2019

—Justin McGlamery

Participants pull together to focus on effective communication skills and discover their potential as a group during the experiential activity called Focus Ring

STEM and robotics

Editor’s Note Contents
Amid its rapid growth, educators are
finding creative ways to bring STEM and 2 Students and Researchers 5 What Every Educator 8 Transforming Education:
robotics to life in the classroom. In this Team Up to Create Needs to Know About Robotics and Its Value
Spotlight, discover how educators are ‘Citizen Science’ Artificial Intelligence for Next Gen Learning
bringing hands-on lessons to science class, 4 Students Build Tiny 12 Breaking Gender
unlocking the full potential of engineering, Houses to Bring Commentary Stereotypes Through
and engaging students through exposure Geometry Lessons to Early Exposure to
7 No, Engineering Isn’t
to robotics. Life Robotics
Just About Job Creation
 STEM and Robotics / edweek.org 2

High school seniors Tavan Zadeh and Zane Aridi

take part in the Huron River Watershed
Council’s annual “Insect Identification Day” in
Ann Arbor, Mich., part of a growing movement
to enlist nonscientists in gathering data for real
science scientific investigations.

treme Citizen Science (ExCiteS), an ini-

tiative of University College London that
helps schools and community groups in
Europe and the United States engage in
citizen science.
“Sometimes, the way we teach science
in the classroom leads people to expect
—Sylvia Jarrus for Education Week

answers, when science is really all about

uncertainty,” Sheppard said.
She recalled the frustration of a middle
school science class starting GalaxyZoo, a
project in which students observe and cat-
egorize galaxies.
“There was a very high-achieving pu-
pil who was very interested in astronomy,
and he did not like citizen science,” she
Published June 2, 2019, in Education Week said. “He just wanted to know what the
answer was. He was asked, ‘Is it a spiral
or elliptical galaxy?’ and he would want
Students and Researchers Team someone to say that he’d gotten it right
when, if you could do that, then we would

Up to Create ‘Citizen Science’

not need the project.”

Gamifying Science
New wave of science learning has students Citizen science is a concept as old as
science itself.
contribute to real projects “I would have us look at science in a
historical arc. Science was born of ingenu-
By Sarah D. Sparks ity,” said Jason Frenzel, who oversees citi-

T
zen science projects for the Huron River
his spring, in a Michigan Academies of Science, “and seems espe- Watershed Council in Michigan. “A long
meadow, teenagers spent a cially well-suited to examining the way time ago, it was just regular people who
Saturday afternoon poking learning is socially and culturally medi- were scientists. We should be giving the
through tall grass collecting ated, and how learning can intersect with community a lot of opportunities to inte-
unknown bugs. In a library in equity, diversity, and power.” grate in our field.”
Massachusetts, other children and youths More recently, citizen science has
spent a weekend glued to their tablets spread with the rise of social media and
and smartphones, playing an online game
What Is Citizen Science? technology platforms that allow millions
about mouse brains. Still others turned The Citizen Science Association de- of people to share data and observations
their star-gazing into academic papers. scribes four characteristics that distin- easily online.
It’s a pretty disparate grouping of guish these sorts of projects from more Take Stall Catchers, an online video
weekend activities, but all are part of a traditional school science activities: Any- game introduced by the Human Computa-
growing “citizen science” movement, in one can take part; volunteers use the same tion Institute in partnership with Alzheim-
which nonscientists collaborate with sci- protocols as the professional research- er’s researchers at Cornell University. The
entists to gather data to feed into real ers to allow their data to be pooled and researchers had found a link between
research projects. Experts say these proj- checked; scientists and volunteers work clogged capillaries in the brain, dubbed
ects, which often involve adults as well together to conduct original research and “stalls,” and the progression of the degen-
as children and teenagers, represent the solve real problems, not just demonstrate erative disease, but computer programs do
next generation of science learning, an concepts; and researchers share and help not identify these tiny blockages in video
approach that can happen out of school explain results to the volunteers and the as accurately as people do. The researchers
as easily as in the classroom and connect public, to help them understand how their developed a game in which players com-
students to real research in the field. contributions were used. pete to identify stalls in Cornell’s actual
“Citizen science offers a new venue in Citizen science projects can give stu- dataset of videos taken from mouse brains.
which to examine science learning,” notes dents a more realistic view of the field, “Today, we’re operating around four or
a 2018 report on the field by the National said Alice Sheppard, an expert with Ex- five times as fast as the lab,” said Pietro
 STEM and Robotics / edweek.org 3

High school freshman Sophie Carlson, 16,

inspects a bug she collected on “Insect
Identification Day” in Ann Arbor. Experts say
citizen science projects like this one can help
encourage more students to pursue careers in
science, technology, engineering, and math.

Michelucci, director of Cornell’s Human

Computation Institute, which runs the
game.
In April, Stall Catchers held a 48-hour
“Megathon” in which nearly 1,500 adult
and child players at libraries and commu-
nity groups in the United States and four
—Sylvia Jarrus for Education Week

