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. Learn why computer science and computational thinking skills are essential for all learners. Understand how to implement a computer science program that supports learning and critical thinking skills across the curricula. Participants will leave with the confidence that computer science for K-8 learners is appropriate and doable along with the knowledge of how it can be done, and where to find the resources necessary to do so.
REGISTRATION DEADLINE: May 13, 2019
|Instructors||Jeff Mao – Wonder Workshop
|Date||May 20th, 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)
|Graduate Credit||Worcester State University 1 credit ($125) optional: Those seeking 1 WSU credit have the option to do an additional 6 hours of project work. This includes 4 hours of lesson creation and implementation using the Dash or CUE robot with students and attending a 2-hour online meeting with instructor, Jeff Mao, to share lessons and outcomes. The date and time for the 2-hour online meeting time will be mutually agreed upon by those educators applying for WSU credit.|
|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.|
Jeff Mao is the Senior Education Outreach Manager for Wonder Workshop. He resides in Maine where he may be best known as the for his contributions to the Maine Learning Technology Initiative (MLTI). Jeff served as the Education Technology Director for the Maine Department of Education from 2004-2014. He was a lead author of the State of Utah’s Master Plan: Essential Elements for Technology Powered Learning. Additionally, he is an advisor for Future Ready Schools and has moderated and presented at almost all of Future Ready’s Summits and Institutes. Jeff was a Senior Director for Common Sense Media’s education division (2014-2017).
Jeff began his career as a classroom teacher. He taught at Brewster Academy in Wolfeboro, NH and later at the Allendale Columbia School in Rochester, NY. He has been recognized by EdScoop (EdTech Hero, 2017) SETDA (Leader of the Year, 2013), and Common Sense Media (Educator of the Year, 2012).
Rochelle Cooper has been a certified educator for the past 15 years. She began her teaching career as a special education 1:1 aide and spent the next 10 years as a 5th grade classroom teacher at Lynnfield Middle School. Rochelle received her undergraduate degree in English from Holy Cross College and her Masters Degree in Teaching from Simmons College. She is currently an Educational Consultant specializing in Digital Learning….and a lover of all things Google.
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 – Featuring Bots “Dash” and “Cue”
May 20, 2019
9:30 am – 3:30 pm
36 Middlesex Turnpike, Bedford, MA 01730-1404