Making Project-Based Learning For K-3 Easy!

Outline

Session Outline
1. Introduction and Session Goals (5 minutes)

Content: Brief introduction to the session, presenter background, and goals. Discuss the importance of integrating computational thinking and coding in early education.
Engagement: Use an interactive poll to assess attendees' experience levels with coding and project-based learning.
Process: Audience engagement through sharing their main challenges with implementing PBL or coding.

2. The Power of Project-Based Learning with Coding (10 minutes)

Content: Overview of Project-Based Learning (PBL) and its benefits, focusing on developing computational thinking skills in young learners (PreK–3).
Engagement: Show a short video clip highlighting successful PBL examples using Cubelets and BlueBots.

3. Hands-On Lesson Demonstrations (25 minutes)

Content: Detailed walkthroughs of engaging lesson examples that connect coding to real-world applications:
Little Red Riding Hood & BlueBot Activity (5 minutes): Teach sequencing, pattern recognition, and problem-solving by programming BlueBots to navigate a path to Grandma’s house, integrating storytelling and coding.
Math Applications with BlueBots (5 minutes): Illustrate how to integrate math concepts like counting, addition, and directionality using BlueBots, making abstract concepts tangible through interactive play.
Engineering Design with Cubelets – Building a Lighthouse (5 minutes): Demonstrate how to use Cubelets to construct a functioning lighthouse, introducing basic engineering and design principles.
Debugging in Action (5 minutes): Interactive demonstration of how to teach debugging during coding lessons, using a live BlueBot activity to identify and correct errors in a sequence.
Engagement: Participants will engage in small group activities to simulate the lessons using physical or virtual tools, followed by a brief group discussion to share insights and reflections.

4. Practical Strategies for Implementation (5 minutes)

Content: Discuss practical tips and resources for integrating these activities into everyday classroom or library settings, with a focus on using the curriculum and lesson plans provided by Cubelets and BlueBots.
Process: Use audience interaction and open discussion to review the strategies discussed and assess understanding.

5. Q&A and Peer Sharing (3-5 minutes)

Content: Open floor for questions and sharing of participant experiences. Discuss common barriers and solutions for educators new to PBL and coding.
Engagement: Encourage peer-to-peer interaction by prompting attendees to share one takeaway they plan to implement immediately in their own settings.

6. Wrap-Up (2 minutes)

Content: Recap key points and encourage attendees to stay connected through professional learning networks and resources.
Process: Provide a call to action, encouraging attendees to try one new coding or PBL activity in their classrooms and share their results within a professional network.
Outcome: Participants will leave the session with actionable strategies, resources, and the confidence to integrate coding and computational thinking into their classrooms through project-based learning, making STEM education more accessible and engaging for young learners.

Supporting research

A study from the International Journal of Primary, Elementary, and Early Years Education illustrates the effectiveness of project-based learning on primary school students. It proved that content knowledge and attitudes towards self-efficacy, task value, group work, and acceptance of peers from diverse ethnic backgrounds improved due to PBL.

The BlueBot curriculum has received significant credentials and certifications, highlighting its effectiveness in education, using the 5E CT Model developed by ISTE & Cunny: Engage, Explore, Explain, Elaborate, and Evaluate. It has passed approval processes and is included in computer science curricula in several states. These curriculum programs and devices have been the subject of many scholarly articles and case studies worldwide, covering diverse topics such as early childhood education, robotics, STEAM, ICT, programming, computational thinking, and special educational needs.

A noteworthy study conducted at Indiana University in 2020 examined BlueBot’s role in developing computational thinking in young learners. The research found that BlueBot is highly effective in enhancing spatial awareness, problem-solving skills, and sequencing abilities, which are crucial for computational thinking. The study concluded that BlueBot supports the development of coding skills, helps activate prior knowledge, and improves fine motor skills. This makes BlueBot a valuable tool for early education, providing a solid foundation for future learning.

Another study was also conducted at the University of Colorado, which found that Cubelets increased student awareness and understanding of computer science and robotics. The study involved both pre-and post-tests. Results showed an improved understanding of computing in robotics and increased interest in pursuing computer science. The curriculum effectively raises awareness for engaging students in STEM topics, especially in local & rural schools.

A comparative study by Sarah Clinch from the University of Manchester demonstrated that Cubelets were one of the most engaging methods for teaching computer science to young children. Additionally, research from Nikolaus Correll from the University of Colorado Boulder using Cubelets showed a marked increase in middle school students' interest in computer science, validating the effectiveness of Cubelets in engaging students and fostering a deeper interest in the field. Mississippi’s Department of Ed adopted the BlueBot curriculum program for grades K-2 and found that its student-centered practices allow opportunities for students to explore content on a deeper level.

An independent study done by Margaret Holm regarding the effectiveness of project-based instruction in preschool, elementary, and secondary school classroom settings, found project-based learning to be an effective means of teaching both content information and related skills. This study observed data on classrooms from PreK to 12th. Numerous PreK classrooms were included in the study. Specifically, they focused on the comparative effects of project-based instruction versus traditional instruction on early concept development in preschool children. Project-based instruction was found to result in greater developmental growth in language and concept development than traditional instruction. This study also examined students’ opinions of PBL. Students reported enjoying the active, hands-on approach to content, as well as improved perceptions of the subject matter. It proved to foster a greater level of student engagement with the subject matter. We all know how important student engagement is.

Another study, highlighted in the International Journal of Primary, Elementary, and Early Years Education, discusses the effectiveness of project-based learning on primary school students. It focused on their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied, and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of ‘sea animals’. This study’s results showed that students gain benefits through project-based learning in obtaining content knowledge and group work skills. They became less favorable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background also showed improvement after the project.