STEM/Robotics – Building and Solving Problems

Students collaborate to design, build, and program simple robots that solve real-world challenges by applying engineering practices, iterative testing, and critical problem‑solving skills. Helps students to learn about science, technology, engineering, and math through fun projects in robotics. Kids learn  how to build things and solve problems creatively. The primary goals for a STEM/Robotics instructor […]

Instructional Focus & Teacher Practices

Teachers should center instruction on project-based learning, inquiry-driven labs, and formative assessment cycles that reveal student thinking and inform targeted interventions. Effective practice includes scaffolding problem decomposition, modeling debugging and troubleshooting strategies, using rubrics that assess both technical skills and collaboration, and facilitating student-led testing and data analysis to refine designs. Professional staff goals also include maintaining industry-relevant tools and curricula, committing to ongoing PD in robotics platforms and accessible technologies, and partnering with community or industry mentors to extend authentic engineering experiences.

NYC DOE Standards Alignment

Align instructional units to the NYC DOE Scope and Sequence and the NYC DOE Science Learning Standards for grades served, emphasizing practices such as “Asking Questions and Defining Problems,” “Developing and Using Models,” and “Constructing Explanations and Designing Solutions.” Ensure coherence with the NYC DOE’s expectations for science and engineering by mapping unit outcomes to corresponding standards and performance expectations, embedding crosscutting concepts (e.g., systems and system models), and using the NYC DOE suggested exemplars for formative and summative assessment. Teachers must document standard mappings for each unit and submit curriculum plans that show explicit connections between project objectives, assessment criteria, and the relevant NYC DOE

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