other countries churned through nearly

117,000 films—what would take a nor-
mal research team more than three and a
half months to analyze. The massive data
crunch was intended to help scientists
figure out how blood pressure affected
Alzheimer’s progression and whether a
particular intervention could help. Early
results from the megathon suggested that
high blood pressure could increase the fre- how they felt hopeful and enjoyed being a In Ann Arbor, Mich., the Huron River
quency with which blood stalls in mice’s part of a solution,” Corrigan said. “The ap- Watershed Council uses tiered citizen sci-
brains, and particularly in the brains of proach was not a sad awareness, yet more ence projects to spark young people’s in-
mice genetically engineered to get Al- of putting a face with what caregivers terest in local science issues, according to
zheimer’s disease. may look like. We took an approach of how Frenzel, the volunteer coordinator.
But, the data were messy, the inter- science helps and how it reaches us all.” Three times a year, about 600 local
vention did not seem to work, and the re- volunteers take part in the council’s
searchers laid out for players exactly what “bug census,” collecting and identify-
the data meant for their research going
Building a Science Pipeline ing insects throughout the community.
forward. Connecting sometimes dry data col- More committed volunteers, most of
“For some reason, middle school stu- lection to real people and problems can them high-school-age, participate in a
dents really gravitate to the game, and motivate more students to enter science, separate project to help monitor local
they are super competitive,” Michelucci technology, engineering, and math ca- water chemistry every other week. And
said. “The thing I’ve noticed is that some reers, according to Suzanne Harper, who the council supports special investiga-
people have a knack and some people don’t, directs the Girl Scouts of U.S.A.’s Think tive research projects from returning
and it has nothing to do with how old they Like a Citizen Scientist journey program. college students.
are. So you’ll get kids who come through The Girl Scouts launched their “Think “We’re trying to structure a trajectory
with their parents, and the parents are Like a Citizen Scientist” series of projects for future scientists,” Frenzel said. “It’s
clueless and the kids get it right away.” in 2016. Researchers who work with the important for students to have the oppor-
“It’s showing students, ‘Look, if you program send videos explaining their tunity to learn through place-based work
follow these basic steps and these basic work and how observations or data from ... just to be able to touch the critters,
principles, you can get answers to ques- the scouts could help them. gather the water, it strongly reinforces
tions that actually make a difference in “We know from research that the best their class learning.”
the real world,’ ” Michelucci said. “It’s way to let girls get involved in STEM is to
showing them the power of science at an let them know how it will help others, help
age where they’re impressionable and can animals, help the earth,” Harper said.
Changing Field
incorporate that later in life ... whether or For example, California Brownie These often-crowdsourced projects
not they become scientists themselves.” Troop 33662 worked with keepers at the may also help train young people for a sci-
Kelly Corrigan, the programming and Oakland Zoo to document animals’ be- entific world that has become increasingly
Web teacher at Shawsheen Valley Tech- haviors in their enclosures and compare focused on broad collaboration.
nical High School in Watertown, Mass., the rhythms of eating, sleeping, and other “The cognitive labor economy’s evolv-
built the weekend Stall Catchers event activities there to how the animals be- ing—I’ve seen the signs of it for years
into her science class. Corrigan brought haved in the wild. actually—and it is creating new kinds of
in a working biologist to explain how the “I learned that anyone can make ob- jobs for people,” Michelucci said. “I think
game connected to the research, as well servations and collect data, even if they’re more and more it’s going to be tapping
as her own sister, whose husband had Al- not a real scientist, and my Girl Scout those capabilities that humans have that
zheimer’s disease, to talk about the impor- troop can help real scientists solve prob- machines just haven’t gotten yet. And I
tance of the research. lems,” said Sienna, a 2nd grader in the think this kind of experience doing citizen
“Several students had family members troop, whose mother asked that her last science for kids today prepares them for
with Alzheimer’s and were able to discuss name not be used. that new labor economy.”
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 STEM and Robotics / edweek.org 4

William Dunn agrees. The Harvard- managing research teams, while giving So far, the ORBYTS teams have co-
Smithsonian research fellow coordinates high school students the room to explore written five articles of original findings
the ORBYTS project, in which undergrad- scientifically. which have been published in academic
uate and doctoral researchers work with One recent discovery about the chemical journals—and the high school students
high school students on original questions makeup of a planet outside our solar sys- were listed as co-authors.
in the astronomy field. The project targets tem came from students “playing around
high schools with few science teachers with the data and then finding something Coverage of after-school learning opportunities is
and in low-income communities. weird in it. And the researcher saying, supported in part by a grant from the Charles Stew-
The project has the double benefit of ‘Yes, that is weird, I don’t know what it is.’ art Mott Foundation. Education Week retains sole
giving young scientists experience in And that’s good for the kids to hear.” editorial control over the content of this coverage.

Published April 30, 2019, in Education Week

Students Build Tiny Houses to Bring

Geometry Lessons to Life
By Sarah Schwartz

A
t Battle High School in
Columbia, Mo., students
in geometry class have
swapped their compasses
and protractors for ham-
mers and hard hats. And they’re doing
it for a good cause.
The school is one of a handful across
the country where students are building
tiny houses in math or career-and-tech-
nical-education courses. The experience,
educators say, not only teaches practical
trade skills but also math, economics,
and problem-solving.
—Whitney Curtis for Education Week

Battle’s class follows the Geometry

in Construction curriculum, an applied-
math course that’s used in about 500 U.S.
schools. While some classes, like the one
at Battle, build houses, the list of proj-
ects students take on is long and varied
and includes chicken coops, barns, and
backyard furniture, said Scott Burke, a
GiC teacher in Lakewood, Colo., and one
of the curriculum’s co-designers. souri Community Action, an organiza- Carl Dement, woodworking and construction
The construction process drives the tion that works on poverty issues in the teacher, speaks to students at the beginning of
order in which students learn, said Bri- region, to serve as affordable housing for class on March 22 at Battle High School in
an Hancock, a geometry teacher who a family in need. The nonprofit also pro- Columbia, Mo. Students in this Geometry in
co-teaches the GiC course with wood- vided the building materials. Construction class, co-taught by Dement and
working and construction teacher Carl Although some students in the class geometry teacher Brian Hancock, are building a
Dement. To progress on the house, stu- want to become math teachers or engi- tiny house for a low-income family in the community.
dents “have to troubleshoot and figure neers, not all plan to pursue careers in
it out and use the math tools that we’ve STEM or the building trades, said Han-
given to them,” said Hancock. “They’re cock. He thinks the class is stronger for
More Challenging Than a
much more comfortable seeing prob- this diversity.
Traditional Class?
lems that seem intimidating to other “I want it to be a class where kids can Career-and-technical-education teach-
students.” go experience something they’ve never er Scott Burke and former math teacher
The 18 students in the class at Battle done before [and] get outside of their Tom Moore created the original Geom-
will donate the dwelling to Central Mis- comfort zone,” he said. etry in Construction curriculum in 2005,
 STEM and Robotics / edweek.org 5

at Loveland High School in Colorado.

