Simon worked as Senior eLearning Adviser for the Catholic Education Office Sydney having direct responsibility for the integration of technology in the teaching and learning of 17 secondary schools plus an overarching responsibility to 151 schools K-12 across Sydney, Australia. He was also seconded to help design 21st Century Science laboratories. Simon also runs an award winning website Crooked Science.
This video is taken from the Splash ABC website. Listen to Chris Betcher answer teacher questions about STEM.
“Chris is an Australian K-12 educator with over 25 years experience in helping students and teachers make the most of digital technologies for learning. Chris has been nominated for the edublog awards on several occasions for his educational blog betchablog“
A lot of money is being spent to develop STEM in South Australian schools. But after all is said and done these resources (considering their cost) will not fully support student learning if teacher practice does not also develop.
Improved student learning opportunities in STEM will come from teachers feeling confident about their knowledge and understanding of STEM and their understanding and use of pedagogical practices that are effective in the teaching of STEM.
Teaching practice associated with quality STEM learning includes:
- Allowing some control to be given to students, increasing student input and responsibility. Read this article for ideas about how to do this.
- Providing hands on experiential learning. What is experiential learning?
- Promoting collaboration with peers, community and industry. To find out more about collaboration in the classroom read this article.
- Promoting risk taking, experimentation and learning from failure. This is not just for students, teachers should model these qualities for their students. To find out more about failure in the STEM classroom read this article.
- Teachers need to be flexible. STEM may not always address the Curriculum in the way a text book or traditionally planned program might. You may need to change direction mid program depending on where student investigations lead them (it may not be where you thought it might go).
- Guided inquiry. Teachers develop the skills of facilitating rather than dictating. Students need to be able to independently think and act like engineers through research, trial and error. For a more detailed look at inquiry based learning read this article.
- Teachers need to embrace digital tools and technology in the classroom. Find ways to make technology work for you and your students. Learn about the SAMR model of technology use by watching this two minute video.
Another important consideration for schools is to think about how STEM programs are structured in classrooms. What are the potential models that a school or teacher might consider?
- Teach all four but more emphasis on one or two: A teacher integrates mathematics and science through a challenge based unit of work where students design a vehicle. Source
- Integrate one into the other 3 being taught separately: The engineering processes of team work, identify and investigate a problem, design a solution, and testing and evaluation is added into some science and mathematics units, but there are limited links across the science and mathematics subjects. Source
- Total integration of all by a teacher: Science teacher integrating, T, E and M into science. A school introduces a new STEM elective focusing on designing digital solutions to real world problems. Source
- Divide a STEM curriculum into the separate subjects: Technology, science and maths teachers design a combined unit and each teacher teaches different components of the unit in their separate subject, and with clear contributions from science, maths and technology subjects in solving a common problem. Source
Leaders and teachers have a joint responsibility to ensure that appropriate pedagogy is used in all areas of teaching. If we do not develop our teaching strategies and develop a strong knowledge and understanding of STEM then we risk spending a lot of money for little reward.