Brain – Buddy – Boss – is an interesting technique adopted in today’s Young Innovate TTT session.
Today marked another milestone in our journey to nurture Malaysia’s next generation of tech innovators through the Train-the-Trainer (TTT) session for YIC 2025. This session is part of an ongoing initiative under the matching grant collaboration between UMPSA STEM Lab and Chumbaka, focused on developing future-ready skills in embedded systems, hardware programming, and AI.
What We Covered
The session focused on two core areas:
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Hardware Programming: using Arduino and ESP32 microcontrollers
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AI and Machine Learning: via PictoBlox, a block-based visual programming platform
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The goal was not only to build technical capacity among the trainers but also to model a pedagogical approach that encourages independent problem-solving, peer collaboration, and guided mentorship.
One of the most unique aspects of today’s TTT was our instructional delivery method: the Brain-Buddy-Boss model.
This scaffolding technique encourages participants to follow a structured support sequence:
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Brain – Try to understand and solve the problem independently.
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Buddy – Discuss and troubleshoot with a peer.
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Boss – Seek help from the facilitator (teacher) only if the issue still persists.
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This method promotes learner autonomy, critical thinking, and collaborative problem solving—key attributes for any tech innovator.
At the heart of the Brain-Buddy-Boss scaffolding strategy lies Lev Vygotsky’s Sociocultural Theory, especially the concept of the Zone of Proximal Development (ZPD). According to this theory, learning occurs most effectively in the “zone” between what a learner can do alone and what they can do with help from peers or instructors.
1. Zone of Proximal Development (ZPD)
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Brain: The learner works independently, activating prior knowledge and attempting to solve problems. This encourages self-regulation, cognitive engagement, and resilience—skills crucial in engineering.
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Buddy: The learner collaborates with a peer, engaging in social learning. They explain, question, and support one another, reinforcing concepts through dialogue.
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Boss: Only after these steps does the instructor (as the More Knowledgeable Other, or MKO) step in with targeted feedback, ensuring that the learner crosses the ZPD with just enough support.
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This strategy transforms the instructor from a content deliverer to a facilitator of learning, a critical shift in 21st-century STEM education.
2. Constructivist Learning Theory
The strategy also draws from constructivist pedagogy, which asserts that Learners actively construct their own understanding based on experiences, prior knowledge, and reflection.
In engineering contexts—where problem-solving, iteration, and design thinking are key—constructivist approaches are ideal. The Brain-Buddy-Boss model:
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Promotes active learning through trial and error (Brain)
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Reinforces learning through peer discussion and reflection (Buddy)
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Consolidates understanding via guided intervention (Boss)
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It Fits Engineering Education Perfectly as Engineering is not memorization—it’s systematic problem-solving, critical analysis, and applied design thinking. The Brain-Buddy-Boss model naturally complements these elements:
| Engineering Education Need | How Brain-Buddy-Boss Supports It |
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| Complex problem-solving | Encourages learners to attempt solutions independently (Brain) |
| Collaboration & communication | Uses peer learning to promote teamwork (Buddy) |
| Guided exploration of new tools/concepts | Offers just-in-time support from instructors (Boss) |
| Scaffolded mastery of technical content | Matches support to learner readiness within the ZPD |
| Application of theory into practice | Through hands-on digital making and debugging using real-world tools |
| Lifelong learning mindset | Builds self-efficacy and help-seeking behavior in structured ways |
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Brain: A participant tries to connect an LED with an ESP32 and write code to blink it.
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Buddy: If it doesn’t work, they discuss with a peer—checking wiring or code syntax together.
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Boss: If still unresolved, the instructor helps debug using questions to guide—not give—the answer.
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By engaging at cognitive, social, and instructional levels, this approach ensures deep learning and conceptual understanding in even the most technical of engineering subjects.
For me, engineering education concept the involves scaffolded learning like Brain-Buddy-Boss ensures that students are not passive recipients of information but active problem-solvers, capable of transferring learning across contexts. It nurtures confidence, collaboration, and competence—the very foundations of future-ready engineers and innovators.
