"Quad D Robotics: Innovative Inventions Curriculum®" developed 6/2011, Robert E. Walker, M.Ed.,

"Quad D Robotics: Innovative Inventions Curriculum®" Developed by Robert E. Walker, 6 / 2011: Domain Site: QuadDRoboticsCurriculum.com  Presentation Goals / Proven Outcomes: Revitalizing instructional beliefs and practices, strategies for communication skill development, integrity restored to the classroom, motivational perspective for instructional development, and a curriculum that prepares   students  for the real-world, real-life, work place experiences.  Instructional Target Group: 5th - 12th grade... pending technical merit of robots implemented in curriculum. The author of this curriculum doesn't recommend a specific manufacturer / company set of robotic kits  for successful curriculum implementation. A variety of  technological materials / applications / programs can be applied to successfully implement this curriculum. Technology Option 1: Mechanical  Syringe Powered Robots: (Low end funding curriculum) Technology Option 2: Robotic Kits: Grant Application Sites (High end funding curriculum)   Professional Publications:    August 2013: Article with Mr. Art Costa "Habits of the MInd / Article with Robert E. Walker "Quad D Robotics: Innovative Inventions Curriculum" / "TRIBES" & Non-Violent Physical Crisis Intervention infused into curriculum by Instructor, see below:  INFUSING ROBOTICS CURRICULUM WITH ESSENTIAL LIFE SKILLS By Mr.Robert  E. Walker and Mr.Arthur L. Costa Robotics courses must be more than learning about how machines perform human functions.  The ever-changing technological advances require employees to possess a vast knowledge base.  Well-prepared students who seek a career in engineering, technology, and mathematics must possess not only individual skills  but also personal character traits  and thinking disposition. Academic communities must reinforce both human communication skill development and instill persistent adaptable self- teaching traits into individuals, thus preparing them for real world, real job, and real life. The Curriculum: "Quad D Robotics: Innovative Inventions Curriculum®" authored by Mr. Robert E. Walker, (“QuadDRoboticsCurriculum.com,”)  offers just such preparation.  “Quad D Robotics Curriculum” defines its mission as, “preparing individuals intellectually for unexpected events and problem solving situations, being adaptable to workplace challenges in an ever-changing technological environment.”  “Quad D Robotics” is an unpredictable, unscripted, employment simulated technologically based educational experience. Common Core Standards and CORE curriculum content applications are aligned and evident throughout the Quad D based curriculum. This Innovative Inventions Curriculum allows for a very unique educational experience, as if the students were already on the job. The classroom  becomes a place of simulated employment, including random student groupings, opportunities for students to apply CORE related content, while creating robots through human to human interaction strategies and experiencing an innovative invention structured curriculum. The curriculum is unlike the scripted and predictable robotic courses and tournaments, which limit the student's opportunity for innovative creativity as well as CORE content application. “Quad D Robotics” is unpredictable, unscripted, student driven, an innovative invention based experience. The instructor and group leader supports the group members... as they all work together to develop their robots (all students must be active contributors) as diagramed in the “Quad D Robotics Curriculum” strategy, "Walker Triangle for Success."              The curriculum is built around the following attributes: •         Common mission-driven, •         random grouping, •         workplace simulated, •         daily connections to a real work place situation, •         scripted sensor testing, •         some initial scripted robotic building tasks including •         hand and computer programming with demonstrations and sign off, •         programming research including student documentation for programming options, •         student ideas and designing, •         student proposals to teacher, •         contracting groups, •         organization while constructing robots, testing / tweaking, problem solving, more testing, final demo, student reflection including the 5 E;s, •         a common core, criteria based, group power point, and recovery of robotic kits as well as the work environment (school lab}.             And that’s not all. Because of the employee’s need for  personal characteristics and thinking dispositions, “Quad D Robotics: Innovative Inventions” course is also infused with “Habits of Mind” which include 16 dispositions developed by Costa and Kallick (2008. 2014) and “TRIBES” developed by  Jean Gibbs (1987, 2006) which is a curriculum for social development and cooperative learning.  The inclusion of these learning essentials are evident, identified, and reinforced throughout the curriculum. The "Habits of the Mind" empower the student's metacognition by taking ownership of their thinking capacities and practices. Throughout their educational experiences they become spectators of their own processes of mind.  They learn how to think interdependently, to analyze and solve problems with creativity and accuracy.  