It’s finally summer! Students are playing, relaxing, and experiencing many new things, but your Cubelets don’t need to be gathering dust in a closet all summer. Many people are looking for highly engaging tools that secretly prevent the dreaded “summer slide”. Have you considered loaning them to a summer camp or a few of your school families for the summer? Cubelets work really well inside *Theme Weeks* that are often part of summer camp curriculums. Here are a few ideas that might help you pinpoint where Cubelets fit within your summer plans:
Using Cubelets Blockly, you can code every single Cubelet within your robot construction. But what does this mean? And how does it compare with coding in other contexts?
User InterfaceCubelets Blockly functions very similarly to other visual programming languages like Blockly or Scratch by using a drag and drop functionality of function blocks that hook together like puzzle pieces. Cubelets Blockly has a few of its own blocks, however, that you won’t find anywhere else. That’s because Cubelets are such a unique robot-building experience. Check out Episode 9.1 of our Create with Cubelets series to learn more! Continue reading
The Cubelets App has two main functions: Remote Control and Personality Swap. We’ve already introduced you to the Personality Swaps, but have you begun to use Remote Control in your classroom? There’s a hidden feature I want to highlight for you because it’s not the first application people think of when they see a title like Remote Control: gathering data about our robot constructions. (Before you continue, it’s a good idea to make sure you understand how data travels through Cubelets by either reading this blog post or taking the Cubelets 102 (free) online workshop.) As you already know, you can easily gather information about how data is traveling through a Cubelets robot construction using the Bar Graph Cubelet. The Bar Graph is also a screen-free way to gather data about your Cubelets constructions. It simplifies the numbers into a 1-10 scale, as opposed to numbers between 1-255, so it makes data flow conversations available for students who are still emergent mathematicians. However, there is one thing Remote Control can do that Bar Graph Cubelets cannot: collect information about every Cubelet in a robot construction at the same time. By screenshotting the data in Remote Control, students can very quickly gather static data to analyze later. As students build more complex creations, especially by adding multiple SENSE Cubelets, it’s more important that they check their assumptions about how the data is flowing through their robot constructions. In general, the five main states of a two-SENSE robot are:
- two sensors at 255,
- two sensors at 0,
- two sensors at ~127 (about halfway),
- one sensor at 255 while the other sensor is at 0,
- and vice versa.
By now, you’ve probably heard all about Computational Thinking. You’ve already defined it and shown how it relates to your content. But of course, Computational Thinking applies to many subjects and tools, including Cubelets. Here at Modular Robotics, we define computational thinking as being a problem-solving process that helps break down complex problems into smaller parts, so you can develop a model to solve the problem, evaluate the results, and recreate the solution over and over! (If you’d like to learn more about our definition, check out our page devoted entirely to Computational Thinking.) Computational Thinking is commonly divided into four subskills:
- Pattern Recognition
- Algorithmic Solutions
Have your students already built it all? Is it time to make your Drive Cubelets move in both directions? Ever wanted your Flashlight to blink in Morse code? Or your Bar Graph to show you binary counting? It might be time to Personality Swap™ your Cubelets. Personality Swaps are a scaffolded introduction to coding. When we are ready to take our students from using default Cubelets to creating their custom codes, Personality Swaps will be the next step for them. Personality Swaps are also a great way to introduce the concept of software versus hardware. They give students ideas about what can be changed within a Cubelet’s software and how those changes might improve their robot constructions. NOTE: To get started with Personality Swap you will need a Bluetooth Hat or Bluetooth Cubelet, as well as the new Cubelets app. Continue reading
Classroom management is well-served by practiced routines. I’ve already written down some of my best tips in an earlier #CubeletsChat post, but even more questions about supporting well-managed Cubelets classrooms have poured in. We could spend an entire college course talking about student routines. They improve classroom management, increase student respect for peers and classroom materials, and there’s the importance of students practicing responsibility. But you know all of that, so we’re going to cut to the chase. When you are deciding which routines make sense for your Cubelets classroom, remember the greatest asset we have in our classrooms is our students. Students can accomplish an astonishing amount of work in very little time (partially because there’s just so many of them!). With a short conversation, a lot of practice, and regular reinforcement, students of all ages can responsibly gather materials, report questions or problems to you, and return materials to their proper home. To establish routines, keep three steps in mind:
- Know what routines need to be established. These can be created by the teacher or the students, but routines should be intentional.