They were looking for a way to raise
student achievement and to make
math feel “as real as possible” for stu-
dents, said Burke.
Since then, more than 1,000
math and CTE teachers have been
trained in the curriculum. The pair
has also developed a similar course
for Algebra 1, in which students use
algebraic formulas to manage fi-
nances for an in-school business.
Despite the potential for student
engagement, districts can be wary
of applied-math courses like GiC,
said Carol Fletcher, the deputy di-
rector of the University of Texas at
Austin STEM Center, which pro-
—Getty

vides training on the curriculum for

teachers.
Math is “such a high-stakes
course,” she said. “School districts Published July 25, 2019, in Education Week
are often hesitant to be experimen-
tal.”
But GiC is designed to cover all
of the same Common Core State
What Every Educator Needs to
Standards that traditional geom-
etry covers, Fletcher said. “In some
ways, it is actually more challeng-
Know About Artificial Intelligence
ing [than a traditional course], be-
cause so much of it is applied,” she By Alyson Klein next binge-worthy TV show.) And, as the

C
said. “For kids who are used to just technology advances, much more could be
doing book math and being good at 3PO from “Star Wars.” HAL possible.
it, it pushes them out of their com- from “2001: A Space Odys-
fort zone.” sey.” “The Terminator.” And
Providing multiple representa- now Apple’s SIRI and Ama-
How It Works
tions—different ways to show or zon’s Alexa. Artificial Intel- So how does that actually work? That’s
describe the same mathematical ligence has always been part of our collec- a complicated question, in part because
concept—can help deepen students’ tive imagination. But it’s now becoming experts aren’t always on the same page
understanding, said Robert Berry, part of our everyday lives. about what AI is and what it isn’t.
the president of the National Coun- There is, of course, a ton of hype. Ex- Right now, all sorts of technology, in-
cil of Teachers of Mathematics. Ap- perts think this new type of “machine cluding educational software, is “adap-
plying geometry principles to con- learning” could help people do all sorts tive.” That means it’s pre-programmed to
struction is one way to do that, he of things over the next couple of decades: take certain steps, based on what a user—
said. power self-driving cars, cure cancer, cope say, a student—does. In simple terms, if a
Still, when it comes to curricu- with global warming, and yes, transform kid taking an adaptive test gets an answer
lum’s effect on student achieve- K-12 education and the jobs students are right, the system knows to give that kid
ment, data are limited. Math-test- preparing for. a tougher question next. (Think of this as
score data from the Thompson R2-J It’s too early to say how much of that a much more sophisticated, computerized
school district, home to Loveland promise will end up bearing out. But it’s version of those choose-your-own adven-
High School, showed that students a good idea for educators to get familiar ture books you might have read as kid.)
in the GiC course at Loveland scored with AI, whether they are the chief tech- Plenty of experts would call those
higher than students in traditional nology officer of a large urban district or systems “AI” and plenty of vendors mar-
geometry in the three school years a 1st grade teacher in a rural community. ket their educational software that way.
from 2009 to 2012. But as students So what exactly is AI? The simplest ex- But these so-called “rule-based” systems
self-selected into GiC, the data can’t planation is that AI trains a machine to aren’t the “fancy, sexy AI” that’s grabbing
determine whether the course was do tasks that simulate some of what the headlines, said Robert Murphy, a senior
what caused the rise in test scores. human brain can do. That means it can policy researcher for the RAND Corpora-
Burke now teaches in Jefferson learn to do things like recognize faces and tion. That’s because all the information is
County, Colo., where he’s also helping voices (helpful for radiology, security, and already pre-programmed. The machine
to grow the GiC program across the more), understand natural language, and can’t get any better at a particular task.
district. He said he hopes the expan- even make recommendations (think the Cutting-edge AI relies on systems that
sion will provide more data. algorithm Netflix uses to suggest your can actually learn, usually by analyzing
 STEM and Robotics / edweek.org 6

vast quantities of data and searching out to help teachers figure out when their used to figure out criminal sentences tend
new patterns and relationships. Instead students are less likely to be engaged to make harsher predictions about black
of following one already predetermined and combat that problem. defendants than white defendants. And
pathway, these systems can actually im- Tay, a chatbot developed by Microsoft,
prove over time, becoming more and more was supposed to figure out how to emulate
complex and accurate as they take in
Potential Trouble Spot: Bias natural conversation by interacting with
more and more information. The use of artificial intelligence in edu- Twitter users. Instead, it began commu-
cation is expected to explode to a world- nicating in vulgar and racist hate speech.
wide market value of $6 billion over the
Current Use of AI in Schools next six years. And about 20 percent of
How is AI being used in K-12 schools? that growth will come from applications
Not the Ultimate Decisionmaker
Classrooms are already using AI- for K-12 teaching and learning in the Bias issues may not be such a big deal
powered tools—including smart speak- United States, according to a report by if an AI-powered system is trying to, say,
ers, like Amazon’s Alexa or Google As- Global Market Insights. What’s more, predict what pair of pants a retail custom-
sistant—as teaching tools. And school the McKinsey Global Institute predicts er will buy next. But it is problematic if
districts are beginning to use the tech- that 40 percent of the tasks that elemen- the system is trying to figure out whether
nology to do things like plan tary school teachers now perform a student should apply to a particular col-
bus routes, screen applica- —mostly noninstructional lege or not, or suggest a specific lesson for
tions for teaching posi- job responsibilities, like an individual student, Oranje said.
tions, and even pre- tracking student prog- That’s why AI systems—especially
dict when a piece of ress and communicat- those designed for teaching and learn-
HVAC equipment is ing with parents— ing—shouldn’t be the ultimate decider of
likely to go bad. could be automated what students learn or what their educa-
But widespread by 2030 with the tional pathway should be, Murphy said.
use of much more help of AI. But AI can still be an important supple-
sophisticated But don’t ex- mental tool, he added.
tools in the class- pect an army of “Maybe 10 percent, 20 percent, 40 per-
room is down the AI-powered robots cent of the time [the system] will get it
road, said Michael to be filling teacher wrong,” Murphy said. “It will vary by sys-
Chui, a partner at job applications at a tem, but 70 percent of the time they’ll get
McKinsey & Company district office near you. it right.” The systems could still help dis-
who has a deep back- Andreas Oranje, a gen- tricts individualize instruction, but edu-
ground in computer sci- eral manager in the ETS cators need to remain the most important
ence. Eventually, AI has the —Getty Research Division, said during part of the equation.
potential to individualize lessons for a session at the International Society for And of course, there’s another big, obvi-
students “the way a really, really awe- Technology in Education’s annual con- ous concern: Data privacy, especially for
some teacher does,” Chui said. But he ference this year that he expects AI will K-12 students. That’s something advocates
cautioned, “it’s very, very early.” ultimately help educators perform rote on both sides of the privacy debate are
Already, though, at least some form of tasks, not replace them. keeping an eye on, as well as educators.
AI is used in so-called smart tutors, which “My hope for AI is we actually will ex- “I’m super against this idea of ‘let’s put
help schools differentiate instruction for pand teaching,” Oranje said. “No teacher an Alexa in the classroom,’ because you’re
different kinds of learners. In some cases, ever lost her job because every kid had an giving Amazon access to kids’ voices with-
they can process natural language to in- iPad. We need more teachers, not fewer. out parents’ consent,” said Mary Beth
teract with students. AI is also used in The nature of teaching will change. But it Hertz, the technology coordinator for the
applications like automated essay scoring, doesn’t mean that 40 percent of teachers Science Leadership Academy at Beeber in
and early warning systems, which can will lose their jobs.” Philadelphia. “I personally am trying to
help identify which students are at risk of What are some of the problems with learn more about what ways should we use
dropping out. using AI in classroom technology? AI may AI in the classroom, keeping in mind pri-
To be sure, education technology be fancy and sexy, but it’s far from per- vacy concerns around the data. AI doesn’t
companies have even loftier ambitions fect. One big problem: Human biases can work unless you are feeding it data.”
for how AI might reshape K-12 educa- be written right into the algorithms that
tion. Case in point: Classcraft, a game- power AI and then amplified by the tech-
based classroom management tool, is nology. What’s more, the data that these
Tech Skills for the Future
teaming up with researchers at the systems use also can be biased. That can Should students be learning skills
University of Montreal to see if AI can lead the machines to inaccurate, discrimi- sophisticated enough for them to get in-
find patterns in student engagement natory, and even racist conclusions. volved in creating AI? A lot of experts see
and use them to make suggestions How this plays out in the real world: that as the next frontier. Many are partic-
to teachers right now, and the pro- facial recognition software, which is cur- ularly interested in making sure that stu-
gram allows teachers to give students rently used for airport security and may dents from groups that have historically
“points” for positive behavior such as even be deployed for school safety, is noto- been underrepresented in STEM fields—
critical thinking, collaboration, and riously bad at identifying women and peo- including girls and racial and ethnic mi-
even empathy. The company and re- ple of color. More troubling: Studies have norities—are involved in creating AI, to
searchers are hoping to use that data shown that risk-assessment algorithms help counteract the potential for bias.
 STEM and Robotics / edweek.org 7

