1. LEGO Robotics
Authentic, Engaging, Problem Solving

2. Unit by M. Curtis & J. McLaren Presentation by M. Curtis

3. The Toronto District School Board classroom robotics pilot asked teachers to bring LEGO robotics into the classroom, and link them meaningfully to the Ministry of Education Curriculum.

4. Getting Started

5. Our goal was to guide and facilitate the development and application of mathematical processes through student-lead inquiry and problem solving

6. Ontario Ministry of Education. (2005)
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1-8: Mathematics. Retrieved from

7. Pairs of students programmed their robot to complete assigned tasks.
Each task was designed such that success would involve making use of specific strand expectations; groups would investigate math curriculum as they sought solutions to the problems they faced.

8. Patterning 1.2: make predictions about linear growing patterns, through investigation

9. Measurement 2.2: solve problems that require conversion between metric units of measure

10. Number Sense 2.4: solve multi-step problems arising from real-life contexts and involving whole numbers and decimals

11. Students carefully plotted various straight-line and turning motions to determine relationships that would allow them to plan and calculate their programs without the need for 'guess and check'

15. Relationship between ‘track’ and ‘turning radius’

16. Students periodically submitted reflections and examples to demonstrate their learning progress; these were used as assessments for, as and of learning.

17. Matt Curtis. (2016, April 17th). Conference 1[Video file]
Matt Curtis. (2016, April 17th). Conference 1[Video file]. Retrieved from

18. Matt Curtis. (2016, April 17th). Conference 2[Video file]
Matt Curtis. (2016, April 17th). Conference 2[Video file]. Retrieved from

19. A culminating task was created which allowed students to select between three rich scenarios. Success criteria and rubrics based upon the achievement chart helped to guide student product.

21. Work product was differentiated, allowing each student to select the manner in which they displayed their learning. Each student produced an independent report, and each pair developed a presentation using a format of their choice.

22. Guidelines were summarized: “Using examples and explanations of your choice, demonstrate that you have mastered each of the curriculum expectations covered in the robotics unit.”

23. Thrilled to be visited by Antonio Santos; Central Coordinating Principal STEM K-12!

25. During the pilot program, many of our colleagues observed our students’ engagement, and expressed interest in our unit.

26. With support from administration, we are in the process of reconfiguring decommissioned shop space to support robotics programs school wide.
Additionally, we have hosted learning workshops with the entire teaching staff at Charles Gordon Sr. P.S. These professional development sessions had the goal of providing teachers with the opportunity to gain the skills necessary to integrate robotics into their classrooms as well.