Here’s some great resources for those who are implementing Growth Mindset with their students:
Stanford’s d.school is one of my go-to resources for anything creative, so I was a bit surprised when I found this particular one completely by accident. I was looking for unique team-building tools, and “Stoke Deck” popped up. This free printable has 28 different activities that will help students to “Boost Energy, Create Focus, Get Personal, Nurture Camaraderie, and Communicate Mindsets.” They are each short exercises that can be used before starting a lesson – or even as a quick break during instruction. Some of them, like “Blind Disco,” may require some an established history of trust before you try them. Others, like “Long Lost Friends,” might be good for introductions. Almost all of them were new to me, so I can’t wait to try them!
This router allows you to connect to any type of wireless network and re-broadcast it as a local private WiFi network – also one LAN port can be connected to a local networking device such as a Raspberry Shake.
This allows the RPi computers to talk to each other over the LAN and do other local area networking tasks.
Configuration Guide for Pre Programmed Router:
1. Conect to rpi WiFi network, password is “raspberry”
2. Login to Router: 126.96.36.199 in your browser such as Chrome. admin : admin for user : pass
3. Configure your Wifi connection: use the name + password you would normally use to connect to the existing network
This lesson is an opportunity for students to have fun converting their understanding of the technology into something in the real world. A whoopee cushion is a glorified button that can be made out of easily available materials.
This video from the Raspberry Pi Foundation has a very good description of how to make this project work.
Setting up a camera can be one of the more exciting activities for your students to complete. It provides immediate feedback that is very gratifying and provides ample opportunity to explore what can be done.
Here is the basic tutorial for turning on a camera: The default for the image on the pi is for the camera to be enabled.
Once the camera is taking photos, it wasn’t super difficult to incorporate a button into the sequence or any sort of a trigger that is based on an “if-then” scenario. If the sonic sensor is an example of an analog device that collects data and can be set to trigger a photo when a certain threshold is reached.
This lesson introduces Node-Red and how it can be used to control the GPIO pins on the Raspberry Pi. The first part of the lesson is seeing how Node-Red is a programing language that follows the basic concepts identified earlier. The second part is in understanding the GPIO pins and how they function with and without Node-Red. A challenge activity that students build such as push button timer or stop lights will be available soon.
Here are three tutorials that you can explore with your students that all go over basic Node Red GPIO pin functions.
This lesson teaches about some basic programming constructs using one of the simplest programming languages. Many students will have been exposed to it, so if it’s not for your crew, skip it. There are enough advanced options that a student can make a very complicated program. I think of it like legos – it’s a good space to play around and get familiar with the basic programming concepts.
Here are slides that can be helpful in introducing this topic.
Here is a link to my explanation of the Astronaut reaction time game. The tutorial suggests that you use the older version of Scratch on your Pi, version 1.4. It can be done with that or else you can use the slightly slower version 2.0. Version 2.0 is identical to what you find when you use scratch in a basic computer browser. It is Flash-based and it runs a little slower than version 1.4.
This lesson is a presentation that is meant to open students eyes to the power of the Raspberry Pi. We focus on the basics of a computer, input, and output, and share examples of cool projects that are done in a number of industries. Biomedical, home security, seismology, environmental science are a few that can be shared. A discussion about the Internet of things (IoT) and how computer programs function will be valuable here.
In the slides, there is a link to the Code.org video – What makes a computer a computer – Its an excellent introduction to the idea of a computer and the way that it takes in and puts out information.
After going through the video here and sharing some of the photos of cool projects I try to get a discussion going in which the students have a chance to share what problems or issues might have been addressed with the technology. If there is someone in your community willing to share their Raspberry Pi’s project in some capacity – this is a wonderful time. The idea here is to build excitement for what is possible and then to get them ready for the challenging work ahead.
Post your reflection in the forum, if you are comfortable sharing. We’d like to hear how it went and what we can do to improve this process.
