In modern classrooms, we are seeing an increasing need to help students make the connections between content areas. After all, the skills we learn in math help students to not only perform adult, math-based tasks like budgeting, but also prepare them to think critically and analyze information in an internet-driven world. Likewise, as we begin to introduce computer science and robotics into the general education classroom, teachers everywhere are looking for ways to mindfully design interdisciplinary learning opportunities. For instance, how do coding and computational thinking fit within a literacy-focused classroom?
On one hand, the act of writing code into a computer helps students edit and revise their writing, paying extra attention to detail. Within computer code, one wrong letter or punctuation mark will invalidate a whole program, so many students feel motivated to scour their code until they find and correct the mistake. There are a surprising number of previously unengaged writing students who find their niche in computer programming, where they can practice many of the same fundamental skills that are normally taught through more traditional tasks.
Another essential component of literacy and comprehension is understanding text structures. This crucial literacy skill helps students analyze the author’s purpose when writing a piece, and helps them accurately interpret any relevant biases or comedic effect. The most commonly compared text structures are:
- Cause and Effect
- Problem and Solution
It’s been over a year since we launched #CubeletsChat, our blog and email series for
teachers. Every topic we write about comes from a question or conversation with an educator like you. Whether we’re highlighting some great resources for your sub binder or helping you dive deeper into the computational thinking skills that Cubelets can teach, #CubeletsChat is specifically for you.
Whether you’re new to the Cubelets community or are an adept looking for next steps with Cubelets, hopefully you’ll find a couple articles that meet your needs along your Cubelets journey.
For the Beginners:
It’s easy to be intimidated by Cubelets when you first pull them out of the box. After all, they’re blocks…that teach computational thinking…but how?
As we incorporate STEAM opportunities into our classrooms, there are many different ways to scaffold an activity to meet our needs. Some projects lend themselves to student design from the very beginning, and others lend themselves to students solving a problem we’ve identified for them (like designing a maze-solving robot or a robot to help the blind). This balance is integral to exposing students to every step of the design process while also making sure we have time to address all the standards we need to cover.
But student motivation is a major factor in how efficiently we can work through material each year. One way to increase student motivation is to put students in the driver’s seat earlier, by introducing subjects with creative hooks and giving students the space to define the projects according to their understanding.
Every project students do requires a discussion of the criteria and constraints. Whether those are teacher-given or student-provided, criteria and constraints indicate how students will be assessed on their design.
Criteria are the requirements for a project. If any of the criteria are missing, then the design is incomplete.
Constraints are the limitations for a project. What will students not have access to? For instance, are there considerations about price, location, or size? Continue reading
The critical thinking required for effective programming and computer science is increasingly being recognized as a fundamental 21st-century skill. As experts around the world began to ask how to present concepts like decomposition, abstraction, algorithmic solutions, and debugging, one of their first steps was to make the act of coding more accessible to younger and more diverse learners.
Now, we’re used to seeing such programs as Scratch and Cubelets Blockly
in elementary and middle school. These color-coded pre-built code blocks allow students to drag and drop to build a program without needing to memorize the vocabulary and syntax of a programming language first. We all agree this is more developmentally appropriate for young learners who are simultaneously still grasping the fundamentals of their primary language through reading and writing instruction.
But what about students who are pre-literate or are struggling with reading in their native language? That’s where Cubelets come in. Cubelets are block-based programming. Literally. Each Cubelet is itself a color-coded block of programming. We also refer to this as Tactile Coding
, since Cubelets program robot behaviors without a screen. For example, the Inverse Cubelet is equivalent to an inverse block in Cubelets Blockly.
We all miss a couple days of school, whether it’s for professional development, sick days, or personal time, and that means we need to be prepared for a substitute to take over for a day. It’s a tough balance between keeping it light, yet academic. We can’t leave lessons that are too complex, otherwise we’ll need to reteach them when we return to the classroom anyway.
Some years, our students can comfortably run the class themselves, continuing their unit of study following the structures we’ve practiced so well together, but other years, our substitutes need to do a lot of heavy lifting!
That’s where the Cubelets lesson plans come in. If you’re saving Cubelets for a rainy day (or a sick day), keep a copy of the Meet Your Cubelets lesson plans
in your sub binder. If you really love your sub, print out these #CubeletsChat blog posts about student protocols
and tactile coding
too, to give them all the tools they need to succeed.