They become skillful human-to-human communication thus, allowing for positive individual development, effective and efficient thought practices, and successful future employment experiences. "TRIBES" encourages student’s self- reflections, student based project evaluations, and a foundation for students to create technological evidence that summarizes their overall learning experiences and project outcomes. With "TRIBES," every group member is "heard, welcomed, and appreciated." Even if they differ in opinion and common beliefs on any given topic, and / or situation, other words, all members have a voice. The "TRIBES" ultimate goal is to develop a truly safe community for learners. TRIBES grouping and instructional strategies are effective at producing a quality project in a very structured, safe learning environment. While allowing opportunities to flex the curriculum content, due to school scheduling  constraints and unexpected required administration add-on’s, such as, a new school-wide, reading level intervention program, new academic testing by grade level, etc… Reflection is also key in a true “TRIBES” and “Quad D Robotics” learning community, not only useful for individual or group reflections, but also reflection can be an effective evaluation and data collecting tool.   Assignments: “Quad D Robotics: Innovation Inventions Curriculum’s” common tasks are to design, develop, modify, and test robotic innovative invention theories and principles, through student grouping structure and CORE application opportunities. The experience allows students to be hired, as if they are employees, their grade is their pay. Real workplace structure / experiences are discussed, and elaborated upon for student comprehension on a daily basis.  The assignments include some limited, predictable, scripted curriculum, including an initial manufacturer’s robotic building task. Quad D generated hand and computer programming strategies, with on-going demonstrations, programing research, student documentation for programming options, student ideas and designing, student proposals to teacher, contracting groups, organization while constructing robots, testing / tweaking, problem solving, more testing, final demo, student reflection including the 5 E;s, a common core, criteria based, group power point, and recovery of robotic kits as well as the work environment (school lab}. “HOM'S,” “TRIBES,” and “Quad D Robotics: Innovative Invention Curriculum” are evident, identified, and reinforced throughout the Quad D Curriculum.             The chart below illustrates how "Habits of the Mind" and “T.R.I.B.E.S” are infused into the "Quad D Robotics: Innovative Inventions Curriculum®" (Technological Instruction)            Habits of            the Mind             Quad D Robots Innovative                Inventions  Curriculum              TRIBES  1. Persisting      Keep Attempting, Keep Attempting,     Keep Attempting, if one falls short...don’t     give up and attempt again!    Inclusion Activities /       Reflections 2. Managing       Impulsivity      Empowering one’s ability to recognize     and counter the human emotional stages     encountered through life experiences and     challenges.      Stage 1 Anxiety,      Stage 2 Defensive,      Stage 3 Acting Out     (Non Violent-Physical      Crisis Intervention)             Habits of            the Mind             Quad D Robots Innovative                Inventions  Curriculum              TRIBES 3. Listening with understanding and empathy     Even if student views of an issue /project    idea varies from others, an agreement to     work through differences, while realizing,     "I'm Human / You're Human," and that    principle alone demands respect for each     other, as human beings.       Everyone should be,       "heard, welcomed,  and appreciated,"(TRIBES) 4. Thinking Flexibly     Be open minded, welcome new ideas /     concepts, reinvent the wheel at times, and    be able to adapt to ever- changing    technological advances, out of our control     situations, and life challenges.       Inclusion Activities /      Reflections 5. Thinking about your thinking, Metacognition     Reflection: What communication occurred...    verbal and non-verbal? Reflection is a key     factor in owning ones learning experiences,    and having the desire to grow personally     and professionally from those valuable    experiences, of our past. Reflection also    serves as a great evaluation tool, whether    it is written  form, or a rubric, sharing with    others, or simply a moment for serious thought.      Five E’s:      Engage,      Explore,      Explain,     Elaborate,     Evaluate  (TRIBES) 6. Striving for accuracy and precision    Testing theories, hypothesizing, being    persistent, keep attempting, tweaking    technology on project ideas, striving for    perfection to obtain desired outcomes.      Reflection     (Student/Teacher) 7. Questioning and problem posing, Hypothesizing    Communicating ideas in order to obtain     problem solving solutions, questioning as a   reflection tool.      Student Reflection 8. Applying past knowledge to new situations    CORE content from educational experiences,   application skills, flexible / constructive    thinking, positive perspectives, are all key   factors when encountering challenging new    situations.      Reflection and      CORE content applications 9. Thinking and communica- ting with clarity and precision...pose, paraphrase, inquire.    A sense of belonging, partnerships, and all   community member buy-ins, toward an idea    or project is key in achieving clear and precise   outcomes.      