A jarring but true fact: Vladimir Putin out what to teach on AI. But for now, less Nick Polyak, the superintendent of the
told millions of Russian school children than 100 schools in the country are of- district. “The traditional method of learn-
that the nation that leads in AI “will be fering some form of K-12 instruction in ing a topic deeply in college and then going
the ruler of the world.” And China is striv- this area, experts estimate. on to teach isn’t relevant anymore because
ing to be the world leader in AI by 2030. Another challenge even for relatively the knowledge is changing too quickly.”
But in the United States, many affluent, tech-savvy districts like Leyden But he sees figuring out the challenge
schools aren’t even offering computer High School District 212 outside Chicago: as an imperative.
science courses, much less AI learning Finding educators who can teach those “I don’t want our students to be the
opportunities. Big barriers include lack high-tech skills, particularly at a time people who just buy autonomous cars,” he
of curriculum and instructional materi- when the teacher ranks in general are said. “I want them to be the people who
als. Some experts and educators are try- thinning in some parts of the country. are designing and improving them. It’s
ing to change that, including AI4K12, “What we really need are teachers with imperative on us to provide an education
a working group that is developing na- a level of humility who are willing to learn that makes them ready to step into the
tional guidelines to help schools figure alongside the students at this point,” said evolving job market.”

COMMENTARY
Published February 19, 2019, in Education Week

No, Engineering Isn’t Just About Job Creation

Why do we keep selling early STEM education short?
By Christine H. Cunningham

W
hen a group of 5th grad-
ers from John Murdy
Elementary School in
Garden Grove, Calif.,
started a fundraiser to
help kids affected by the 2010 earthquake
in Haiti, it wasn’t because of what they
learned in social studies class. It was be-
cause of what they learned through study-
ing engineering.
Their teacher, Camie Walker, unlocked
the full potential of engineering as a sub-
—Getty

ject that helps students understand the

world around them, ask questions about
how they can change and improve their
world, and find solutions to those ques- Walker posed a question to her class: engineered explained the different conse-
tions. This week is the national Engineers Why did devastating earthquakes of simi- quences of the quake in the two countries.
Week, and what she did should offer a re- lar magnitude kill 230,000 people in Hai- But then Walker took the lesson a
minder that the subject is important for ti and only 25 people in California? She step further. She brought in a repre-
more than just job creation. challenged the students to consider how sentative from the nonprofit Hope for
Over the years designing the Muse- buildings are engineered—how materials Haiti to talk to her students about what
um of Science Boston’s EiE engineering and the arrangement of those materials people there experienced, and the hard-
curricula, I’ve heard countless stories create an earthquake-resistant building. ships they still face.
from teachers like Camie Walker as Her students experimented with many The students quickly decided they
they welcomed me into their classrooms materials, including mud and adobe, that wanted to help people in Haiti and
to learn how engineering is introduced are often used to build homes on the is- sought a solution they could execute.
in schools. It’s from these conversations, land. They saw just how fragile those ma- Through their conversations with Hope
pilot programs, and observations that terials are. And they tested various con- for Haiti staff, the students learned
I’ve gained entirely new insights into figurations of materials on shake tables to about a Haitian boy their age who made
why we need to introduce engineering see how they withstood earthquake simu- bracelets and sold them on the street to
to students during their earliest years of lations. Students came to understand that support his family. They started making
schooling. the differences in how structures were bracelets themselves, which they sold in
 ADVERTISEMENT

Robotics as a STEM Component

Robotics has become a popular activity for system which integrates sensing devices with a computing
incorporating STEM in the classroom. Among other platform and the ability to affect changes on the environment
things, robots are engaging, eye-catching, dynamic, it is monitoring.
and more interesting than a book for capturing and Another caution when selecting equipment and curricula to
holding a student’s attention. Unfortunately, the promote STEM education is to make sure that it provides
vast majority of classroom robots end up being little an opportunity to actually use, master, and apply scientific
more than toys made to drive to and fro or side to and/or mathematic principles into the problem solving
side without really providing an opportunity for any nature of the activities. Too often, a device which uses a
scientific exploration and learning. When selecting processor and sensors will be offered for STEM education,
robotic products to introduce in the classroom, it is but the students are limited to simply using the device
important to look at the overall educational value of without the opportunity to apply their knowledge to problem
the system—particularly with regard to how it can be resolution. These limited systems may be inviting, but their
used to promote scientific exploration and learning educational value ends up being limited to observation and
together with the application of mathematic principles. not engagement.