A best practice when teaching computer science is to emphasize the thinking behind
coding more than fluency in a specific programming language. This may be one of the reasons Cubelets first caught your eye. Out of the box, Cubelets are a computational thinking platform that inspire all sorts of engineering design challenges for students. If you are new to Cubelets or #CubeletsChat, check out our previous posts about Activity Cards
or Lesson Plans
for some ideas to use Cubelets in their default modes. The first Create with Cubelets video
is also for you!
If you’re ready for the next steps toward coding this network of computers, however, I’d like to give you a tour around the rest of our Create with Cubelets video series.
This student-facing video series is designed to scaffold students from default Cubelets designs into modifying Cubelets software via Personality Swaps™ or custom programs in Cubelets Blockly. Since we know every student in your class requires different levels of scaffolding, we created these short student-facing videos to take care of the nuts-and-bolts training that comes with new software. Think of it like Khan Academy — you can assign each group different videos while they work simultaneously.
Frequently, Cubelets are used to supplement other subjects like
math, science, ELA, or art, instead of being isolated to a computer science setting. If this describes your classroom, you are not alone — and we have resources to help you! All of our content-specific lesson ideas are hosted on the Hub in the Grab Bag
. These lesson ideas are just that, ideas, not full lesson plans.
I chose not to write full lesson plans for a very important reason (and it’s not because I don’t love you!). The fact is all teachers approach their content areas differently. Some focus on workshop models and others prefer guided release lessons. Likewise, we all create content-focused units in unique ways. Some teachers structure units as research projects, others focus on guided investigations, and yet others prefer to focus on PBLs that connect directly to their local community.
If I were to write a full lesson plan in the Grab Bag (and there are a couple scattered throughout), the overwhelming majority of you would need to sort through pages and pages to gather the nuggets of information that suit your classroom structures. To save you the trouble, I’ve outlined a high-level narrative of how a lesson might
look and left the options open for how you’d like to bring the learning to life in the context of your broader unit.
As you scan the options below, remember we are constantly updating the Grab Bag with new ideas and we always appreciate teachers sharing what’s working in their classroom. If you’d like to contribute to our Grab Bag (this is part of many teacher evaluation rubrics: participating in a community beyond your grade, school, or district), simply email your ideas to email@example.com
or tweet @modrobotics using the hashtag #CubeletsChat. If we share or post your ideas, we will cite you and link back to any other resources you may have available. We love collaborating with teacher-bloggers and are happy to link back to school-specific or district-specific initiative pages. Because Modular Robotics is a small company, we have a lot of flexibility about how we can support you when you choose to share your hard work!
Here are some highlights from our Grab Bag:
Have you introduced your students to Personality Swaps
in our Cubelets App? Are you ready to get them started coding their own custom personalities? Would you like to transition into custom coding by anchoring to the pre-built personalities students already know and understand? Boy, do I have the best news for you!
While we do still offer our Create with Cubelets video series
that includes basic how-to tutorials about the Cubelets Blockly interface, our software developers just launched something even more magical!
We’ve posted the Blockly code for all of our pre-made Personality Swaps. This means students can easily change which message to send in Morse Code or how sensitive the Two-Way Drive is. This is the most ideal progression of skills because it puts students in the driver’s seat while working with a Cubelet they’re already familiar with. They can investigate any Personality and modify it while they become familiar with Cubelets Blockly.
Don’t worry, the Create with Cubelets tutorials are still available as helpful reminders. But with this new functionality in Cubelets Blockly, student-driven inquiry learning is accessible to an even wider variety of learners.
While having Cubelets for a whole class is the dream, a single group of Cubelets can be just as effective of a teaching tool. Because the Curiosity Set and Discovery Set are small, they are sometimes overlooked when teachers plan for their classrooms. But the size of the Curiosity and Discovery Sets can actually be an asset. Not only do they give more flexibility to smaller budgets (you can get five Curiosity Sets or nine Discovery Sets for less than one Mini Makers Pack), their sleek design and creative internal packaging are actually extremely helpful in keeping track of these valuable computer science tools. So how do the Curiosity and Discovery Sets serve you in the classroom?
Every teacher has their own brand of first week of school activities. Some teachers start with a blank and empty classroom, then construct the space collaboratively with students. Other teachers spend the time playing fun ice breakers and learning names, while still others hop straight into the curriculum. I fall on another spot on that spectrum.
My favorite way to start the school year is to use the classroom routines and protocols
that I want students to be able to use later in the year as the structure
for getting to know each other. This means learning Turn’n’Talk
as a means of short interviews, or practicing turning in writing assignments after writing Introduce-Your-Classmate narratives.