This one-day workshop will provide an in-depth hands-on exploration of the Teach Wonder experience including robots Dash (K-5) or Cue (6-8). Learn to bring excitement and wonder to kids through robotics and coding with Dash and Cue.
Spend the day exploring applications of Dash and Cue in the classroom. A station rotation will allow many opportunities to “play” with the features of the bots. Participants will leave with new ideas surrounding utilizing Dash and CUE in their own educational realms, and how to access the Wonder Workshop curriculum.
REGISTRATION DEADLINE: August 16, 2019
|Date||Friday, August 23rd, 2019|
|Location||EDCO Collaborative, 36 Middlesex Turnpike, Bedford, MA|
|MassCUE Member Cost||$150|
Participants must have a robot to attend. Bring your own Dash or Cue bot OR Purchase a bot using special MassCue pricing $125 (Dash) or $150 (Cue) To purchase contact Rochelle Cooper
$125 (Dash) or $150 (Cue)
|Note about non-member rate||Consider joining MassCUE at member rate for $40 before registering so you can take advantage of other MassCUE membership benefits throughout the year, such as member-rate for workshops, free membership to Hoonuit and to MassCUE Learning Tours.|
Google for Education Certified Trainer, Makey Makey Certified Trainer, Digital Learning Coach and Computer Science teacher for the Groton-Dunstable Regional School District, and Co-President of CS Teachers Greater Boston chapter. Online graduate instructor for Ed Technology Specialists and Andrews University with a master’s degree from Lesley University in Educational Technology as well as a bachelor’s degree in Elementary Education from Southern Connecticut State University. Conference presenter across New England and in New York. Prior to completing her degree and becoming a technology integrator, Audra has spent over 17 years in the classroom teaching ELL, ELA, Social Development, Science, Math, and Computer Technology classes. At Groton-Dunstable Ms. Kaplan works to integrate technology into student and staff learning across the district and teaching Digital Literacy and Computer Science at the middle school. Ms. Kaplan was recognized as one of 100 teachers nationally by NCWIT and the NSF because of her efforts to support Computer Science in Education. During the 100 Teachers Meeting in Washington DC in December of 2014, honorees were invited to the White House.
When away from school Ms. Kaplan enjoys spending time with her family, co leading a Girl Scout troop, learning new things, and exploring the world. Follow her on twitter @AudraKaplan
This course supports the following Massachusetts Digital Literacy and Computer Science standards:
K-2.CS.a Computing Devices
K-2.CS.a.1 Identify different kinds of computing devices in the classroom and other places (e.g., laptops, tablets, smart phones, desktops).
K-2.CS.a.2 Identify visible components of computing devices (e.g., keyboard, screen, monitor, printer, pointing device).
K-2.CS.a.3 Explain that computing devices function when applications, programs, or commands are executed.
K-2.CS.a.4 Operate a variety of computing systems (e.g., turn on, use input/output devices)
K-2.CS.b Human and Computer Partnerships
K-2.CS.b.1 Explain that computing devices are machines that are not alive, but can be used to help humans with tasks.
K-2.CS.b.2 Recognize that some tasks are best completed by humans and others by computing devices (e.g., a human might be able to rescue someone in a normal environment, but robots would be better to use in a dangerous environment).
K-2.CT.b.1 Define an algorithm as a sequence of defined steps.
K-2.CT.b.2 Create a simple algorithm, individually and collaboratively, without using computers to complete a task (e.g., making a sandwich, getting ready for school, checking a book out of the library).
K-2.CT.b.3 Enact an algorithm using tangible materials (e.g., manipulatives, your body) or present the algorithm in a visual medium (e.g., storyboard).
K-2.CT.d Programming and Development
K-2.CT.d.1 Define a computer program as a set of commands created by people to do something.
K-2.CT.d.2 Explain that computers only follow the program’s instructions.
K-2.CT.d.3 Individually or collaboratively, create a simple program using visual instructions or tools that do not require a textual programming language.
3-5.CS.a Computing Devices
3-5.CS.a.2 Describe the function and purpose of various input and output devices (e.g., monitor, keyboard, speakers, controller, probes, sensors, Bluetooth transmitters, synthesizers).
3-5.CS.a.3 Demonstrate an appropriate level of proficiency (connect and record data, print, send command, connect to Internet, search) in using a range of computing devices (e.g., probes, sensors, printers, robots, computers).
3-5.CS.a.4 Identify and solve simple hardware and software
3-5.CT.b.1 Define an algorithm as a sequence of instructions that can be processed by a computer.
3-5.CT.b.2 Recognize that different solutions exist for the same problem (or sub-problem). 3-5.CT.b.3 Use logical reasoning to predict outcomes of an algorithm.
3-5.CT.b.4 Individually and collaboratively create an algorithm to solve a problem (e.g., move a character/robot/person through a maze).
3-5.CT.b.5 Detect and correct logical errors in various algorithms (e.g., written, mapped, live action, or digital).
3-5.CT.d Programming and Development
3-5.CT.d.1 Individually and collaboratively create, test, and modify a program in a graphical environment (e.g., block-based visual programming language).
6-8.CS.a Computing Devices
6-8.CS.a.4 Identify and describe the use of sensors, actuators, and control systems in an embodied system (e.g., a robot, an e-textile, installation art, smart room).
6-8.CS.a.5 Individually and collaboratively design and demonstrate the use of a device (e.g., robot, e-textile) to accomplish a task.
6-8.CS.a.6 Use a variety of computing devices (e.g., probes, sensors, handheld devices, Global Positioning System [GPS]) to individually and collaboratively collect, analyze, and present information for content-related problems
6-8.CT.a.2 Define a simple function that represents a more complex task/problem and can be reused to solve similar tasks/problems.
6-8.CT.a.3 Use decomposition to define and apply a hierarchical classification scheme to a complex system, such as the human body, animal classification, or in computing.
6-8.CT.b.1 Design solutions that use repetition and conditionals.
6-8.CT.b.2 Use logical reasoning to predict outputs given varying inputs.
6-8.CT.b.3 Individually and collaboratively, decompose a problem and create a sub-solution for each of its parts (e.g., video game, robot obstacle course, making dinner).
6-8.CT.b.4 Recognize that more than one algorithm can solve a given problem.
6-8.CT.b.5 Recognize that boundaries need to be taken into account for an algorithm to produce correct results.
Sign Up for This Workshop
Wonder Workshop Training – Dash and CUE in the Classroom
August 23, 2019
9:30 am – 3:30 pm
36 Middlesex Turnpike, Bedford, MA 01730-1404