One of the biggest challenges facing teachers today is meeting the needs of each individual student in their classroom that is the core of differentiated instruction. Reflection Questions for each chapter can be found in the Reproducibles section of this Teacher’s Guide Learning Objectives. Students answer the Reflection Question for the chapter individually, as an in-class or homework assignment.Assign the Reflective Question for the chapter Groups may be asked to document their solutions in journals or logs, and especially to explain how they overcame the key problems identified at the start of the unitĤ.Each group constructs its own solution to the Unit Challenge Groups proceed through the video trainer materials at their own pace, following the video instruction directly, and constructing solutions to the Try It! and Mini-Challenge steps as they goģ. In a group, identify and note key capabilities the robot must develop, and problems that must be solved in individual engineering journals or class logs (e.g.View the introductory video as a class, or in individual groups, then review the challenge task for the unit Solutions will not require parts in excess of those included in the 45544 EV3 Core set, so it is sufficient to leave each team with one kit (although access to additional parts may allow students to construct more creative solutions to problems).Ī typical plan for an Introduction to Programming chapter is:ġ. Each pair of students should work together at one computer, with one EV3 robot.Ĭurriculum tasks are designed to involve some – but not extensive – mechanical consideration, so that hands-on design tasks may remain authentic without becoming logistically difficult. ROBOTC Intermediate Programming is designed for student self-pacing in small groups, preferably pairs.
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