Girls Learning Robotics: Two Stories of Participation

Girls learning robotics: an international team story

The original article mentions Husky Power, a team from Virginia in the United States. The linked report was published on 23 May 2018 and identifies the team as the winner in the six-to-eight age group of the 2017–2018 Wonder League Robotics Competition.

That report describes a USD 5,000 grant from Wonder Workshop. This is a historical competition account, not a current prize offer or an event run by Raise Genius. The useful connection with the article’s theme is that young girls took part in coding and robotics missions.

Chompoo’s school learning story

Teacher Num also recounts Chompoo, described in the source as a Mathayom 6 pupil at Satriwit 3 and one of the first pupils taught when Raise Genius worked with her school.

In the school account, she says LEGO provided a foundation for robotics and that trying the activities gave her opportunities to make something new, learn and challenge herself. The story describes an individual interest developing through experience.

The article then recounts maker-style robotics activities, a portfolio of work and admission to KMUTT’s FIBO. These are school-reported details of that learner’s journey; they do not guarantee another pupil’s admissions outcome.

Offer the opportunity without a stereotype

The original contrasts the learner’s earlier toys with a later robotics interest. A child does not need to fit a particular toy preference or gender expectation to try building and coding.

For girls learning robotics, as for any pupil, discuss interests, experience and a suitable starting task. Let participation and the learner’s own explanation show what is engaging, rather than assume that one story describes everyone.

Discuss a suitable next activity

The article celebrates the learners and thanks them for their work. Its examples can start a conversation about what the child would like to make and how a teacher will help.

Confirm the current activity, age and experience expectations, equipment and teaching arrangements with the team. Competition rules and university requirements must be checked with the relevant organiser or institution.

Original illustration references

The three original illustrations are hosted on Evernote and were unavailable for this local review. They are retained as optional source links; no remote image is loaded automatically.

• Original illustration reference 1 (external; availability may vary)
• Original illustration reference 2 (external; availability may vary)
• Original illustration reference 3 (external; availability may vary)

Contact and related pages

Tell the team about the learner or organisation, relevant experience and the intended learning purpose. Confirm the current programme, equipment, availability, schedule and fees before booking.

Contact Raise Genius School service overview

• Preparing a Portfolio for Robotics, Mechatronics or AI Admissions
• Preparing Teachers to Start a School Robotics Subject or Club
• Why Online Learning Can Be Difficult, and What to Discuss
• Why a University Portfolio Starts with Knowing Yourself
• Learning with Fun, Challenge and Useful Skills
• Project Based Learning: Connecting a Goal with Real Work
• Flipped Classroom Learning: Prepare, Ask and Apply
• More than a Robot: Making, Thinking and Working Together
• Why Children Learn about Technology and STEM

Course-selection guide · Robotics portfolio projects · Competition preparation · Team advice and coaching · Course guide · General FAQ

Related services: School robotics camps · STEM activity stations

Related learning: Raise Maker Arduino · micro:bit robotics · IOTBot & AI · Portfolio preparation · Camp proposal · Accompanying teachers

Related reference: Historical competition report, 23 May 2018