Robotic Readers Updates - 10/10 and 10/13

Word on the street is that Friday's core values game was fantastic -- Thanks, Cashion!

The team discussed areas of interest:  We're definitely seeing the value of screening to catch dyslexia early.  The lids have a great understanding of the role a feeling of success and confidence plays. They've put forward one technology idea of an app that listens as a child reads allowed and gives positive reinforcement to build confidence.

The plan is to move forward with trying to get a contact from one of the states or districts where they do routine screening and see how effective it is and what lessons they've learned along the way.

The have more progress on logos and expect to be able to vote on our favorite on Friday 10/16.

Friday was Carnival Day at school, so the kids get a huge pat on the back just for being able to focus and make progress on such a frenetic (sugar-filled) day!

Monday we started with progress updates, then broke into groups:

• Mateo and Ashton continued work on their mission.
• Ainsley and Bryce mapped their mission on the table with the bamboo skewers, then broke it into discrete steps.  They'll make quick progress when the programming starts!
• Hudon, Charlotte and Eva started looking into the Schenck School in Atlanta.  They specialize in dyslexia and we're hoping they will be willing to talk with us.  They came up with a list of questions and started investigating who we can reach out to. 
• Will, Fiona and Cashion worked on the "Who" part of our presentation and a team motto.

For this Friday, we'll pikc up where we left off.  Hudson will be our game leader!

Neon Notes, Monday 10/13

The decision was unanimous!

Our goal is "how can we improve the way dyslexic people learn to READ music," 

More robut update to follow, but that's the big news!

Neon Notes Friday, 10/10/14

Discoveries by Melana, Jackson, Margaret, Sally and Attia:

1]Easy piano/recorder version of familiar "Happy Birthday" song contains all 7 notes.

Part of group worked on possible 'Jingle" aka word change to become skit song:

Sort of got something going and asked the team to try to come up with lyric ideas too since I don't think any of us felt like it was rock solid (since we also discovered it is really hard to change the words when they are so engrained in your head!)

sketchy lyrics thought: 

Learning music is fun.

Reading music is fun.

sometimes it's frustrating

but it ca-an be done!

Ideas~7 kids with recorders can be all mixed up and 1 conductor trying to get them to play and the 9th team member moves them around/in to place order?

OR, that 9th kid actually sings the song in key, it becomes obvious that the notes aren't being read/conducted in the correct order and they have to sort it out, false starts, further corrections after soloist begins singing again~ 

2]Isaac and I found the following web address proved to have some great clip art options for possible Neon Note 'logo'.  Like with Robotic Readers, seems you could go off in different directions (Bryce vs. Will vs. Charlotte's ideas) so, we suggest any one that wants to, put together a little logo (and save it!) and vote on it as a group?  

3] In an effort to get more focused~ I tried to lead 3 (and then, 5) kids toward what we were trying to acheive, thinking then we could work backwards toward a possible game; mixed success with this...

All agreed that, thanks to visiting educators and beginning research, we have learned about various ways to meet that goal; generally: 1) sight reading 2) playing by ear 3) interval method but, in that discussion, it was clear even, in our small group, there were various learning styles: e.g.,  interval method made zero sense to one and Ms.Thompson's approach completely escaped someone else.  One of them needed to hear a piece first and then could start to make sense of the written music.

With all that in mind, one solution/game idea was something to help a person with dyslexia figure out what their learning style for playing music might be (without all the frustration, emotional trauma and expense of 'wrong' approaches) but came up with nothing solid for what that game might look like.

We need to clarify if the goal is playing music by what ever means you use to get there or if it is to actually learn how to read a piece of music, if the latter, should their solution focus be on sight reading music?  

Well,  there you have my input after Friday's FLL.  

Celie

Robotic Readers Update 10/6 update

We’ve been starting practice with reporting to get them all used to talking about their accomplishments.  We've also done away with raising hands and are trying to manage our group conversation by paying attention and working on giving and recieving focus through careful attention to who has something to offer.

We had a fantastic discussion of the brainstorming they did last Friday with Annie.  Lots of great ideas that are falling generally into areas of early identification/screening, assistive technology/devices and learning methodology.  We'll keep going with these working toward a solution.

During practice:.

