[FTC]: Should FTC be more like FRC or FLL in regards to mentor involvement?

[Mr V]

Originally Posted by Wayne TenBrink

In Michigan, FTC is being set up for 7th and 8th grade. It is supposed to be a middle step between FLL and FRC.

It is important to note that starting this season FTC is officially for 7th-12th grade students everywhere, instead of only 9th-12th as it has been in the past. While there hasn't been an official press release, yet, new materials are starting to trickle out with that change. So in alignment with FIRST's new "progression of programs" philosophy, FTC will serve as both an intermediate step between FLL and FRC and its traditional role as a less time and fund intensive alternative to FRC for high school students.

Most recent version of FTC at a glance reflecting the change.

[JesseK]

FTC is made for high school. Kids gotta grow up sometime, so take the training wheels off.

[Nemo]

Here is a section from the FTC mentor guide that I like. In particular, I like the 4 step progression listed.

Transferring Ownership From Mentors to Students
During the mentoring processes, students and other team members learn and
assume more responsibility. Members of the team grow in knowledge and
understanding, and are able to teach and guide others on the team.
It is important to foster a safe learning environment for team members.
Students should be encouraged to be creative and experimental. Mentors
should emphasize that students should be comfortable with both the idea of
success and of failure as an important part of the process of discovery and
innovation.
In certain areas, the Mentor becomes a sustainer rather than a teacher. The
role shifts and allows the students and others to initiate and complete tasks.
The four simple steps below describe this transition. In this process, the
mentor gradually passes responsibility to the student. The Mentor begins the
process by demonstrating a task while a student observes. The process is
complete when the same student is able to perform the task independently
as the mentor observes.
1. I Do, You Watch
2. I Do, You Help
3. You Do, I Help
4. You Do. I Watch
When transferring ownership to the student:
• Be sure he or she is fully prepared and knows the subject well.
• Provide encouragement and make sure he or she is comfortable and wants the shift to a mentoring role.
• Inform the rest of the participants of what is happening regarding the shift. This will curb ideas that the new Mentor is assuming a role not assigned

This section doesn't tell me that the robot should be 100% student designed, built, and programmed. I think FTC is better as a partnership between mentors and students. I agree with the idea of an intended progression in which mentors do less as students get more capable.