Air quality is one of those topics that connects all of us. It’s not difficult to find someone in your community who is sensitive to variations in air quality and is willing to share their story as a seed for an air quality monitoring project. As I describe above, our project with air quality sensors came out of the problem that our community in Hawaii faced during the 2018 volcanic eruption.
Setting up for this day depends on the resources that you have available to you. In the story presented about Hawaii, we had students split up into teams of 3 to build air quality sensors for various areas around our region. If you just have one, then you will want to emphasize more about the data that is collected and what it means than the building process. Building the kit is pretty straightforward if you follow the tutorials below.
The connection with what the data means is the exciting part. I would find someone in your community who is interested in talking with your students about Air Quality. Once the students know how to manipulate the LCD screen, this can turn into a way for the Air Quality information (and other info) to be displayed.
You will know this is working on the specific level if students or you can notice changes in air quality after tweaking the environment slightly. An open or closed door, any sort of dust and you should be able to detect changes. On the larger level, if students feel comfortable applying this technology to a community issue then you have opened a huge door. There are 3 sensors connected, nothing is stopping a student from identifying and setting this device up with more sensors that can send information to the cloud. This basic sensor is like the gateway project to more remote monitoring projects.
Now that students are pumped up with the sense of efficacy that comes from building a brushbot, its time to switch to building a computer in components. This is an example of an opportunity to hold space for the students to “figure it out” and continue on their growth mindset pathway. Building the boxes can be done without much instruction given that the culture of growth mindset has been set. Students figure out how to assemble the boxes in about 40 minutes. If you have an hour, expect that students will spend the final part of class exploring the Pi and getting to know its features.
Preparing the space – Make sure that each student has sufficient space to assemble their kit. If you have students that are working together, make sure they have sufficient space to spread out and that they have access to power nearby. You can share the slideshow showing a guide and a quick video of the assembly process but try to refrain from giving too much directive. It’s a puzzle and the pieces only fit one way.
It helps to have at least two people doing it at the same time, so they can compare and help each other with the process. We purposely did not give step-by-step instructions because the challenge is figuring it out, using your growth mindset to not give up or get too frustrated.
Once the box is together, the next step is to plug in the power, monitor and raspberry pi. This will create a functioning computer loaded with the basics of a web browser and a few games.
I recommend checking that the box is assembled and that the screws are tight before handing the students the bag of electronic equipment.
Once the bag of equipment is handed out introduce the idea of physical inputs and outputs.
Share the short video about the anatomy of a Raspberry Pi.
Allow students to explore around on the pi and recognize that this is a fully functioning computer. Students often become interested in Minecraft. If there is a student that you identify as “minecrafter” you can ask them to take a moment to share their skills.
Celebrate the success that just occurred! You’ve just assembled a working computer!! Reflect on what you did well, and what things you could improve on for your next challenge(s).
Post your reflection in the forum, if you are comfortable sharing. We’d like to hear how it went and what we can do to improve this process.
Very soon after introducing T³Alliance it’s time to set the tone for the entire program with the introductory lesson on growth and fixed mindsets. As outlined in the video above, this fits into three components: 1. Teaching about growth mindset; 2 Set the tone with an ice breaker; and 3. Build a robot with a brushbot.
Here is the link to the presentation referenced above. The easiest way to get students on the same page is to share the Carol Dweck RSA Animate video. The video will introduce the importance of how we speak to each other about our work.
You may want to look for some materials for an ice breaker. These can be short pieces of rope that can be used to start off the program in the Infinite Loop Handcuff Solution: https://youtu.be/aiNl-EL6vfk.
Ready yourself for the brush bots with a plan for how you intend to allow for a competition to move forward. It may be that you have some rulers that you tape down to the table in a format for tracks. Here is a link to a resource that can be used with instructions for a brush bot competition
Do a challenging activity together where students will be outside what they are comfortable doing. Can they, under stress, manage their emotions and practice good feedback to themselves and others? Do they give up? After the activity, have them rate themselves with the attached EffortRubric
We believe in allowing curiosity, exploration and PLAY to happen. It means kids have to feel safe to explore and have fun, even in the midst of failures.