• Will and Ainsley met with Joan and a couple of Neon Notes to talk about about fundraising.
• Charlotte and Bryce (and Will a little) began work on logo idas
• Fiona and Cashion continued studying how to create a line follower using the color sensor. They showed up for extra work Wednesday after school and created a program for the left side of a line and a program for the right side of the line.  It was great that Cashion was wearing a black shirt, and CHarlotte had on a white shirt.  I really helped to clarify the point that the robot looks at the amount light reflected.  (We made a diagram on the white board, but you can find the same general diagram in this post).
• Ashton and Mateo continued to refine the Changing Conditions/Sports mission they've been working.  They identified issues with the model, changed the design of the arm and worked through issues of how/where to start consistentl.  
• Eva and Hudson spent Friday looking at the other missions in prep for waht to work on next.

·         Everyone should be able to report something from Roots & Wings.  New facts go on post its and get stuck to the Who/What/When/Where/Why/How board (rolled up in the closet).

Friday Game:  Cashion is up.

The Name Game

Team 4010 as officially chosen a name!  We are the Robotic Readers!

9/19 Neon Notes Update

1)  Kids assigned to become "experts" [read: focus research on] one of 3 areas:

Margaret, Sally,  Harper~   To learn about dyslexia; e.g., what is it? are there ranges/spectrums of involvement? how many people have dyslexia? when are most people diagnosed?, etc.

Jackson,  Melana , Graham~  To learn more about what (teaching) games/technology tools already exist to help people with Dyslexia learn anything.

Attia , Isaac, Anna~  to learn techniques available to teach anyone how to read music; e.g., computer programs, written instruction, games, etc. 

The general plan is for them to all spend some time outside of FLL meetings (together, solo, with Ms.Albach, parent assist, whatever works!)  and get some general findings on their chosen area to bring back to the group in 2 weeks / Oct 3rd. (did I get the date right, Sue?)

2)  Kids picked/teamed up for table/robot missions they will focus on:

~Cloud Access:  Harper and Anna

~ Sports: Isaac and Sally

~ Reverse Engineering: Jackson and Attia

~Using the Right Senses: Melana and Margaret

~Remote Communications Learning: Graham (willing to be a team of one!) :-)

The general plan for this is that the teams of 2 will get together and spend some one on one time with a coach ~ again, this will probably be outside of FLL meeting time/when it is convenient to get them together (with robots and their specific table pieces).

4010 Homework 9/15

Bryce - eReader scanning words and reading out loud.  Didn't get the brand that Bryce looked at, but it sounds something like this: http://venturebeat.com/2009/11/09/intel-introduces-a-digital-book-reader-for-the-blind/

Cashion -- Dragon http://dyslexia.yale.edu/TECH_dragon.html

Mateo - Google Glass, scan prinitng and can look normal

Ashton -- Disney Channel "This is Who I am", practice road signs, boxes

Ainsley -- Identical twin uncles with dyslexia.

Eva - Pen that records, pen that reads.  Something like this one:  http://www.livescribe.com/en-us/

Charlotte -- What is Dyslexia app, http://www.nessy.com/dyslexia/

Fiona -- TYping vs. writing, especially with a colored keyboard.  Sand spelling for additional sensory input.

Team 4010 (Jenny) Update

Last week the kids came home with their Core Values assignments.  Dates for their games are:

9/12 - Fiona and Charlotte	10/17 - Hudson
9/19 - Bryce	10/31 - Mateo
10/3 - Ainsley	11/7 - Ashton
10/10 - Cashion	11/14 - Eva and WIll

Project work:  We discussed groups of learners and which ones might be interesting and accessible to use for our project.  The kids came in a lot of additional ideas for different groups of learners.  We discussed each and voted on the ones we thought would be most interesting/challenging.  In order of votes, they are:  

• People with dyslexia
• People who learn in a language other than their primary language (ESL, but also immersion programs)
• People who are physically handicapped and thus might have difficulty with things like writing or turning pages.
• People who are color blind.

From there we talked more about things we're passionate about learning.  We came up with:

• Writing
• Reading
• Music
• Math
• Teamwork and collaboration

We also talked about education research that points to "grit" (the willingness to fail and try again, stick-to-it-tiveness or perseverance might be good synonyms) and how you build that that or whether it's a big factor for any of these groups. 