- Plan time to practice new routines. When it comes to practicing routines, accept nothing less than perfect and make sure students can get it right more than once in a row!
- Be ready to reinforce routines. You know it, I know it, we all know there are bad-routine days: field trips, upcoming school breaks, full moons. Routines that are clearly defined are easier to practice.
Our Cubelets Lesson Plans all use a common format. This format is our version of an Inquiry Framework. We intentionally modified this framework from the Denver Museum of Nature and Science to represent how student mindsets change throughout the learning process. At the beginning of a lesson or unit, students are filled with wonder and excitement. Ideally, they’re asking tons of questions and intuitively predicting the solutions based on their background experiences. Then, students engage in the core learning experience. This is the investigation or engineering design challenge that will gently lead students to answers (and often many more questions!). Finally, students try to explain their new learning in their own words. They reference background knowledge from prior to the lesson as well as new information they gathered during the investigation or design process. Students share their explanations with each other and use their classmates as sounding boards to tweak and refine their understanding. Sometimes they even go back to investigate or redesign again! The very last step is less of a student mindset and more of an educator mindset. Taking the time to accurately gather formative data throughout a unit helps teachers more quickly identify students’ synthetic models and adjust student groups to better address common questions. This Inquiry Framework is most valuable because it can easily be translated into inquiry investigations or into guided release of responsibility lessons. It can stretch to the length of an entire unit or squeeze everything into one individual lesson. Its flexibility is what makes it so useful. Every teacher, in every subject, can see themselves in our framework and also identify places to grow professionally. Continue reading
Cubelets are the Inception of modeling tools. As you go deeper into your Cubelets experiences, you learn layer upon layer of new skills, taking your models from simple ideas to more abstract ones. At first, students model concepts like animal adaptations, poem structures, push and pull forces, or energy transformation. Then, as students gain a deeper understanding of Cubelets, they begin to draw models of how the data flows within and between Cubelets. This, in turn, opens doors for students to use Cubelets as a tool for modeling more abstract and complex behaviors like computer networks, the internet, and even Turing computers! This is why we’ve written an entire Introduction to Computer Science mini-unit: to help you introduce concepts that take Cubelets from ‘fun building blocks’ to ‘modeling tool.’ At their youngest, or when Cubelets are most novel, learners will connect this tool to their background knowledge. For this reason, one of our recommended first challenges for Cubelets users is to build a Cubelets lighthouse. We mentioned this in our Tactile Coding blog post. Then, students progress to designing robots that incorporate various animal adaptations such as nocturnal versus diurnal or object avoiding versus object seeking. As robots become more complicated, however, Cubelets learners are bound to ask, “Why is this happening?” And if they don’t, we, as teachers, should! Continue reading
The Ed Tech and Makerspace movements ask teachers to learn alongside our students more than ever before. This results in many classrooms being facilitated through some version of informal conferencing, where all the students (either on their own or in groups) are working on a task while the teacher floats between groups assessing understanding, helping students overcome struggles, and providing guidance for meaningful extensions of the day’s learning objectives. But our classrooms are still full of diverse learners and it is incredibly difficult to support all of our learners at their level when we are learning alongside them. Luckily, we educators have at least one big advantage: We’re adults. We’ve lived through life, amassed a variety of experiences, and so our brains have developed beyond the brains of our students. This makes our think-alouds extremely valuable learning tools. Still, at times I have found myself in the middle of an inquiry lesson where I was stumped about how to differentiate the content for my learners. I walked away knowing my questions had been too vague and, while anchored in the right mindset, had done little to push my learners through their zones of proximal development. Continue reading
One of the things I love about my role at Modular Robotics is collaborating with educators all around the world. And you know what? We all run our classrooms a little differently! This variance makes it extra tricky for me to write content that meets everyone’s needs, so that’s what this blog post is all about. Let’s review some of the most common classroom structures where I find Cubelets: Continue reading