Content for Teacher's Note

How to approach that fun relief task.

Notes on building the FiveMinuteBot

How to keep the discipline in the classroom and how to cheer up the students.

How to help students implement long programs. 

A note why we give the challenge at the start of the lesson.

Do your best as a teacher to make sure students are expanding their vocabulary on every occasion.

Expanding vocabulary

Expanding students' vocabulary is an important part of the learning process.
It is unacceptable when after a few classes your students still say, "I need that blue thing or the red part".

Practice makes perfect

The teacher should encourage students to pronounce the names of the parts on every occasion.
This is easy when students ask you to give them some part from the set or ask you to help them find a piece in the set.

Here are some guidelines for assigning tasks to students:

Clearly mark the starting position

Use visible references on the floor. If the floor is tiled, use the tiles. If there are lines, use them as guides. Always clearly mark both the starting point and the finish line.

Students may forget where the start and end points are, so it is important for you, as the teacher, to mark them clearly.

Organize turns

Use one testing area for every 10–12 students and teach them to wait their turn in line. This helps keep the activity organized and fair for everyone.

Choosing the distance and defining success

A task distance of around 50 cm (20 inches) works well. You can also choose a different distance or decide together with the students. Any distance can work, especially if it has meaning.

For example, you can use a meaningful challenge like: “Move the robot as far as your height.”

Be consistent with task criteria

Decide in advance what counts as a successful result. For example, is 42 cm acceptable? Is 49 cm enough? Is 55 cm too far?

Set clear expectations and help students understand the importance of precision. At the same time, encourage them to try again and improve their results.

There are some things to be careful about when your students work with the brick.

What a teacher must look out for, while students are building a robot from instructions.

When organizing this course, the behavior expectations should be set at the very beginning of the course.

There are some fundamental rules that we advise you to follow while organizing this course with students. Let's look at them.

With the last few videos, we entered the math world. Why we do it and what to keep in mind

What is allowed and what is not when building without instructions.

Why we change the robots all the time and what to observe in each new robot.

A special fourth case for a turning with robots with two wheels.

How important is it to have predictable behavior in your classes.

Let's cover the break at end option and learn why there is no lesson about it to students.

How to place the cup on the robot so that the challenge is challenging.

In the EV3-G software, you could use negative numbers for power and rotations. In this episode, we would look at what is the meaning of this numbers and make a few notes of where the teacher must be more careful.

We will share the idea behind that challenge and how to conduct the challenge in a classroom.