So, team homework is:  Look at one of the groups above and what the current methods and best practices are for teaching one of the things we love to learn.  Come in prepared to give details, explain why it's important and any ideas it sparks for what else might be done. 

Bonus:  Drill down to a specific concept or area in the broad categories as you look at how these learners are learning.  Some examples:

• You might look at the specific challenges people with dyslexia face learning to do math problems or read music.
• You might look at alternatives to traditional text books for people who aren't able to turn pages or who are color blind and wouldn't get much from color diagrams, charts, etc.
• You might look at the challenges people who are in a school where they don't speak the primary language face in PE where they need to work directly with other kids or when doing group projects.

The more specific we are about what we would like to address, the faster we'll progress on coming up with possible solutions!  So, narrow it down in whatever way makes sense to you.   

Good sources:  A friend, relative or someone you know who represents one of these groups.  A professional or expert who works with one of these groups.  A website, article or book that covers how these learners learn (remember to write down where you got it!)

Team 3849 (Sue) -- Homework

Last week the kids came home with their Core Values assignments.  Dates for their games are:

9/12 - Margaret & Melena	10/17 - Isaac
9/19 - Jackson	10/31 - Harper
10/3 - Attia	11/7 - Sally
10/10 - Graham	11/14 - Anna

Update from Lockie on project work and homework:

Our team has narrowed to two possible projects. These are still broad, and we need to come up something actionable but we are getting closer.

Here are the two possible projects. Recall that we need to solve the final project/problem using a solution that involves a game.

Also keep in mind that we need LOCAL resources to help with research as we travel down our path.

Here are the two possible projects

1. Learning about scientific experiments that involve explosions

2. Learning how to learn to read music

We brainstormed possible players for each (WHO) and we brainstormed types of specific explosives or music (WHAT) 

Examples:

Learning about scientific experiments that involve explosions

WHO

1. military

2. congress

3. science teachers

4. children

WHAT

1. TNT

2. Carbonate/soda

Learning how to learn to read music

WHO

1. Seniors/elderly

2. Hearing impaired (deaf) learners

3. Vision impaired (Blind) learners

4. children

WHAT

1. Piano sheet music

2. Braille music

3. Guitar sheet music

4. synthesizer 

SO, your homework is to brainstorm to add to these.

Part one  Research scientific explosions. Who could we teach them to? What could we teach them? 

Part two: research learning how to read music.

Who could we teach to read music? What type of music could we teach? 

Remember that our solution must involve a game. So perhaps you do an internet search using keywords of "music, games, learning" just to see what currently exists. 

Or perhaps you do a search using keywords "explosives, science,  high school students"

We need you to come in with at least two ideas each for the WHO category and the WHAT category to add to the above! 

We will vote on our problem/project on FRIDAY!!! So, also be thinking about what you would like to spend the next several weeks researching. Think about what local resources are here to help. Can we ask Mr. Godeleski or Mr. Butler to help us with ideas on how to teach music? Of course we can!! Can we take a field trip to MOOG or a local music teacher? Probably!

9/8 Practice Roundup -- Cross team groups

Robot build report from Sean: The kids got some great insight on which missions really need sensors, versus the ones that only seem to need them until you read the mission really carefully!  

George worked with a few kids from both teams on strategic analysis of the missions.  Our goal is to take the progress they made and have each team pick a start point come Friday.  

Programming report from Sarah:  I enjoyed working with Anna, Jackson, Cashion and Ashton on EV3 programming.  Software/hardware/incompatibility glitches meant we couldn’t download the programs onto the robot, so we did everything short of actually running the programs.

We walked through the green palate blocks, and looked at large motor, medium motor, move steering and move tank blocks in particular.  We had the robot in front of us, looking at how one wheel was attached to the motor plugged into the A port, and the other wheel was attached to the motor plugged into the B port.  What would happen if the A motor only were told to move forward – would the robot go forward?  (No – it spins in a circle).   We talked through turns and how the motors used and the direction of the motors can dictate the type of turn.   We measured the circumference of the wheel and talked about how to calculate the distance traveled.  The wheels on the robot we had in front of us were approximately 7 inches.  If we want the robot to travel forward 3.5 inches, that’s ½ of a rotation.  If we want it to travel 9 inches, that’s 1.286 rotations. 

