Fable

Fable

Fable

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Pedagogy
Learning goals

What is Fable?

Fable is a multi-disciplinary robotics system designed for use in KS2, 3 and 4. Assemble robots quickly using the snap-together magnetic parts and program using Blockly or Python.

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Age Range5-7, 8-10, 10-11, 11-13, 14-16

Fable Pricing


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Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
Fable offers several options on what to do and how to learn. The modular robot can be used for a variety of purposes, and Fable offer a wide variety of examples, projects and lesson plans. The project videos are of great quality and it is easy to browse them to find an interesting one. Since learning is based on active making, it always requires active engagement and acquiring and using new information.
Rehearse
Construct
Although Shape Robotics offers plenty of ready made projects, learning doesn't happen through observation and repeating instructions but through making. Both the activities and the lesson plans include plenty of creative tasks and utilising learned in open-ended problem solving, which requires prior skills or knowledge to be used in conjunction with new. Many of them are based on students setting up problems they need to solve and using cross-curricular knowledge to create solutions using Fable.
Linear
Non-linear/Creative
Fable offers an open learning environment, where it is easy to select projects and lessons which suit your class, and the students can also independently browse the material to find interesting activities to execute. The Getting Started guide is easy to use for set up and introduces also the basic programming commands. Later on, the materials allow for both free exploration and creative projects as well as downloading ready made code and examining it.
Individual
Collaborative
Fable supports both individual and collaborative learning; If the learner has their own robot, they can learn programming and robotics just by browsing the available material. Shape Robotics Youtube channel also offers a community, where to discuss about the projects. The users are guided to help and support other users as some lesson plans encourage collaboration and the suggested teaching methods are based on discussion and group work.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Oppilaita kannustetaan ottamaan vastuuta opiskeluun liittyvien tavoitteiden asettamisesta, työn suunnittelusta ja oman työskentelyprosessin ja etenemisen arvioinnista.
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Create and debug simple programs.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
  • K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
  • Practicing to notice causal connections
  • Learning to build information on top of previously learned
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Practicing to notice links between subjects learned
  • Encouraging to build new information and visions
  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • Learning to plan and organize work processes
  • Practicing decision making
  • Connecting subjects learned at school to skills needed at working life
  • Learning to understand and interpret diverse types of texts
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Using technology resources for problem solving
  • Understanding technological system operations through making
  • Using technology as a part of explorative and creative process
  • Using technological resources for finding and applying information
  • Understanding and practicing safe and responsible uses of technology
  • Practicing logical reasoning, algorithms and programming through making
  • Using technology for interaction and collaboration
  • Using technology to express one’s emotions and experiences
  • Using technology for interaction and collaboration (also internationally)
  • Using technology as a part of explorative process
  • Practicing memorizing skills
  • Practicing fine motor skills
  • Learning to notice causal connections
  • Practicing persistent working
  • Practicing to find ways of working that are best for oneself
  • Practicing to take responsibility of one's own learning
  • Practicing to set one's own learning goals
  • Practicing to evaluate one's own learning
  • Learning to find the joy of learning and new challenges
  • Creating requirements for creative thinking
  • Practicing creative thinking
  • Practicing to improvise
  • Encouraging students to be innovative and express new ideas
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Practicing to use arts as a way to express
  • Developing problem solving skills
  • Practicing to notice causal connections
  • Practicing strategic thinking
  • Ajattelun taitoja kehitetään luomalla monimuotoisia tilaisuuksia itsenäiseen ja yhteiseen ongelmanratkaisuun, argumentointiin, päättelyyn ja johtopäätösten tekemiseen sekä asioiden välisten vuorovaikutussuhteiden ja keskinäisten yhteyksien huomaamiseen ja siten systeemiseen ajatteluun.
  • Oppilaita rohkaistaan käyttämään kuvittelukykyään uuden oivaltamiseen ja luomiseen, yhdistelemään ennakkoluulottomasti erilaisia näkökulmia sekä rakentamaan uutta tietoa ja näkemystä.
  • Tiedon rakentumisen erilaisia tapoja tutkitaan yhdessä ja oppilaita rohkaistaan tuomaan esille omaa kokemustietoaan ja pohtimaan sen merkitystä ajattelulleen.
  • Oppilaita kannustetaan luottamaan itseensä ja näkemyksiinsä, perustelemaan ajatuksiaan ja soveltamaan koulun ulkopuolella opittuja taitoja koulutyössä.
  • Practicing to give, get and reflect feedback
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