A good example of a robotics system that promotes STEM

education is the Mimio Mybot, especially when coupled
with the Mars Exploration Bundle developed in conjunction
with the Aldrin Family Foundation’s ShareSpace Education
program. This bundle combines a powerful robotics control
system with a rugged aluminum build system, a variety of
different sensors and measurement devices, and a highly
detailed floor-sized map of the planet Mars. Measuring
over 600 square feet, the map is colorful, highly unique,
It is also important to recognize that not all robots have and captures students’ attention. Using the map, lessons
wheels. The vast majority of robots at work in our world involving physics, geology, and geography become more
today are not vehicles, but automated manufacturing engaging—even more so as the students start using the
machines—conveyor belt systems that perform things robots to explore and analyze the Martian surface.
like quality inspections and order fulfillment. Robots—or
mechatronic systems, to be more accurate—include any

Learn more at boxlight.com/mybot

 “
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If the robots are going to take

over your job, you ought to be
learning to control and program
the robots.
With a focus on putting the science back into STEM, the MyBot system offers an expanding catalog of sensors
that provide a wide variety of measurement capabilities, including:

• High-resolution color sensors that can be used to explore the optical spectrum and experiment with the reflective,
transmissive, and absorptive qualities of different materials.

• Three axis gyroscopes, which measure angular movement in each of the three axes and can be used to move along
a fixed heading while monitoring side-to-side tilt and front-to-back pitch, enabling course correction should the robot
begin to tip or approach a steep incline.

• Magnetic compass and three-axis accelerometer enables the robotic system to find magnetic north and can report
changes in velocity in the different axes. In addition to motion exploration, this allows a demonstration of vectors and
vector arithmetic.

• Optical and ultrasonic distance measurement allows exploration of the speed of light and sound as well as the ability to
sense objects in the robot’s path for automatic collision avoidance.

• Infrared light detection and location expands on light and color experimentation by moving into the non-visible part of
the spectrum.

• Ambient light sensors can be used to explore physical phenomena regarding light, including coherency and loss over
distance due to areal diffusion. They can also be used to record light levels over time using the MyBot’s built-in data-
logging capabilities. Data from any of the sensors can be recorded periodically over the course of days and made
available to spreadsheet programs for analysis and graphing.

• Magnetic field sensors can locate and measure magnetic fields, providing a hidden target for an autonomous robot
hide-and-seek game.

These small, ruggedly packaged and pre-wired sensor This new generation of skilled workers will have the
modules allow students to observe real-world physical ability to develop new and better technology solutions
phenomena in a cost-effective and fun way, enabling to solve tomorrow’s problems.
educators to base lessons on more than just whiteboard As the saying goes, “If the robots are going to take over your
drawings. With Mimio MyBot, you can bring science to life. job, maybe you ought to be learning to control and program
Our world today is increasingly dependent on technology, the robots.”
and the future workforce will embrace candidates who Want to learn more about incorporating robotics in the
have the ability to not just use STEM products, but who classroom? Visit boxlight.com/mybot to discover how our
have developed true STEM skills: the ability to apply their intuitive system helps students develop core STEM skills.
knowledge of science, mathematics, and technology to
solve new problems.
 STEM and Robotics / edweek.org 8

school and around town to raise more corporating engineering curricula into making. It encourages those involved in
than $2,000 for Haitian causes. American schools. solving a problem to listen to and under-
As they designed earthquake-resis- Engaging students in classroom activi- stand each other.
tant structures, these preteens learned a ties that can expand their thinking about It’s time that we look at engineering
fundamental tenet of being an engineer: possible trajectories and futures is impor- as a foundational subject that can provide
Engineers seek solutions to a problem. tant. But as we think about the well-being the glue in a robust educational experi-
Engineering entails learning about the of students (and our country), looking at ence that prepares students for life.
external factors contributing to the prob- engineering as a means to create future That’s the thinking behind what Ca-
lem, understanding the needs of those workers alone is not sufficient. mie Walker and her class at John Murdy
impacted by the problem, and designing It’s true that today’s children will Elementary did. She used engineering to
a technology that can help meet those grow up to a world of more complex jobs. help kids understand that everything is
needs. Through engineering, these stu- But they will also inherit a world that connected, to teach them to ask questions,
dents were introduced to the struggles of has more complex challenges than we and to think and then take action. She
people in a completely different part of the ever faced—socially, economically, and unlocked the true power of engineering.
world and were compelled to help. environmentally. The next generation As many stories this week will focus on
That is the true power of engineering of students need a set of habits of mind how engineering can help fill 21st-century
as a teaching tool—it connects children to that enable them to solve the problems jobs, it’s time that more schools follow her
the world around them and helps them en- they encounter. Some of these will be lead and teach engineering to its fullest
vision new possibilities. In this case, chil- technical in nature. But other, non- potential.
dren learned that they can design technol- technical problems still benefit from the
ogies that change the world around them. same habits of mind. That is what engi- Christine M. Cunningham is the founding director
And yet, we continue to sell it short. neering can do if it’s taught well—help of the Museum of Science Boston’s flagship engi-
The most common reasons offered young people become problems-solvers neering curriculum. She is the author of Engineer-
these days for introducing young chil- and foster skills that serve them well ing in Elementary STEM Education: Curriculum
dren to science, technology, engineering, their whole lives. Design, Instruction, Learning, and Assessment
and math center around job and econom- Engineering teaches skills essential (Teachers College Press, 2018). Previously, she
ic opportunities. We, finally, accurately for life in the 21st century: problem-solv- was director of engineering education research at
see K-12 engineering as a pathway to ing, collaboration, systems thinking, per- Tufts University and directed the first national
the careers of the future. I am grateful sistence through failure, creativity and longitudinal study of the factors that help women
that this goal has led to interest in in- innovation, and evidence-based decision- persist in college engineering majors.

