Pedagogic model
What is inventing to learn? It is a process that engages kids in inventing and learning.
It instantly generates relevancy and curiosity that sustains them through the learning
process. And, it begins with a challenge:
Kids respond by building models to meet the challenge. They design by building – the rapid prototyping process.
They play with the model to test it and get ideas on how to improve it. Then they re-build and re-test.
It’s an iterative process – just like in the real world.
Ideally the testing (playing) involves making measurements so kids get the math experience of estimating,
measuring, and collecting and analyzing data.
Kids share their designs with others, so we can discuss what design features were creative and which were
especially helpful in meeting the challenge.
The reflection phase is where we introduce the concepts and terminology that kids need to communicate
the ideas they have already learned. Note that traditional learning starts here – before interest and
relevance have been established.
Lastly, we encourage kids to be imaginative and to continue working on this or related models.
We tell them we would like to see what they can do at home. They can get their families or friends
involved. When kids respond to this “imagine” challenge, we extend the learning process beyond the
time they spend with us.
Balancers
Use wine corks (or substitutes), wire, and weights to make gizmos that look like they defy gravity.
Here is the output from a team of teachers on St. Vincent:
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Try This: the balloon chariot
In unleashing creative ideas, simple projects often work best. Here’s one that requires only balloons,
string, rubber bands, wheels and dowels and is challenging enough for any age.
The challenge is to build and test a wheeled vehicle that is balloon powered using the fewest possible
materials and getting the longest distance (along a proscribed direction).
This Balloon Chariot uses two wheels (from Goodwill), a dowel, two rubber bands, a balloon and string.
The string not only connects the balloon to the wheels, it also controls the rate of airflow out of the
balloon (with a slip knot). The wheels provide the drag that steers the balloon – much like fins steer a rocket.
There could be dozens of other designs that succeed in getting the balloon vehicle to travel across the
room over a smooth floor. Celebrate each design regardless of its success. Have students measure and
record each test. They get feedback on how well they are doing and they get experience making and
recording measurements.
Yet another use for balloons:
Balloon-powered cars are a great activity and challenge for people of any age.
University students and elementary school students enjoy and learn from the activity.
Getting the car to go far (20m or more) is tough, but can be done.
While giving teacher workshops in northern Sweden, Ed found one group of teachers using
a balloon in a new way – as a great noise maker.
The second (blue) balloon was cut at the neck and inserted onto a piece of plastic tubing
that was the car’s jet nozzle. Not only did the car go far, it made a cool sound as it went:
Training
June 16 – 20
California State University, Fresno
Contact Tim to register:
Learn robotics, inventing, video creation, and more
FREE for Partners!
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