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Trinity COE Brings Coding and Robotics into K-12 Math, Science, and CS Education Through Their MSCS PL Grant

  • by C-STEM Staff

The UC Davis Center for Integrated Computing and STEM Education (C-STEM) has teamed up with the Trinity County Office of Education to bring an exciting new approach to math learning for K-12 students from a rural mountain region with small and very small school districts. This partnership has helped to transform math education through the integration of coding and robotics, inspiring the involvement of both teachers and students in the continuation of STEM learning.

A special thanks goes to Joanne Tucker, Instructional Support Specialist at TCOE, for her leadership and efforts in organizing this professional development opportunity to such a large group of teachers in rural mountain areas. Her dedication to empowering rural teachers has laid the foundation for a brighter, STEM-focused future in Trinity County. In addition, this has all been made possible through the Math, Science, and Computer Science Professional Learning (MSCS PL) Grant for the Trinity County Office of Education. These contributions have laid a strong foundation for advancing math, science, and CS  education, creating opportunities for continued growth and progress in the field.

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Furthermore, congratulations to the twenty K-12 teachers from Trinity County who have completed C-STEM Academy 1, a significant milestone in recognition of this initiative. These outstanding educators completed an intensive course, offered by the Joint UC Davis and UC Riverside Computer Science Supplementary Teaching Credential Authorization Program, gaining valuable insights into computer science principles, best practices, and methods for integrating coding and robotics into math instruction.

The academy encouraged a collaborative and thought-provoking atmosphere. Educators engaged in hands-on projects, programming robots to translate mathematical concepts into tangible and engaging learning experiences. By incorporating real-world applications, this approach to STEM education allows students to connect theoretical concepts to practical experiences, enriching their overall understanding.

 

Each group designed, built, and coded their own unique robots, with unlimited possibilities for open-ended project-based learning. These pioneering C-STEM teachers will inspire the next generation of makers, innovators, and leaders.

Teachers Build Their Own Robot at Trinity COE PD

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Here is what educators had to say in their participation of this program:

  • "Exciting ways to get students more engaged in math and engineering projects with robots, and ways to get them collaborating on a whole-school level." - Carly Miller (TK-1 Teacher)
  • "Everything was very user-friendly and easy to use. I teach a robotics class, so I'm really excited to bring it to that class. It was so interactive and excited me, so I know it will excite my kids, too. Great job!" - Amy Raschen (Grade 6-11 Tech, English, and Art Teacher)
  • "I learned that the program has lessons that align with my classroom curriculum which will help provide concrete modeling to an otherwise abstract idea. Seeing the bot in action when solving a division problem not only helped with directionality but also conceptualizing remainders." - Candice Gilbreath (Grade K-9 Science, English, Multiple Subjects Teacher)
  •  "I loved the robotics portion of the class. I think the kiddos will really enjoy being a part of building robots that can move and do cool things." - Bethany Cantrell (TK-K Teacher)
  • "I liked the hands-on activities. Can't wait to use the curriculum."  - Dustin Sheetz (Grade 6-8 Math, Science, and Social Science Teacher)

Once again, the collective efforts and support behind this initiative are greatly appreciated, and its lasting impact on the future of STEM education will undoubtedly be significant.