COMMENTARY
Published March 21, 2019, in Education Week’s Next Gen Learning in Action Blog

Transforming Education:
Robotics and Its Value for Next Gen Learning
By Axel Reitzig With a society changing from, among There are many ways to implement

P
other things, globalization, automation, STEM education; one of the best is robot-
ublic education represents a and rapidly evolving technologies, pub- ics, and, when done right, it serves as one
community’s investment in lic schools have been identifying effec- of the most effective platforms for deliver-
its future. Considering that tive tools and approaches for ensuring ing on the promises of a modern educa-
over 90 percent of American continued growth. STEM education has tion.
children, grades P-12, are in been one of the main ways schools have What is robotics? It is a highly inte-
our public education system, we should sought to do this, and with reason. At grated field incorporating a variety of
be asking hard questions about what the its core, STEM incorporates five key el- disciplines, including design and fabrica-
return on this investment is or should be. ements that represent our 21st-century tion, engineering (with an emphasis on
The core mission of public education is to society: electrical, mechanical, and systems engi-
prepare students for their future so that neering), computer science, and many soft
they are contributing citizens, both eco- • Integrated content skills like collaboration, communication,
nomically and civically. Even better, our • A focus on solving authentic problems and creativity. Students involved with ro-
students should graduate with a strong • The application of 21st-century skills botics learn about the complexity of proj-
competitive advantage so that, no matter • Personalized learning and an emphasis ect management, and they apply and re-
their path, they will have optimum oppor- on student agency fine cognitive skills like problem analysis
tunities for success. • Connected learning and critical thinking by working on real-
 STEM and Robotics / edweek.org 9

world problems.
Robotics is an ideal STEM learning
experience primarily because it engag-
es, empowers, and challenges students
through these authentic learning tasks. It
also thoroughly addresses each of the five
facets of STEM mentioned above:
Integration: Robotics is a highly in-
tegrated field incorporating a wide range
of skills and knowledge. Participating in
robotics provides students with a compre-
hensive, integrated STEM experience.
Problem-Solving: The design and
use of robotics systems is inherently an
iterative process that requires students to
identify and solve multiple problems. The
challenges are authentic and meaning-
ful, and students cannot pretend to solve
them.
21st-Century Skills: Because of its
integrated nature, robotics regularly
requires students to work on teams. In
turn, students have the opportunity to
develop essential skills like collaboration,
communication, project management,
persistence, creativity, and adaptability,
all qualities K-12 stakeholders regularly
identify as key attributes they look for in
graduates.
Personalized Learning: Because
robotics is such a diverse field, each stu-
dent has the opportunity to experience it
through a personalized lens. They may
play a role on a team best-suited to their
strengths; develop expertise in a field
—Photos, courtesy of St. Vrain Valley Schools

related to personal interests; and dem-

onstrate competency through multiple
methods. Robotics provides students with
considerable voice and agency.
Connection: Again, because of its in-
tegrated nature, robotics naturally con-
nects students with other people, places,
and professions.
Robotics is also highly valuable in ini-
tiating and sustaining systemic change.
It is the ideal disruptive technology for
Top: Students from Central Elementary School
public education, naturally requiring value; instead, performance-based as-
and Alpine Elementary School in Longmont get
stakeholders to radically change their sessments take center stage, whether it is
ready to compete at the 2019 VEX State
practices. Since many teachers know competing at a tournament or pitching a
Robotics Tournament in Erie, Colo.
little about robotics, the learning environ- design to potential investors.
ment suddenly transforms into a student- Across St. Vrain Valley Schools, a pub-
Preschoolers at Longmont Estates Elementary
driven experience. Because students are lic school district serving approximately
School learn the foundations of computer
solving authentic problems, engagement 33,000 students in Colorado, competitive
science with Bee-Bots.
is high, and all students are challenged, robotics has served as the catalyst for
no matter their ability level. The physical kick-starting an overall interest in ro-
learning space has to change in order to botics as a key STEM field. Seven years and two schools began programs serving
accommodate active, hands-on, inquiry- ago, the district had a handful of mostly around 40 students overall. Since then,
based learning. Because robotics is highly parent-sponsored teams working inde- the program has grown exponentially. In
integrated and complex, students must pendently from one another. Then, one 2018-19, our main competitive program,
work on teams and specialize on tasks, parent approached the district leader- focused on the VEX Robotics platform,
providing opportunities for meaningful ship about making robotics more widely involved 35 schools, 155 teams, and 700
collaboration. Finally, assessment looks available in the schools. As a result, our students, grades 2-12. The district also
very different. Worksheets no longer have district held its first official tournament, ran 19 tournaments at multiple sites in
 STEM and Robotics / edweek.org 10