Listening with your eyes,     your ears, and your heart!     (TRIBES)            Habits of            the Mind             Quad D Robots Innovative                Inventions  Curriculum              TRIBES 10. Gathering data through all senses     Building awareness toward all happenings     that effect a given encounter, outcome, or    life experience.        Student Reflections 11. Creating, imagining, and innovating     Being open to sharing one’s unique qualities,    skills, and ideas...risk taking required! Not     afraid of failure! Keep attempting when     necessary!        Reflection 12. Responding withwonderment and awe     Being amazed by our accomplishments, and    yet, humbled through the realization that    there are many more challenges ahead, on    the road to obtaining future accomplishments.        Celebrating and       recognizing each other        for a job well-done!       (TRIBES) 13. Taking responsible risks     Character building, while being aware of     consequences for one’s actions, when     confronting a challenging situation or problem.     Our actions do in deed affect others!        Inclusion Activities /       Reflections 14. Finding       humor     Do not take self too serious! Internally and     externally when appropriate, find the humor    in our failed attempts, and be open to     recognizing our sometimes uncontrolled     human responses when experiencing a    challenging situation. Don't be afraid to show     the "I'm Human / You're Human" side of self...     It is humbling.        Inclusion Activities 15. Thinking Interdependently    Contribute to a project or situation. Share   your unique perspective toward a technology,   project idea, or life challenge. Food for thought,   if one separates themselves from a life    experience, challenging or not, that life    experience is lost forever...so be confident in    sharing ones unique qualities and/or ideas, and   take life challenges head on, we surprise    ourselves quite often with our true abilities    and performance outcomes.         Reflection 16. Remaining open to continuous learning, Persistency    Having a willingness to change, keeping up    with technological advances, and challenging   one to achieve something that no one else has   ever accomplished, in order to better the world,    and have a positive effect on the lives of others.        Reflection of one’s learning             Student's produce a reflective writing using the 5 E's and they are: Engage, Explore, Explain, Elaborate, Evaluate. The 5E’s basic outline allows students to identify and understand different aspects of the overall communication process taking place, which are: human to human, human to computer, human to robot, and technologically, communication between the computer and robot. Five E’s Example:  I’m Engaging individuals that are reading this article, as they practice the art of content Exploration through my Explanations, thus, allowing the reader to Evaluate if this written article makes any sense.  Elaboration occurs when the reader is able to take content and apply it to real world, real-life experiences, including the expanding of an idea or concept. The students leave this course better communicators, and are able to enter the real world job market environment, where they meet challenges head-on. The “Quad D Robotics Innovative Inventions Curriculum” requires students to be active participants and effective communicators, while developing strategic problem solving skills, instilling student confidence in one’s own abilities, while allowing them opportunities to take ownership for their learning. Facing unpredictable situations & challenges, and become aware of common and not so common human grouping challenges, for example, working with complete strangers, as they would do in a real world workplace environment, is also addressed throughout the curriculum structure.   Results: Students report that they believe that this experience has given them the confidence to meet new people and work effectively with others, and not afraid to face getting their first job. The classroom curriculum is set up like a real work place setting, their grade is their pay...and they really seem to enjoy simulated workplace structure. Students sign contracts, as if they are hired to produce specific robots, which perform specific identified everyday task.Student produced end-of-unit reflection papers have contained the following comments:Student A: Student wrote, “I have learned lots of things about business, the workplace, skills required of me, creative ways for using robots, and my fellow classmates. Not to mention, about my communication abilities and limitations, areas of focus that I need to improve upon, and better prepare myself for the real-workplace environment.” Student B: Student wrote, “I’m Human / You're Human,” (slogan of “Quad D Robotics Curriculum”) “This really stuck home with me because I realized that here was someone who had the power to treat us like lesser than him. Someone who had the ability to stomp on us, yell at us, and boss us around without any punishment, and he would still get paid. Yet, he didn’t. “I’m Human / Your Human” is saying that we are the same. We’re both equals, and we all make mistakes. I won’t judge you, if you don’t judge me. And that was something I liked. And that is something I’ll remember for a long, long time.”Student C: Student wrote, “Keep Attempting, Keep Attempting, Keep