Social Robotics Clubs

On inclusionED, each Australian Curriculum social management skill is set up as an individual practice containing at least one robotics challenge.

Most challenges take 1–2 sessions of approximately 45 minutes each.

If you need to build a robot, then begin with the starter challenge. Otherwise, you can choose a practice depending on the skill you want to develop. 

Communicate effectively: Robotics social clubs 

1. Starter challenge: Build your own robot
2. Maze runner

Work collaboratively: Robotics social clubs 

3. Mexican wave 
4. Escape from the city 

Make decisions: Robotics social clubs 

5. Silly walks

Negotiate, resolve conflict: Robotics social clubs 

6. Sumo building 
7. Sumo programming and testing 
8. Sumo battles

Improve teamwork skills: Robotics social clubs

In this challenge, the skill is chosen by the teacher and/or students based on student needs and identified areas for improvement.

9. Space challenge
   
    

Each robotics challenge targets one of the five specific skills from the Australian Curriculum social management element:

1. communicating effectively using words and body language to listen and explain
2. working collaboratively as a team to achieve a goal
3. negotiating and resolving conflict by listening, compromising, and resolving disagreement
4. making decisions as a group, fairly
5. developing leadership skills.

Social management is one of four interrelated elements in the Personal and Social Capability learning continuum:

Previous research identified effective pedagogical practices to support students on the autism spectrum to fully participate and access the curriculum. However, every student on the spectrum is unique and the strategies used to effectively support different students will vary. 

This project found that effective strategies in the robotics social club included:

• explicit instruction and breaking tasks down 
• structure and routine, and time management 
• visual supports
• a learning focus using:
  • prompting, coaching, reflection
  • modelling, joint construction
  • positive reinforcement and feedback
  • practice and repetition
  • the provision of a safe environment
  • student-led group formation and different roles in the group
  • a focus on the hidden learning
  • allowances for differentiation and student ownership.

The key strategies below are effective for use in each robotics social club practice. Teachers can include the consistent use of these strategies in their own professional practice targets.

 

Essential to inclusionED practices is the opportunity for teacher professional learning, with a focus on: 

• identifying and meeting the needs of students on the autism spectrum
• developing pedagogical practices that support students to learn the Personal and Social Capabilities.

Teachers who participated in the robotics social club reported:

• increased knowledge of the Personal and Social Capabilities, and of robotics and technology
• increased knowledge of effective pedagogical practices, and individual students’ needs
• the ability to transfer these skills to settings outside the club, such as their classroom and the playground.

The professional learning processes that were important for teachers in the robotics social club included:

• completing reflections and planning
• sharing in staff meetings
• peer observation and mentoring
• teacher–student relationships.
  
   

TPACK framework

The Technology, Pedagogy, and Content Knowledge (TPACK) framework (Koehler & Mishra, 2009) identifies teachers’ professional learning needs that are critical for effective teaching with technology.

In the context of robotics social clubs, these needs are:

• Technological knowledge – understanding the LEGO robotics software, hardware, and programming. Relevant links can be found in ‘Technology knowledge for teachers’ below
• Pedagogical knowledge – understanding and applying teaching practices that are particularly relevant to teaching students on the autism spectrum (see ‘Developing pedagogical knowledge: Effective strategies’ above)
• Content knowledge – understanding the Australian Curriculum Personal and Social Capabilities.
  
   

You can use the TPACK framework to identify, reflect on, and track professional learning needs throughout the robotics social club program.

Which of these areas would you benefit from further information and support in to feel confident implementing the robotics social club program?

 

Each robotics social club practice includes videos to demonstrate the challenge. In addition, the information below may be helpful.

Robotics resources

Websites:

• Dr Graeme Tutorials for Absolute Beginners

• Beginner course: Fun with Beginner LEGO MindStorms EV3 Robotics

• LEGO Engineering

• NXTPrograms.com

Books:

• Classroom Activities for the Busy Teacher: EV3

• The LEGO MINDSTORMS EV3 Discovery Book: A beginner’s guide to building and programming robots

Blogs:

• The NXT Step in LEGO Robotics

• Omar’s Design Tech Blog – SUMO Robotics EV3

Videos:

• LEGO Silly Walking Machines

• LEGO EV3 Programming Basics

Suggestions for networking in your state or organisation

• FIRST LEGO League

• RoboCup Junior

Analyse the social strengths and challenges of each student on the autism spectrum, then use this analysis to assess each student's current level in each area of the Personal and Social Capabilities continuum.

Use the student reflections and teacher assessments in each inclusionED robotics social club practice to continue to identify target areas.

 

Students on the spectrum often have few opportunities during the school day for positive social interaction in a motivating environment.

Appropriate teacher scaffolding during the robotics social club increases students’ opportunities for positive social interaction and communication with peers and teachers. 

Use the detailed session plan in each inclusionED robotics social club practice to prepare, monitor and evaluate students’ teamwork skills – this is essential for self-management and generalisation of learnt skills.

Listen to students’ preferences in planning robotics challenges to maximise students’ engagement.

 

Run the robotics social club consistently to support students’ progress. If you follow the information in ‘Apply the practice’ in each inclusionED robotics social club practice, your implementation of the club will be consistent. 

Inform parents of students on the spectrum about the skills that are targeted during the club, and encourage parents to follow up these skills at home. This helps students to: 

• learn the skill
• maintain positive social behaviours over time.

The parent information sheet template below will assist with home–school communication. You could also invite parents to selected club sessions as an opportunity for students to develop a sense of mastery and expertise.

 

Robotics social clubs were researched in mainstream school settings. Many of the essential elements of this program can only occur in an inclusive school or college setting.