the district. And, in addition to our VEX Curricular: Perhaps the most im- ing a systemic approach. Consider the fol-
program, students participate in FIRST pactful result of our competitive program lowing as you start and grow your program:
and BEST robotics teams. is that it has transformed many of our
The experiences of our competitive secondary elective programs throughout • Core mission: How is the program fur-
programs, what we can call Robotics 1.0, the district, most of which now offer ro- thering your organization’s core mission?
have helped open the door to STEM for botics and computer science during the • Ask the following questions consider-
a wide variety of district stakeholders. It day. Core teachers at all levels are also ing each of the categories below:
has served to educate these stakeholders discussing how they might incorporate –– How do we sustain it?
not only about STEM but also about robot- robotics in their classrooms. Here are –– How do we support it?
ics and its role in our economy and daily ways to bring robotics more directly into –– How do we scale it?
life. It has engaged and challenged teach- the school day: »» Technological
ers, providing them with a valuable tool »» Financial
for transforming their classrooms. It also • Integration and enhancement: How does »» Human resources/profes-
has challenged our system to col- robotics relate to core content al- sional development
laboratively support the rapid ready being taught? What are »» Curricular
growth of the program. extension lessons or activi-
And, most importantly, it ties that can be incorpo- Evaluation: What criteria will you use
has built a solid founda- rated that highlight ro- to evaluate the success of your program?
tion for taking this pro- botics? What data will you collect? How will you
gram to the next level, • Elective classes: These analyze it?
Robotics 2.0. provide students with Develop the program in stages: Since
Robotics 2.0 lever- a passion for robot- robotics is essentially a disruptive innovation
ages the enthusiasm ics the chance to delve within a K-12 ecosystem, it’s helpful to
and experiences stu- more deeply into the structure an implementation timeline
dents, teachers, and topic. around how innovations diffuse throughout
parents have through • Advanced classes/CTE a system. St. Vrain Valley Schools designed
competitive robotics to de- classes: These classes can an Innovative Technology Adoption Frame-
velop deeper, more intentional serve as gateways to postsec- work specifically to help with this process:
STEM opportunities. There are ondary opportunities.
three ways we are approaching this: • Concurrent enrollment: Students can • Innovation: Who are your innovators in
Extracurricular: In addition to com- bolster their robotics skills/knowledge this space? How are they innovators?
petitive experiences, robotics can be ex- while also earning college credit. Be- What support and guidance might they
perienced through noncompetitive after- cause robotics is so broad, there are require? What innovations might you
school experiences like: multiple classes to consider, ranging start with?
from math and science to coding and • Early Adopters: Who are those folks
• After-school project teams: At our dis- electronics. who are watching the innovators? What
trict’s Innovation Center, student proj- guidance and support do they need?
ect teams are developing robotics so- Postsecondary Opportunities: There What costs come with implementation
lutions to real clients like the Denver are several ways to connect students’ inter- at this stage?
Zoo and the National Center for Atmo- est in robotics with possible career paths: • Early and Late Mainstream: At what
spheric Research. This noncompetitive point is it possible and appropriate to
environment attracts a broader range • Apprenticeships and internships: Skills scale a robotics innovation to this level?
of students. students develop through robotics have Can this be justified and supported?
• Tours, guest visits, and lectures: Bring- value to lots of employers. Apprentice- Who should be involved in the discus-
ing students to industry and university ships and internships can help bridge sion at this time?
partners, and vice versa, helps them the divide between K-12 and industry
understand how diverse and dynamic by fostering workforce development. A popular expression in our district
the field of robotics is. • Industry certifications: Students who now is, “Robotics is the gift that keeps
• Events: Competitions, fairs, and show- earn these kinds of certifications grad- on giving.” This is meant in a very posi-
cases are examples of public events that uate with unique qualifications that tive way. Robotics has provided our dis-
allow students and programs to share make them stick out from the crowd. trict and community with considerable
their work. These are great at build- • Two- and four-year degrees: A mature return on investment. It has engaged,
ing community and engaging external program will be aligned with postsec- challenged, and transformed multiple
stakeholders. ondary programs and help students stakeholders, provided exciting and
• Before- and after-school enrichment pro- begin mapping out their career paths meaningful opportunities to thousands of
grams: Offering robotics and computer after high school. students, and added value to the broader
science classes after school is a great STEM experiences our district has been
way to reach a broad, and younger, If you are interested in starting or providing. Take a moment to see what it’s
range of students. Our district’s Com- growing robotics in your district, here are about—we think you’ll like it.
munity Schools program has been an some suggestions:
important partner in providing these Be systemic: Ensuring the long-term Axel Reitzig is the robotics and computer sci-
kinds of opportunities to our elemen- viability of a robotics program, as well as ence coordinator for St. Vrain Valley Schools in
tary schools. ensuring equitable access, requires adopt- Colorado.
 STEM and Robotics / edweek.org 11

COMMENTARY
Published October 9, 2017, in Education Week’s Education Futures: Emerging Trends in K-12 Blog

Breaking Gender Stereotypes Through Early

Exposure to Robotics
By Amanda Sullivan coding, design, and engineering is an
Research Proves the Power of

O
easy first step. Research conducted by
ver the past two decades, the DevTech Research Group at Tufts
Robotics
women in the U.S. have University shows that young children can In a DevTech research study con-
made notable progress in learn programming and engineering at a ducted with 105 children in kindergarten
historically male-domi- very early age. This is possible when chil- through 2nd grade in Somerville, Massa-
nated fields, such as law dren are given tools that are developmen- chusetts, results demonstrated that us-
and business. However, when it comes to tally appropriate and engaging, and that ing an early prototype of KIBO as part
technology and engineering, they are pro- encourage open-ended play. of an engaging curriculum that involved
gressing at a much slower rate. Science, Today’s teachers have access to a collaboration and community-building,
technology, engineering, and mathemat- wealth of new tools directed at engaging girls increased their interest in being an
ics (STEM) educational interventions young children with STEM content. While engineer when they grew up. Additionally,
aimed at addressing the gender dispar- the battle of the “pink aisle” versus the while boys started with a higher level of
ity between men and women have gener- “blue aisle” in toy stores continues (think interest in being an engineer, boys and
ally focused on increasing the interest of Goldie Blox and LEGO Friends versus girls were equally interested in engineer-
girls and women during high school and LEGO City), new tools like the KIBO Ro- ing after exposure to KIBO.
college. For many girls, though, interven- botics Kit offer a different approach to en- This same study also found that, be-
tions that begin during adolescence may gaging young girls in building and coding: ginning in kindergarten, children were
be coming too late. Children as young as a gender-neutral design that is marketed already developing some masculine ste-
4 are already beginning to develop basic towards all young children. reotypes about certain STEM games,
stereotypes and attitudes based on gen- Backed by years of research conducted products, and activities. Being exposed
der, so educators can start providing girls by DevTech, KIBO is a robotics kit that to robotics in their classroom helped to
with playful introductions to the world of teaches foundational coding and engi- change some of these views. This dem-
technology and engineering beginning in neering to children ages 4-7. Children onstrates the power of early exposure to
early childhood. learn to sequence programs using wooden robotics and coding in defying gender ste-
programming blocks, so there is no screen- reotypes toward technology and engineer-
time required. They explore foundational ing fields.
Why Start Early? engineering concepts through the use of
Research has shown that basic stereo- motors, sensors, lights, and more. The
types begin to develop in children around kit’s wooden art platforms free children to
Advice for Educators
2 to 3 years of age. As children grow older, decorate their robots differently each time Here are a few tips on how educators
stereotypes about sports, occupations, they use them. can get students excited about robotics
and adult roles expand, and their gender and coding while leaving stereotypes in
associations become more sophisticated. the dust.
Negative stereotypes toward math and
science can develop in girls starting in el- • Start them young: Don’t wait to reach
ementary school. These stereotypes may girls until they are already in their
contribute to the under-representation of teenage and college years. Begin expos-
women in many technical STEM fields. ing girls to STEM in early childhood
We can combat these stereotypes by and early elementary school settings to
reaching girls before these negative ste- make the greatest impact.
reotypes set in. Research suggests that • Choose engaging, open-ended STEM
children who are exposed to STEM cur- tools: Choose tools that empower young
riculum and programming at an early age girls as creators of their digital experi-
demonstrate fewer gender-based stereo- ence, not consumers of it. These may
types regarding STEM careers and fewer include programmable robots, building
obstacles entering these fields later in life. blocks and bricks, digital programming
languages, and more.
• Consider collaborative projects
How to Start Early over competitive ones: While many
Engaging young children (both boys robotics programs beginning at the el-
and girls) with playful tools that teach —Getty ementary school-level focus on competi-
 STEM and Robotics / edweek.org 12

