Our curricula aim to popularize classic children’s and young adult literature while developing the students’ cognitive and socio-emotional functions, employing ArTeC robots and according to the challenges of the modern age.
Our goal was to develop a pedagogical methodology package that provides educators with the opportunity to effectively develop their students’ comprehension, algorithmic thinking, spatial-visual processing, cooperation skills, and creativity using innovative tools. All this can be used effectively for SEN, talented, and underperforming talented students with the approach of inclusive pedagogy, based on the individual needs of the students. Development can be implemented either in classes or in special activity form.
We have developed a module matrix which allows for differentiation, so that even children working together in a group on a piece of text can receive personalized development. All this is helped by the literature excerpts themselves, the worksheets created at the intersection of the targeted nine development areas, the teacher guides, sample robots, and the robot programming knowledge base.
Our lessons are based on European literature and cultural heritage: fairy tales, novels, and history.. Among them, you can find: The Paul Street Boys & Vuk (Hungary), Camino de Santiago & Don Quixote (Spain), The Walk of the Absent-Minded Boy & The Comic Book Mouse (Italy), The Five Loaves & The Enchanted Pig (Romania), Alice in Wonderland & The Jungle Book (European).
Learning materials are prepared in variations to practice different developmental skills: text comprehension, graphomotor skills, spatial orientation, attention, social competences, computational thinking – life skills, technical knowledge (physics, robotics, engineering), teaching other subjects with robotics, creativity, and talent development.
What can you find on these pages? Tips on how to use our materials, a general teacher's guide, video lessons from the training program to use RIDE materials effectively (psychological background, methodological recommendations, ArTeC robotics basics), and you can review the module matrix as well.
The philosophy behind the RIDE project
How ICT can be used in the teaching of other subjects
How involvement of robotics in the teaching process can assist and facilitate the development of the students’ strong sides (talent development) and weak sides (competence development)
A few examples of robotics being applied in classroom differentiation
Opportunities and advantages of inclusive education
Use of ICT options for developmental teachers in their work
Possibilities of development of computational thinking through different methods and activities
On our websites you will find robotics-based processing of 10 text projects. Our materials have been designed to provide the greatest possible flexibility during the project for the educators employing them, and for students involved in the project.
During the projects, we provide help in inclusive group development in 9 areas, while also giving the opportunity to differentiate according to the children’s robotics / programming knowledge and skills.
The module matrix defined by the 10 texts, 9 developmental areas and 4 programming levels allows even students working on the same part of the task to work together while solving tasks of different focuses and difficulties.
According to our vision, during the processing of the stories, the teacher has an orientational and mentoring role, and the students have a wide leeway to process the topics exciting for them and implement their own ideas. In order to achieve the developmental goals, the teacher can select the appropriate elements of the module matrix, taking the students' choices into account.
On our pages you will find our materials prepared for students and teachers in separate sections. The students' worksheets, supportive idea bazaars and templates primarily aid self-regulating learning, the teacher's materials include “scenarios”, lesson plans and idea bazaars adapted to specific areas of development.
Our module matrix is thus fundamentally based on a close interaction between teacher and students, and on the teacher’s “invisible” leadership role, encouraging discovery, creativity, group and independent creative work instead of specific task definition and instruction.
Structure and classroom use of the module matrix
|Story number||Culture of origin||Title||Suggested age group||Approximate length of the text|
original version/short version
|Number of text parts (groups)||Subject concentration|
|1||The five loaves|
|8+||0,5 page / 5 line||4||Mathematics, Citizenship|
|2||Camino de Santiago (Camino de Santiago)||10+||0,5 page / 0,5 page||5||History, Geography, Mathematics|
|3||The Paul Street Boys |
(A Pál utcai fiúk)
|10+||2,5 page / 1 page||6||Ethics, Biology, Physics|
|4||The Jungle Book |
(The Jungle Book)
|8+||0,5 page / 5 line||4||Biology, Ethics, Drama|
|5||The Walk of the Absent-Minded Boy |
(Passeggiata di un distratto)
|8||The Enchanted Pig|
(Porcul cel fermecat)
|9||Alice in Wonderland |
(Alice in Wonderland)
|10||The Comic Book Mouse||8+|
In order to use the modules developed in the framework of the RIDE project, the teacher has to select the appropriate worksheets and lesson plans from a complex web of many smaller units.
For the most effective use possible, please read the Teacher’s Guide carefully.
Successful use of the module matrix requires knowledge of theconstruction and programming capabilities of ArTeC robots. We provide help for this here and on the linked pages.
ArTec robots with Arduino and with micro:bit
Install Studuino program (the program is free)
The “Technical corner” link contains sample programs for robotic solutions specifically proposed for development levels in the modules .
We support the implementation of the modules with sample robots and programs – this can be found in each module under the heading “Robot Ideas”.
Additional pages for robotics and programming ideas:
We’re testing the curricula developed within the framework of the RIDE project in multiple phases.
The schools participating in the projectpartnership test all curricula developed within the project, and provide both teacher and student feedback on the employed modules. This feedback concerns both pedagogical experiences gained during the application of the developed curricula, as well as practical experiences relating to the use of thedocuments.
Associated partner schools
The participation of the associated schools in the testing of the curricula serves the widest possiblefeedback, and thus the more thorough refinement and further development of the materials. Associated schools – according to their capacity – can choose from the developed modules and provide feedback on their application to the project organizations. We incorporate their experiences into the improvement and development of curricula.
In the case of students participating in testing in partner schools (led by ELTE and UNIBZ), we conduct an impact assessment, which examines children’s abilities in the 9 priority development areas at the beginning and end of the school year.
Documentation of evaluation methods and test hours
The period of the project (and hopefully later as well) build links between students in between students in the between students Their virtual mobility creates a RIDE community across Europe by sharing the implementation of the processed modules.
Communication between students in the context of virtual mobility
For the successful and efficient application of the RIDE module matrix, the training of the teacher applying it is essential. On the following pages, in addition to the learning materials of the in-service teacher training, we also address the issues of organizing teacher training programs. as well as of teacher training methodology, in order for as many educators as possible to be prepared to apply our method.