Attempting, (slogan of “Quad D Robotics Curriculum”) have assimilated into my head and it will help me through life after I leave this class. Who knew CTE would affect my perspective of life like this? This project was truly a success.”Parents consistently comment that, “They wish they too could enroll in this course.”Past “Quad D Robotics: Innovative Inventions Curriculum” students come back and visit my classroom and inform me that the whole overall experience has helped them to better prepare for their future. It is truly evident that “Quad D Robotics: Innovative Inventions Curriculum,” along with “Habits of the Mind” and “TRIBES”…truly empowers the students to effectively reflect, plan, and  apply their instructional experiences to their everyday lives, as they take ownership for their learning experiences. In Summary: The sixteen "Habits of the Mind"  and the principles of “TRIBES” in conjunction with the "Quad D Robotics: Innovative Inventions Curriculum" (Technological Instruction) has evolved into a powerful and effective strategic curriculum combination in preparing the youth of today, for real world, real job, and real life experiences.References Costa, A. and Kallick, B.. (2008) Habits of Mind:  16 Characteristics for Success.  Alexandria, VA:  Costa, A. and Kallick, B.  (2014)  Dispositons:  Reframing teaching and Learning.  Thousand Oaks:  Corwin Gibbs, J.  (1987) Tribes, a Process for Social Development and Cooperative Learning, Cloverdale, CA:  CenterSource Systems,Gibbs, J. (2006) Reaching All by Creating Tribes Learning Communities .  Cloverdale, CA:  CenterSource Systems, Walker, R. E.. (2011) "Quad D Robotics: Innovative Inventions Curriculum®"Website: QuadDRoboticsCurriculum.com  rwalker1@QuadDRoboticsCurriculum.com            Honolulu, HI  Article with Dr. Paul Deering coming soon! (Waiting for Dr. Deering Publishing...Pending)     Editorial: Food for thought, by Mr. Robert E. Walker: Addressing, "Verbal Techno Advancements for Interdependent Humanized Interactive Opportunities" 1. Techno Means Advanced Technology... 2. Verbal Techno Advancements means Opportunities for Human to Human Discussions pertaining to Ever-changingTechnologies... 3. In other words, Sharing Knowledge with Meaningful Reflection.. 4. Putting words into action, thus allowing for comprehensive growth opportunities that are rigid, rigorous, and relevant, while addressing and coping with varying levels of human to human communication and comprehensive barriers... 5. Manipulative's that strengthen our  dependencies for one another  to comprehend the  most Technological Advancements, thus obtaining Truly Substantial, Meaningful, Concrete, and Sustainable Human to Human Interactive Learning Experiences"... Summarize: "The more we depend on each other to comprehend and apply technologies...the more meaningful our human to human dependencies increase...therefore,  making life long teachable moments sustainable and applicable to our everyday lives, without losing that ever-so important "Human Factor."  Note:  Don't let Technologies takeaway our Human Traits...such as, a true sense of Confidence, along with Unique  Individual Personality  Qualities. Note, next time you eat a meal with your family, around your home table setting, or at a restaurant, simply  leave your cell phone off!                 Author: Robert E. Walker, M.Ed. (August, 2013)     "Quad D Robotics: Innovative Inventions Curriculum®" by Mr. Robert E. Walker, M.Ed.,      Article: “Quad D Robotics Innovative Inventions Curriculum: Workplace Preparedness Through A New Way Of Robotic Instruction”… January 19, 2014   Twenty-nine years of instructional experience, as well as part-time retail employment experience, has truly opened my eyes toward what is most important in preparing the youth, of this day and age, for an ever-changing world. Our world requires adaptable technological knowledge and effective human to human communication skills. This writing hopefully points out the importance for re-thinking instructional and classroom management strategies, keeping what is working, discarding what is not, and implementing new and proven effective strategies, as well as curriculums.   Traditional Practices Non-Traditional Practices Robotic Tournament Instructional Experiences Adult / Manufactured Scripted/Predictable Outcomes Opportunity for Human Interaction… Same school member teams Common CORE curriculum applications limited Little to none individual creativity/limited problem solving opportunities Student thinking is driven by a manual, including predetermined adult developed project outcomes Targeted tasks are predetermined Limited skill development Not “okay” to fall short “NOT” EVERYONE WINS!!!   Quad D Robotics  Innovative Inventions Experiences Unscripted/Unpredictable Outcomes Human Interaction amongst all participants, groups are formed randomly from mixing all participants (schools), no specific individual school teams. Common CORE curriculum application opportunities increased Ample creativity/ problem solving opportunities Student thinking and increased collaboration is driven by students own innovative invention development , as required for successful student generated project outcomes Real World, Real Life, Real Job Simulated Experiences Human to Human, Keep Attempting X 3, Okay to fall short but never give up! EVERYONE WINS THROUGH SKILL DEVELOPMENT OPPORTUNITIES   Site: QuadDRoboticsCurriculum.com     Email: rwalker1@quaddroboticscurriculum.com