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As we have discussed previously, Dash has a lot of valuable uses within the classroom as far as promoting and aligning with worthwhile tasks, TPACK, and productive struggle.  The core reason why we believe the technology builds those skills is because of the problem solving element that is involved while using Dash.  As adults, we even had some confusion in the beginning about how to navigate the app and operate the robot.  Learning how to code the robot to go in a certain direction or perform a command will take time and could potentially be frustrating for students; however, this kind of problem solving is truly engaging and beneficial for the student.  With a Dash robot in the classroom, we have the chance to enhance the learning experience and move beyond simply teaching students how to solve math problems.  In the textbook, Vandewalle mentions, "Skills needed in the 21st-century workplace are less about being able to compute and more about being able to design solution strategies" (p. 37). Dash is a perfect way to introduce the "design solution strategies" that Vandewalle is referring to. While math skills are undoubtedly important and necessary, Dash gives the students a chance to work together, think critically, problem solve, be flexible, and express creativity all while using math skills. In addition, it is teaching students complex technological skills.

In terms of how we are progressing towards our final project that we will present to the class, we are getting closer and closer to the finish line! We have begun to put together our lesson plan. We started by looking at Common Core to make sure we would have a standards-based lesson and not just a lesson with a standard tacked on at the end. We are choosing to focus on addition and subtraction. After that, we created our objectives that we wanted to ensure our students would learn as well as established what materials would be needed. We then outlined the mini lesson in steps. We’re currently working on finishing up our math centers and extension activities to do at home. Our plan is to incorporate the robot into one of the centers. Overall, we’re very pleased with the point we are at and think it will come together very nicely over the next couple of weeks!

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After we started playing with the robot more, and exploring exactly what the project requirements are, we think our activity will DEFINITELY help foster a productive struggle. The students will be challenged in many ways, like we were, in order to work with coding for the robot. They will be required to look at where the answer that matches their problem card is on the game board, and then approximate how far the robot should go, as well as how many turns it should be taking. In the end, it will most likely take the students multiple tries to be able to complete the activity, as well as program the robot to get to the answer card. The students will demonstrate their productive struggle through problem solving and figuring out how to make adjustments to the coding based on when the robot goes the wrong direction, goes too far, or doesn’t go far enough (which it will).

As far as worthwhile tasks go, the actual definition is that the students have not memorized the rules or ways to solve the problem, as well as not having a preconceived perception that there is only one “correct” method of solving the problem. This will be able to be seen throughout the process of using Louie, with the lessons and the activities that accompany him. While the students do have to learn how to use him, there is no memorization for coding either. These codes will be different for each student group, as well as not having one “correct” solution also. It will all depend on the student to figure out what Louie will do!

With TPACK, we will be going through the five stages of recognizing, accepting, adapting, exploring, and advancing. With recognizing, the students will take the time to figure out what they want to do, as well as what Louie is capable of. They will accept that some methods don’t work, and will then work towards adapting their approaches. Students can explore the different options, and then advance once they figure out a code that works for them, and what they are trying to achieve!

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We registered our robot (Louie) and downloaded the accompanying Wonder app. After playing with Louie and the app, we found that the robot can complete lots of different tasks such as turning at different degrees, going certain distances, and moving at a particular speed. We learned that figuring out the app is is a bit difficult, so explaining it to young students could be a challenge. We are still learning more as we practice with it and are excited to learn all the aspects that the Wonder app has to offer.

An idea we have for a lesson includes having a large game board separated into multiple squares with answer cards in each. There would be a stack of question cards based on whatever topic is being learned that day. For example, if learning one-digit addition, there would be cards with problems such as 3+4 or 5+1. Then, the student would use the app to code and make the robot go retrieve the sum that coordinates with the problem card they drew.

We do believe that our plans and this technology support productive struggle. The app is a little confusing to work out, but each action you do teaches you more, whether that's what works or what doesn't work.

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Here is a video about how Dash works and its purpose. This might help give some ideas of where to start and the capabilities it has.

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Kids Can Code: A Dot and Dash Addition Strategy Game - YouTube | Teacher Projects with Dash & Dot | Pinterest | Addition strategies, Math and Gaming

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Kids Can Code: A Dot and Dash Addition Strategy Game - YouTube

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Here are some ideas for using Dash in the classroom.

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***THIS LESSON HAS BEEN UPDATED. THE DICE ARE NOW MATS TO PRINT AND USE WITH ACTUAL DICE. SEE THE END OF THE POST FOR THE RESOURCES***
Today was my first full day of exploring Dash and Dot the Wonder Workshop robots with my students in grades K-5. It was a FABULOUS day full of ah ha moments, smiles, cooperative learning, and critical thinking.

I started the morning by taping squares on the floor. I also placed a colored piece of paper in the middle and four carpet squares around each square.

I also printed up some labels for the students to wear. Each group was identified by a color, the same color in the middle of the taped squares on the floor. Each group member was identified by a letter. This way I could call a letter "A" from each group to come and get a robot. I also envision using this to teach different members of the groups to be experts who can then teach their group.

During fourth grade, I tried out a lesson titled, On A Roll with Dot/Dash. It was so much fun! I wanted a lesson that would allow the students some guided play with the Blockly code. I had seen something similar using Scratch programing and figured I could re-create it for Blockly.

I created some printable Dice and added code blocks from the Blockly app. I recommend using a disposable adhesive tape dispenser to secure the dice.

I had the students work in groups of two. Each group was given either a Dash or a Dot, an iPad, a Dash or Dot Die, a worksheet, pencil, and a clip board.

I also created task cards for groups to follow.

I told the students they could flip their worksheets over and create a new code of their own design.

Later, when I was going through the sheets, I smiled when I saw this code:

The girls who wrote this code have high hopes for what Dash will be able to do! ;)

Here are the links for all of the materials I created for the On A Roll lesson:
Group Labels Dash Die Mat On A Roll With Dash Worksheet On A Roll With Dash Task Card On A Roll With Dot Worksheet On A Roll with Dot Task Card
If you give this lesson a roll, I would love your feedback!

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THIS LESSON HAS BEEN UPDATED. THE DICE ARE NOW MATS TO PRINT AND USE WITH ACTUAL DICE. SEE THE END OF THE POST FOR THE RESOURCES*** Today was my first full day of exploring Dash and Dot the Wonder Workshop robots with my students in grades K-5. It was a...