How do you go about teaching PID in a scaffolded manner. I fully understand PID and can implement it, but I don’t want to “give” the answer to my students and would like them to discover it. A proporitonal control I use counter steering as a metaphore. But how do you got about the I and D?
That’s a really interesting question.
As far as scaffolding goes, Jason McKenna’s book “What STEM Can Do For Your Classroom” has a whole chapter on guided discovery learning in the classroom (Chapter 5) that goes through that scaffolding process and using discussions to help facilitate that process. Could be a great resource for you! And if you’re coming to the VEX Robotics Educators Conference, All-Access attendees will get a copy at checkin 
In terms of PID specifically, I would need to understand more what your goals are for your students or what you want to do with them. It’s such a broad topic. If you could share some of that, we can dive more into how to get to that end goal!
