Robotics for School Students that Teach Positive Socialization

Robotics for School Students that Teach Positive Socialization

Conducting experiments in a science classroom naturally calls on students to work together to achieve a shared, invested outcome. Together, they’ll be able to foster ideas built on brainstorming and defense of their own point of view. Meanwhile, students are simulating the kind of work that goes on in real laboratory settings, as colleagues in a science-related career path must work side by side to peel back new advancements in technology.

So what are the most effective methods for facilitating group work among young students?

Teachers often must weigh the benefits as well as setbacks for group work. Will students work effectively as a team? Will some students put in much more effort than others? Will all voices be heard equally?

Luckily, when it comes to robotics kits, students are given the unique opportunity to work towards a common goal and create a final product to present to the rest of the class. Teachers are able to present the class activity in a way that will seem new and fresh robotics kits, students are given the unique opportunity to work towards a common goal and create a final product to present to the rest of the class. Teachers are able to present the class activity in a way that will seem new and fresh.

Meanwhile, robotics for school students will teach positive socialization as students tackle individual tasks based on a unique role within the group, discover personal strengths that will help them excel across a wide range of academic endeavors, take responsibility for the success of their project, and open up in a small group setting in a new way.

For some students, this may be a way to bond with other students over a shared common interest and a possible future in robotics.


Assigning Roles

One of the biggest supports in making sure all students feel included is to assign each a particular role in the group. These could be titles such as facilitator, communicator, problem solver, etc. that let each student know exactly what individual tasks they must complete within they group. Based on the age of the students, roles can be chosen amongst group members, or assigned by the instructor.

In this context, each student feels they have something unique to contribute, and minimizes the risk of some students becoming much more involved than others. Students will also start to learn which roles come most naturally to them. Am I more of a leader? Am I a careful listener that prefers to follow someone else’s instructions? This will provide important feedback in future group settings that will serve students well as young adults.

At the same time, students are learning just how much collaborative effort is needed in large scientific projects, like making a robot move for the first time.

Discovering Individual Strengths

In the midst of fulfilling their role within the robotics for school children workshop, students will develop skills in leadership, communication, and mediation. Simultaneously, they’re also perfecting skills as thinkers, problem solvers, creators, and verbalizers.

In the world of robotics or outside, developing these strengths will serve each student well. The highlight of these robotic modules is that these newly found skills are absolutely transferable to other academic interests and professions that involve teamwork and positive group dynamics.

Even for students who come out of the workshops unsure if they will pursue a future in robotics, the boost of self-confidence from dreaming and creating something all their own is well worth it.

Taking Responsibility for the Task

In small group settings, the responsibility of each team member’s role is amplified. There’s simply too much to get done for students to sit back in their chair and tune out.

Sometimes teachers worry when placing students in a group setting that highly motivated students will inevitably pick up the slack of students who are less interested in the class topic.

However, when students take on individual tasks, their given complete responsibility to see that their role has been successfully carried out. As some students struggle, others can pitch in to offer up ideas, and explain why one prototype has a better chance of succeeding over another.

Students can also take responsibility by explaining new concepts to peers within their group. Peer-to-peer learning means that the student being taught is explained concepts with relatable language, from a new point of view. The student doing the teaching is cementing concepts as they reexplain what they’ve already been taught.

Beyond positive collaboration, students will also need to demonstrate unique ways they’ve contributed to the group’s final outcome. Conversely, students will also reap the rewards of speaking to a large group of their peers and taking credit for their personal accomplishments.


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Encouraging Quiet Students

In large group settings, quieter students can unintentionally be left out of class discussions. A teacher might also mistake a student’s natural reservedness for lack of interest or motivation when really the student fears speaking in front of such a large group of students.

In a small robotics for school students group, all students have a greater chance of being heard. In fact, they’ll have to defend their hypotheses about how best to create an effective robot that carries out specific tasks. Students must communicate and problem-solve to come to a consensus at each milestone in developing their robot.

Ideally, the experience of speaking up and being heard in small groups will also give quiet students the motivation to participate more regularly in large group discussions.

In addition, groups of students that sometimes take a back seat in science classrooms and in the larger scientific community: girls, minorities, those with disabilities, can discover a newfound sense of purpose and identity when working on robots as a collaborative team effort.

Forming New Friendships/Hobby Groups

Robotics for school students are especially important for students who don’t believe they have the skills necessary to succeed in science. As kids begin to uncover skill sets and passions related to robotics, they can look for new outlets for those passions.

After participating in a robotics for school children workshop, many students may be drawn to other robotics classes in their community that hold classes on a regular basis.

As a subset of pursuing these interests, students can meet new people and form new friendships based on their shared interest that will become strong support systems in years to come.

Derek Capo