I had the pleasure of working with our 4th graders recently on a engineering challenge using the littleBits electronics/prototyping platform. For our imagined scenario, we asked students to help NASA prototype a Mars Rover which could carry rock samples over long distances. Each student was provided a small kit of littleBits components, cardboard, straws, pipe cleaners, tape, and other building materials. To simulate the rock sample, we gave each team a marble which the rover would need to carefully carry.
Using a modified version of Stanford's Design Thinking process, we asked the students to define the challenge more clearly through a question and answer session to aid their empathy and understanding of what was required. Working with their team, students sketched an image of what they wanted to build and off the went into the construction process.
Once again, I was amazed at what unfurled before me. Students were engaged in active engineering dialogue throughout our 2 hour session - a rarity sometimes in younger grades. They demonstrated that they could be in charge of their own learning. More importantly, I became a collaborator instead of the "sage on the stage" asking them to take notes and hear my words.
By design, they struggled. We talked at the start of the project about "embracing failure" as a natural part of any problem-solving process. Rarely does anyone get it right the first time. Great inventors fail as a means to eventually succeed. There are many constraints, limitations on materials, and ideas that seem easy but remain arduous. After a few two hour sessions our 4th graders machines were moving but still not there yet. Although we've stopped working for now, we're going to make another run at it later this spring. I'm fully confident in these young minds and excited to see their ideas in action! For further detail about this project, check out Kim Haines excellent article which was published in the Left Hand Valley Courier (see page 13).
Using a modified version of Stanford's Design Thinking process, we asked the students to define the challenge more clearly through a question and answer session to aid their empathy and understanding of what was required. Working with their team, students sketched an image of what they wanted to build and off the went into the construction process.
Once again, I was amazed at what unfurled before me. Students were engaged in active engineering dialogue throughout our 2 hour session - a rarity sometimes in younger grades. They demonstrated that they could be in charge of their own learning. More importantly, I became a collaborator instead of the "sage on the stage" asking them to take notes and hear my words.
By design, they struggled. We talked at the start of the project about "embracing failure" as a natural part of any problem-solving process. Rarely does anyone get it right the first time. Great inventors fail as a means to eventually succeed. There are many constraints, limitations on materials, and ideas that seem easy but remain arduous. After a few two hour sessions our 4th graders machines were moving but still not there yet. Although we've stopped working for now, we're going to make another run at it later this spring. I'm fully confident in these young minds and excited to see their ideas in action! For further detail about this project, check out Kim Haines excellent article which was published in the Left Hand Valley Courier (see page 13).