The kids each did a very short program, which I promised we’ll run on Friday. 

9/5 Practice Roundup

We made a lot of progress!

Core Values:  All kids came home with a core value and a date.  Each kid will lead a game that relates to their core value on that date.  Shoot for 5 – 10 minutes for the game (they always take longer than we think!).  Links to some sources for games can be found here, but there are lots more.  Feel free to invent your own or use a favorite from any source!

Robot:  Hudson was the voice of experience leading the charge on getting a second starter robot built with Isaac and Cashion.  They did a GREAT job and were superstars as far as staying on task and working together with very minimal supervision.  Congrats, guys!

Programming:  Two rookies from each team got their feet wet with EV3 programming.  They figured out how to make the robot travel a specific distance based on the circumference of the wheels.  They drove it of the table (maybe I did that…?), tested a basic turn and talked about how to make sure your programs are understandable come tournament time. 

Project Research:  A small group from each team started working on how they will narrow down our VERY broad project focus into something specific and actionable.  Both teams came away with homework for this. 

·         Team 3849 (working with Sue) should be thinking of something they are PASSIONATE about that could be taught/learned through a game. 

·         Team 4010 (working with Sarah) has four possible learner groups that they will discuss and consider on Monday.  Kids are encouraged to think about these groups and pick the one they find most interesting OR come up with a group they are more interested in and be prepared to make their case to the team.  They also came to consensus that whatever solutions they come up with should incorporate the use of technology in learning.  Sarah provided an excellent summary of where they are that is posted here.  Please review that with your kids!

Team 4010 -- Update on Friday from Sarah

Hi folks.  We are off and running. Please read these emails so that you know what the kids accomplished at each practice, and can see what needs to be accomplished at the next practice, and can specifically see what HOMEWORK needs to happen between practices.  Seriously – we need the kids to know there’s homework, and to do the homework, and to bring it with them to the next practice.

I worked with Mateo, Ashton, Will and Ainsley about the research project today.  This year’s theme is “FLL World Class: Learning Unleashed.”  The team will need to state a research question in this form:  “How could we improve the way someone learns ____ (topic chosen by team.)”  

The team will spend 12 weeks researching their question.  The team will ultimately design a 5 minute presentation for the judges which (i) explains their research, and (ii) answers the question. 

Given that the topic is so frustratingly broad, the kids and I discussed the need to narrow the topic, and to set parameters to help guide the full team discussion on Monday.  We brainstormed possible topics, then we brainstormed types of learners.  The brainstorming really took off when we starting thinking about groups of learners -- did we want to focus on a topic that kids would learn, or adults? That led us to a discussion of people with particular physical challenges who need to learn differently.  We talked about how deaf people might learn through Google Glass eyewear;  or how non-English speakers might learn English through a real-time interpreter app; or how quadriplegics or paraplegics might be able to re-learn muscle movement with technology; or how braille keyboards help blind people learn.  It was a really neat discussion!

Our group is proposing four options for the full team vote on Monday about the type of learner to be involved in our research: (i) the blind learner; (ii) the deaf learner; (iii) the learner with physical limitations such as a quadriplegic or a paraplegic, or (iv) a non-English speaking learner.  We are asking team members to think about these options over the weekend – which type of learner would be interesting to research for the next 12 weeks?  Come prepared to vote on Monday.  If you want to add another type of learner for consideration, come prepared to give a 1 minute explanation of the type of learner you want to place into consideration.

After the vote on the type of learner, we’ll spend some time brainstorming topics that the learner might want to learn.  (If that is not settled on Monday, we will vote on the topic next Friday.)

Once we have a type of learner and a topic, our research will kick into high gear.  The kids will start to research the ways the topic is learned by this type of learner.  The research will take place once a week during the school day (during Roots and Wings), as well as during practice, as well as through homework.  A particular highlight early in the season is to take FIELD TRIPS to interview professionals or other experts in the topic area.  Once we agree on our research question, we can start planning lots of fun research!

After the research is underway, the team will need to start developing an innovate answer to our specific research question.  Will, Ainsley, Mateo and Ashton are in agreement that the answer should involve technology.  Perhaps learning how to do something via Google glasses, or through a “Siri Educator,” or perhaps a game like Minecraft.  Stay tuned!