The term we now use is “neuroplasticity” to change the way our brains think.
Imagine your brain is like a forest. You could potentially make a walking path anywhere, but ahead of you is the road most often followed. The ground on this path is smooth and compacted, the brush has been cleared.
It’s easy to walk on, especially since you’ve walked it hundreds of thousands of times before. You walk on it automatically, unconscious of the decision to move in its direction rather than go, or be, another way.
If you want to change a belief or a habit or a physical sensation or negative self-talk, you must create a new path. You need to take a road less traveled.
You’ll need a machete to clear away the brush and branches. You’ll probably get scratched by spiky plants and twigs along the way. It will be hard.
You may ask yourself “Why bother? There’s a perfectly good path just over there.”
It’s easy to slip back into old ways of being.
That’s why most of all, it’s absolutely necessary to walk on this new path over and over and over again until the ground is smooth and compacted, until the old path has for grown over and the forest has reclaimed that space with a density of plants. Now the easy path is the one you created, consciously and with a healing intent.
Remind students that it’s only through failure that we gain our greatest knowledge.
Congratulations on taking the first step towards your students learning all they can and not limiting themselves or others. Changing from a “fixed” to a “growth” mindset is not easy. We often revert back to what we know when under stress. Encourage your students to keep this in mind as you continue to reinforce positive feedback.
Its the first day that you meet up with your students and they want to know what T³ Alliance is all about! Specifically, what will this year, or summer, or semester look like for them? To put this lesson together, you will need to plan a program based on what your individual situation looks like in your community and school. This post will help you assess your situation and come up with a plan that you can share with students.
The first day of a T³ Alliance class is exciting. The students sitting before you may have applied, or they may have been selected to be there, but the hopeful look of expectation will be the same. In teacher speak, this day is sometimes called the “honeymoon” period where students are well behaved and listen to what you have to share. You make a first impression today that helps send the message that you are both excited and that you mean business!
This first lesson will likely take from 30 – 45 minutes and will meet these objectives.
Objectives for the student on this first day:
1. Be able to describe the goals of the T3 Alliance program.
2. Learn about some projects that have been done by other T3 Alliance programs and what might be done by your program.
3. Understand what the expectations will be for a member of this class or club.
If these are the objectives for the students, then you as an instructor need to feel comfortable in answering these questions. Let’s start by unpacking each of these objectives.
Goals of T³Alliance.
This is a presentation that can help you understand program goals.
Projects that have been done by other T³ Alliance sites, and what might be done by your site.
This is a presentation that describes some projects that were done by T³ Alliance programs and some questions that you may want to consider as you outline possible community projects.
Understand what the expectations will be for a member of this class or club.
For you to share expectations, you will need to consider the reality or context of your program within the UB program at your University and understand the expectations for the program on a national or programmatic level.
Here are some questions to consider with your director: What will the teaching space or classroom space be like? What existing resources does your UB program have? What sort of student-teacher ratio can you expect? What are some “shovel ready” community engagement projects?
Things that are not negotiable for being in the program are: Having a growth mindset culture. Being accountable to each other, the community members they work with, to you (the instructor) and T3 Alliance.
There will be times when you meet, expectations for students in the program, and a vision that you will share with them for how this program will open opportunities. A general T³ Alliance presentation will be available that you can share.
Here are some resources that you will have at your disposal:
Google slide presentations about T³ Alliance goals and example projects. With a student focus! You are welcome to copy and edit as necessary.
Edit this: Edit these to meet the needs of your program:
Prepare your presentation and practice what you are going to share. As you think about teaching this, imagine having some time for students to brainstorm and talk about what they are excited to work with. If possible, try to have your first T³ Alliance meeting in a room that has access to computers. The initial survey takes about 20 minutes.
As you finish the first day of presentation, consider sharing what you are going to presenting on the first day in the forum.