Hands-on STEM Learning With LEGO Mindstorms
Andy Snape discusses how hands-on learning can be used across the curriculum to engage students’ creativity and help to develop truly innovative ideas in the classroom
- by Andy Snape
It’s no secret that using real-world examples can really enhance the learning process, engaging students with content, while simultaneously inspiring them to look past the topics of the curriculum and see how subjects work in the world around them. But how can we take this a step further? How can we give students the chance to apply these concepts in the classroom, experimenting with their own ideas?
Education, and the world surrounding it, is ever-changing. As teachers, it’s important for us to adapt our practices to reflect the evolution of industry, technology, science and society as a whole. While developing an understanding of what’s going on in the world and the underlying theory is a crucial foundation to learning, we now have the resources in schools that allow students to actually create their own solutions, and we should make use of this potential. This is where hands-on, physical experimentation comes in. We use LEGO Education resources extensively throughout Newcastle Under-Lyme College, and we often have other local primary and secondary schools visiting to use the resources for their own lessons.
Model examples
As part of this, we use LEGO MINDSTORMS Education EV3 to teach engineering, mathematics and computing, as well as using it for an extracurricular robotics club. Using the central programmable ‘Intelligent Brick’ students can design and build robotic solutions to different scenarios and problems. This could be anything from a sorting system that organises items into distinct categories based on colour, or a prototype space rover that avoids obstacles and performs basic tasks remotely.
Learners can build models containing different sensors and motors, and then program them to carry out different tasks, with the results and data being collected by the software.
For example, during a science lesson considering speed, distance and time, students can be challenged to program a robot which will move a certain distance, travelling at different speeds each time. Following this, they can examine the data and work out how long it takes the robot to travel the set distance at each speed. The topic can then be explored further, asking questions such as: “At which speed is the robot moving if it takes two minutes to travel 10 metres?” This sort of activity engages the mathematical, technological and scientific understanding of students in a tangible, engaging way.
Thinking outside the box
Kinaesthetic learning has been proven to produce learning outcomes that are more easily retained in long-term memory. The power of this type of learning is based on its open-ended possibilities, allowing students to discover their potential and develop important skills, such as confidence, teamwork, curiosity and problem-solving, all of which strengthen learning and boost pupils’ interest in subjects. This is especially helpful in programming, as computational thinking can be difficult to grasp, or found boring due to following set instructions for a specific outcome. EV3 provides the opportunity for students to design their own path on a simple, easy-to-understand platform, using the various sensors and mechanical elements to really make the project their own.
Get together, achieve more!
Another crucial element in both engagement and raising attainment is to encourage collaboration and group work. Not only does this increase the potential number of solutions that could be created for one problem, but also simulates the composition of an innovative working environment or research think-tank. Each student will have their own skillset to bring to the table, and the element of teamwork helps to ensure that every student is able to see a tangible outcome that they have contributed to, whether they helped with concept, construction or coding.
Traditionally, practical work could only be recorded as method and result notes in an exercise book, but technology has hugely diversified how students can capture and share their work. Once a student or group has created a working solution, they can take photographs or record videos of their project using tablets, smartphones and other devices. EV3 includes software for students to create a digital portfolio of their work, allowing them to annotate and share their creations with teachers and other students. Different prototypes and versions can be captured in one place, showing progression and giving students the confidence that they are achieving their goals.
The essential skills gained from learning through an explorative and creative education provide students with a fundamental understanding of how to absorb and process information and identify conclusions. When working in teams, this also develops skills including communication, analysis, problem-solving and decision making, leadership and flexibility, all of which help to create a truly effective working environment.
Creator, innovator, teacher
LEGO Education resources are hugely versatile. Not only are there set curriculum aligned activities and open ended challenges, but teachers can even create their own tasks to implement in the classroom. Whether it’s simply using the resources to reinforce cross-curricular learning, or generating entirely new projects in the EV3 content editor, this flexibility means that teachers can tailor lessons to fit the needs of their students.
Because of this, the kits can be used time and time again, diving further into topics to develop a deeper understanding and expertise. Whether students need step by step instructions or if they can work around the problem in a more flexible way, they are able to learn at their own pace, developing mastery in a creative and engaging way.
Our students, staff and local community absolutely love the LEGO Education resources. They enrich the curriculum that we deliver and it’s something a bit different, fun and innovative. It’s important to bring as much creativity into teaching as possible, in order to engage students and develop a set of skills that they can use across various subjects, and this is where LEGO Education really excels.
About the author
Andy Snape is a mathematics lecturer and LEGO Education Innovation Studio Manager at Newcastle Under-Lyme College