Game Updates

"Scott has already posted his first 6 Robot Game Updates, and Jinnel has posted a Project Update, as well. Stay current on these clarifications and changes by viewing the Challenge Updates at http://www.firstlegoleague.org/challenge/2014fllworldclass. 
                
These updates are also pushed to the app." 

Wait!  The app?  Yep!  Looks like it's the Coaches' Handbook, Challenge and Updates. Cool!
iTunes here: https://itunes.apple.com/us/app/first-lego-league-fll/id909746033?mt=8
Google Play here: https://play.google.com/store/apps/details?id=org.usfirst.fll

In the meantime, you can check out the official FLL blog from FIRST here.  Check out the recorded Ask the Expert sessions!

The Science of Smart

Caught the tail end of this on the radio this weekend and was fascinated! It's an hour long and detailed. It's also directly related to this year's challenge! If you have the time, give a listen!

http://www.wnyc.org/story/science-smart/

Also, there's a link to the transcript here: http://www.americanradioworks.org/science-of-smart-transcript/

No podcast so far, but I'll post it if it shows up!

Teams!

At our last practice, kids found out who makes up their teams. The rundown is below. Each kid also came up with a word starting with the same letter as their name that they think is a quality of a good team. We won't spill the beans here, but ask them to explain how or why their word fits!

Team 3849	Team 4010
Ainsley -- Awesome	Anna -- Attentive
Ashton -- Attentive	Attia -- Awesome
Bryce -- Brave	Graham - Great
Cashion -- Careful	Harper -- Happy
Charlotte -- Creative	Isaac -- Intelligent
Eva -- Enjoy	Jackson -- Judgement
Fiona -- Fun	Margaret -- Marvelous/Mindful
Hudson -- Helpful	Melena -- Magnificent
Mateo -- Meaningful	Sally -- Significant
Will -- Wonderful

We know everyone's busy studying the challenge, so here's a handy picture of the table to help with understanding the missions (click to make it bigger or get the original here):

World Class Challenge is Released!

Today is challenge release day!  Follow the link below to download a copy of the challenge.  Kids need to look at the project information (pages 2-5) and the Missions (pages 26 – 29) before practice on Friday. 

http://www.firstlegoleague.org/challenge/2014fllworldclass

Of course, they can read the whole thing and/or have a look at the videos as well.  We will be going through the mission video in particular as a group as we get the table is all set up and ready to go.

Also, we asked kids to bring in a folder/binder (with pockets) for FLL.  If they can get those before Friday, that would be ideal.

See you on Friday!

Welcome back 2014 Claxton FIRST Lego League!

First practice THIS Friday – August 22

Thanks to everyone who got their registration in early, we are ready NOW with our field kits!

Friday will be an ALL HANDS ON DECK practice.

In an ideal world we will have at least 10 adults at practice
on Friday to manage building.

Practices moving forward Monday & Friday – we pick the kids up in the gym after school and will be done at 4:00.  Please make sure kids know NOT to take the bus home on Monday and Friday.  

Registration Opens TODAY!!!

Interested in the FIRST LEGO Robotic League this fall?

If you are the parent of a rising 4th or 5th grader, and if your child is interested in the FIRST Lego League (FLL) program, please plan to attend a parent meeting on Monday, May 5^th at 5:30 in the Claxton gym.

For the 2014 fall season, the theme is all about the future of learning -- Learning Unleashed! From the challenge preview: “Teams will teach adults about the ways that kids need and want to learn.” Teams will research current solutions and propose innovations of their own.  Each team also designs, builds and programs a robot to compete in a game based on the same theme. Through all of this, teams must embrace the core values of teamwork, community service, "coopertition" and fun. Teams will compete in a regional tournament in November.

There are a limited number of spaces per team, and students must apply to participate. Applications are due Friday May 16th and can be downloaded here or a hard copy can be picked up from Ms. Stewart in the front office. 

At the parent meeting, learn more about the program, what students can expect and the commitment required to participate.  We also need parents to make this happen!  If you may be interested in helping to coach or mentor a team, please come!

If you can't attend, please contact Jenny Manner at mannerje@gmail.com or Sarah Thornburg at sthornburg@mwbavl.com.