A Journey into Robotics for Teachers and Students: Embracing the Unknown.

At the start of 2024, we gathered with a team of teachers to discuss an ambitious plan: to introduce a project-based, inquiry-driven robotics initiative into our Grade 8 and 9 classrooms. The objective was to engage students in a real-world project where they could learn through hands-on experiences, critical thinking, and exploration. Robotics, however, is not an area where most teachers are formally trained, so from the outset, we knew this would be a journey of growth not only for our students but also for ourselves. When I first proposed the idea, I was told it was wild and ambitious—maybe even a bit crazy—but I was determined to make it work. I knew it would require pushing the team to step out of their comfort zones, but the potential for learning was too great to pass up.

The brief for teachers was simple but challenging: guide the students in designing and building robots. This would require students to research components, source materials, design their robots, and ultimately construct the bodies using a laser cutter. Teachers would serve as facilitators rather than instructors, encouraging students to take ownership of the learning process. This arrangement allowed the students to drive the project, experimenting, failing, learning, and growing along the way.

Since robotics was new to most of us, teachers included, we embarked on a learning journey together. We quickly found ourselves navigating the intricacies of robotics components, learning about circuits, sensors, and motors, and understanding the technical nuances of using a laser cutter. We had to become learners ourselves, modelling a growth mindset and showing that learning is not limited to childhood or school years—it’s a continuous, lifelong process. This experience, in turn, became an incredibly powerful teaching tool. Students observed their teachers learning alongside them, openly navigating challenges, making mistakes, and finding solutions. They saw first-hand that learning is not always easy; it takes effort, resilience, and a willingness to step outside one’s comfort zone.

A crucial aspect of this project was giving both students and teachers the freedom to fail and try again. Robotics, like many complex tasks, is fraught with opportunities for error components don’t fit, circuits don’t connect, or designs don’t work as imagined. These setbacks provided valuable learning moments, reinforcing that failure is not the end but part of the process. By creating an environment where mistakes were accepted, even expected, we gave students (and ourselves) the chance to push boundaries, innovate, and refine ideas without fear of judgment. This space to try, fail, and try again encouraged a mindset that sees value in persistence and problem-solving. Students learned to adapt their designs and think critically about what could be improved, developing resilience and creativity as they worked toward solutions.

Reflecting on the past ten months, it’s inspiring to see the skills and growth the students have achieved. They have acquired a host of technical skills, including an understanding of basic engineering principles, design thinking, and the operation of advanced machinery. Through research and planning, they developed critical skills in information gathering and analysis, essential abilities not just in academic contexts but also in real-world applications. The design phase challenged their creativity and resourcefulness, as they had to work within the constraints of available materials, time, and technical knowledge. Learning to use a laser cutter taught them the importance of precision and attention to detail.

Beyond technical skills, the students have grown in their capacity to handle setbacks constructively. Building a robot is a complex, iterative process, and they encountered numerous obstacles along the way. With the freedom to learn from failure, students began to see setbacks not as failures but as stepping stones in the learning process. They learned to troubleshoot, refine their approaches, and continuously test and improve their designs, developing a mindset that embraces persistence and resilience.

Working in teams, they also strengthened essential soft skills like collaboration and communication. They shared ideas, supported each other through difficulties, and celebrated their achievements together, creating a strong sense of camaraderie. As they took charge of their own learning, they developed independence and accountability qualities that will serve them well in their future academic and professional pursuits.

This project was as much a journey for us, the teachers, as it was for the students. Stepping out of our familiar roles and becoming co-learners highlighted the importance of giving everyone, regardless of age or experience, the space to explore, make mistakes, and try again. Together, we created a classroom environment that values curiosity, adaptability, and resilience. Our students have grown, not only in knowledge and skills but also in confidence and character.

And none of this would have been possible without the dedication and partnership of Elna Harmse . Thank you, Elna, for building this rare opportunity in education with me. Your countless hours of effort, excellence, and unwavering commitment to our learners have not gone unnoticed. This experience has reaffirmed my belief in the value of project-based, inquiry-driven learning. Robotics was merely the vehicle; the real lesson was in the journey, in the resilience developed through failure, and in the confidence gained by trying again. We couldn’t be prouder of what both the students and teachers have accomplished.