tions collaborative projects may engage sociate director of the Early Childhood Tech-
a wider range of students to participate. nology Graduate Certificate Program at Tufts
• Be aware of your own stereotypes and a post-Doctoral researcher with DevTech.
and biases: Everyone has their own Follow Amanda on Twitter @AASully.
opinions. Remember that young chil-
dren pick up on what you are saying
and doing. Choose your words care-
fully around your young students!
• Expose children to STEM role
models from a range of genders
and backgrounds: Be aware of
what young children are seeing on
an everyday basis in school, at home,
in the media, and in books. Do they
see engineers and scientists who look
like them? Try introducing children to
fictional characters and real-life role
models from STEM fields that repre-
sent a range of genders, backgrounds,
and experiences. Don’t know where to
start? Check out the simple picture
books Rosie Revere Engineer or Ada
Twist Scientist that feature young
girls grappling with STEM concepts.
For a look at real-world women in
STEM, check out Girls Think of Every-
thing: Stories of Ingenious Inventions
by Women and Women in Science: 50
Fearless Pioneers Who Changed the
World.
• Actions speak louder than words:
Your role-modeling matters to the
young children around you. What do
you do when you make a mistake?
Have a question about how something
works? Whether it’s fixing a broken
piece of furniture in your classroom,
building a complicated LEGO model,
or debugging a problem with your
KIBO robot, modeling a sense of sci-
entific inquiry and problem-solving- Copyright ©2019 by Editorial
-and encouraging young girls to do so, Projects in Education, Inc. All rights
too-- can make a lasting difference. reserved. No part of this publication
shall be reproduced, stored in a retrieval
Early intervention can have powerful system, or transmitted by any means,
long-term impacts on the lives of chil- electronic or otherwise, without the
dren. By starting with developmentally written permission of the copyright holder.
appropriate picture books, tools, and
role-modeling, parents and teachers can Readers may make up to 5 print copies of
inspire the next generation of female sci- this publication at no cost for personal,
entists and innovators and help get rid non-commercial use, provided that each
of STEM stereotypes once and for all. includes a full citation of the source.

Dr. Amanda Sullivan, Ph.D. received her Mas- For additional print or electronic copies
ter’s and Ph.D. in Child Development at Tufts of a Spotlight or to buy in bulk, visit
University in the Eliot-Pearson Department of www.edweek.org/info/about/reprints.html
Child Study and Human Development, where
she worked on the research and development Published by Editorial Projects
of the KIBO robot with the DevTech Research in Education, Inc.
Group. Her research centers on engaging girls 6935 Arlington Road, Suite 100
in STEM and understanding young children’s Bethesda, MD, 20814
development of gender stereotypes toward the Phone: (301) 280-3100
technical STEM fields. Amanda is now the as- www.edweek.org
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2011
SEPTEMBER
1 Educ ation
WEEK Spotl
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On Teacher Evaluation
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On Data-Drive Editor’s Note: Assessing teacher
performance is a complicated
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Published February 2, 2011, in Education Week
Editor’s Note:
ndards
tion Week In order to

Wanted: Ways to Assess

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Schools Find Us
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Editor’s Note: educators
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examines ways to assess teaching
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the Majority of Teachers

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CONTENTS: ing busin premiums are common core.
INTERACTIVE mance is explod car-insurance
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Crash Predictive analyt me that predic edu-
COMMENTARY:
evant. Now, teachers’ unions, for Carrying Out
8 Surviving a Data ds, such as data don’t drive public e in 10 Moving Beyond Test Scores Standards
statistical metho
’ Gains Traction mode ling, catio n. Mayb content-area experts, and 8 Common Core Published Februa
9 ‘Data Mining minin g and 12 My Students Help Assess Challenges for
Poses
ry 29, 2012, in Educa
ify administrators in many states tion Week
in Education used to ident My Teaching
Preschools

the factors that

Educators in Searc
and communities are hard at work 10 Common Core
Raises PD
Y: 13 Taking Teacher Evaluation
pred ict the
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h
COMMENTAR s examining measures that could be Questions
’ of Data Analysi to Extremes
11 My Nine ‘Truths likelihood of used to weigh teachers’ contributions to cOmmentar

of Common-Core
y:
a Data-Driven a specific 15 Value-Added: It’s Not Perfect, 11 Standards: A
12 Education as learning in subjects ranging from career and technical Golden

Resources
Enterprise result. But It Makes Sense Opportunity for
K-16
education to art, music, and history—the subjects, Collaboration
Data Rich But Information Poor PAGE 2>
13 RESOURCES: 12 The Commo
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17 Resources on Teacher Evaluation Contradiction By Catherine Gewe
RESOURCES: rtz
15 Resources on
Data-Driven s states and distr
reSOurceS: icts begin the
Decision Making mon academic work of turning
14 Resources on standards into com-
Common Core tion, educators curriculum and
searching for instruc-
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road maps that lopers who are less.

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