UNDERSTANDING D.B.L.T+P IN CLASSROOM COURSES

Robots Got Talents
Nov 11, 2025
3 min read

Keeping students and course attendees engaged and motivated is the cornerstone of effective learning. At Robots Got Talents, we have always strived to find that perfect blend of theory and practice.

What is the DLBT+P System?

The DLBT+P System is a dynamic approach to balance the activities in such a way that every minute spent in our classroom is productive, challenging, and-most of all-engaging. It stands for a healthy, structured cycle that keeps participants active and connected with the material:

Discover
Build
Learn
Try
+Programming

This system replaces the traditional, linear lecture model with a rich tapestry of activities. It promises an ongoing cycle of absorbing knowledge through Learning Topics, applying that knowledge in Building & Programming, and exploring new concepts firsthand in Discovery Tasks & Experiments.

DISCOVER

The Discover component is highly versatile, avoiding a fixed format. It usually starts with a brief, straightforward theoretical content introducing/discovering a new topic.

This is swiftly followed by a Discovery Exercise, A hands-on task that might involve a Design, Building, or Programming activity, depending on the lesson's learning objective and the overall course structure.

Example:

BUILD

The Build component of the classroom course is where we shift completely to hands-on exercises. These focused tasks turn theory (content covered through discover and learn sections) into reality through Project Demonstrations, Circuit Building, Building Instructions, or guided Programming Exercises/examples.

Every Build exercise gives you a clear Problem Definition followed by guided, sequential steps to solve it. This approach ensures you not only complete the project successfully but also understand the methodological process and underlying technical skills, reinforcing learning through direct application.

Example:

LEARN

The Learn phase of the classroom course focuses on providing core theoretical knowledge. These sections introduce students to fundamental topics, concepts, and terminologies essential for the course. Topics covered are often generalised and foundational, such as defining: What are algorithms? or the principles of motors or variables.

Alternatively, they can be more precise, such as the names and purposes of different block types/shapes within a block-based programming application.

The key distinction between the Learn and Discover phases lies in two factors: Dependability and Generality (Cross-Platform Applicability).

Example:

TRY

The Try phase is dedicated to practice exercises that require independent thinking and are intentionally less guided than the tasks found in the Build phase.

In this component, participants are presented with a clear Problem Definition and are expected to independently develop and implement the solution (one example of solution is provided).

These exercises which can include practice programming exercises, advanced building instructions, or complex system integration, offer students a significant opportunity for creativity and self-discovery.

Example:

PROGRAMMING

The Programming componentis entirely dedicated tol programming exercises that use techniques distinct from our general hands-on tasks (Practice and Discovery). It moves beyond simple practice and into structured development methodology.

Advanced Problem Definition: Challenges are presented through diverse, real-world formats, such as technical specifications or complex scenario descriptions.
Structured Methodology: Focus shifts from following basic steps to implementing specific programming workflows and patterns (like debugging, optimization, and design principles).
Professional Skill Development: The goal is to master not just the syntax, but the entire process required to build and maintain clean, efficient software solutions.

COURSES DECOMPOSITION EXAMPLE

The stacked bar chart clearly illustrates how we ramp up the complexity and variety of tasks:

Lesson 1 sets a strong foundation, with a focus on Learn and practical Try activities to immediately get students comfortable with the Spike Prime system.
Lesson 2 is the most comprehensive, with the highest total number of activities. It provides a balanced mix across all four categories, ensuring a holistic understanding of the main programming interfaces and components.
Lesson 4 shifts the focus heavily toward applied learning, featuring a large segment of Try activities. This is where students consolidate their knowledge by tackling more complex programming exercises (like 8, 9, and 10).

We believe this balanced approach, visualized clearly in the chart, ensures that students not only understand robotics but can also confidently apply that knowledge to build and program their own creations.

THE PROOF IS THE PRACTICE

Before implementing the system companywide, we experimented rigorously with the DLBT+P framework on various educational institutes. The results were clear: the structured balance of theory and hands-on work led to higher retention rates, deeper understanding of complex concepts, and significantly increased student satisfaction. It banishes the fatigue created by prolonged passivity or, on the other hand, extensive unstructured trial-and-error.

By constantly shifting the focus-from a Learning Topic to a quick Discovery Task, then applying it in a Building Exercise-we manage to keep the learning momentum strong. Ready to Experience the Difference?