Cooperative Creative Collaboration!

In week 3 Kinder Red joined their BeePals in 3/4E to use their creative thinking caps! We gave our BeePals our thoughts and opinions on how the cooperative Bee-Bot games should be played. We discussed rules, themes and visual art designs. The collaborative discussions went on through the afternoon and the design process began with our prototypes.

this is what a prototype looks like

this is what a prototype looks like

collaborate-prototype2

another prototype

Jack D, Dom and buddy discuss their game

Jack D, Dom and buddy discuss their game

Kinder students are very capable at working together in cooperative groups. We do this everyday! It is amazing though, that Kinder Red has been able to use their higher-order thinking skills and creativity to collaborate extensively with our Stage 2 friends. We have appreciated design, problem-solved, discussed and accepted varying opinions within our small groups and used higher-order thinking to assist with the holistic development of these board games that will inevitably be used by both classes with the BeeBot robots to integrate with our COGs units, “Healthy Choices” and “Our Needs.”

collaborate-coopah

cooperating and collaborating

collaborate-isabella

Kindergarten can be very creative

collaborate-eliza

Eliza makes cards for their board game

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Students use algebraic thinking to design computer games

Designing online computer games is not easy! It requires the use of algebraic thinking. Algebraic thinking is about generalising arithmetic operations and operating on unknown quantities.  It involves recognising and analysing patterns and developing generalisations about these patterns.

Research shows that students can more easily understand algebra when they have a good knowledge of the general properties of numbers, the relationships among numbers, and the effect that basic operations have on numbers rather than just having a focus on finding an answer.  Many of these concepts are best taught at a young age because misconceptions which develop early on can inhibit a student’s ability to work with symbols and generalisations at a later time.

The language of arithmetic focuses on answers while the language of algebra focuses on relationships.1

Last term, 3/4E learnt how to use algebraic thinking skills  to design Scratch games for their Kindergarten friends. Today, Nick L showed us his latest game: a 2-player Pong game. Watch the video where Mrs Birleson plays to win!

Nick’s Beebot Scratch Game.

 1 MacGregor, M & Stacey, K. (1999) “A flying start to algebra. Teaching Children Mathematics, 6/2, 78-86.  Retrieved 17 May 2005 from http://staff.edfac.unimelb.edu.au/~Kayecs/publications/1999/MacGregorStacey-AFlying.pdf.

2 Assessment Resource Banks: English, Mathematics and Science http://arb.nzcer.org.nz/supportmaterials/maths/concept_map_algebraic.php

Design-based learning at Eleebana

Kindergarten and Stage 2 students from Eleebana Public School have once again been working together on design tasks as part of a project-based learning approach to curriculum differentiation. During this iteration of the project, children are challenged to build, create, test and evaluate their ideas.

These design-based projects allow students to learn what they need to learn in a just-in-time fashion while trying to design something.

This year, the project includes range of design tasks:

  • Beebot homes: where each home includes an upper level, an up-ramp and a large undercover living space
  • Beebot board games: student-created board games to reinforce spelling, reading and number skills
  • Online computer games: student-designed Scratch games for Kindergarten children designed by Stage 2 students

 

Maps of “Bee-Bottingham”

We must seem like we are black and yellow as all of our learning in term 3 has ventured into the land of Bee-Bottingham. Where honey flows, secret passages are everywhere (hidden of course), the factory pipelines are connected to the hive houses and honey mashers make the honey flow just a little more smoother! 🙂
KD created their own maps of Bee-Bottingham and what they thought it would look like! This exercise was derived from the GTK resource package yet taken on as a whole class to provide creative, higher order thinking, planning and problem solving outlets for all!
Do you want to go to Bee-Bottingham??? 🙂

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this is how I get to school

 

our maps of Eleebana PS

our maps of Eleebana PS

Lucky to showcase our “Giftedness”

On Tuesday 16th October Mrs Evans and Mrs Duff were lucky enough to be invited to a regional showcase to present KD and 3/4E’s COGs “Bee-bot” project. With the help of Harrison and Freya (KD) along with Ava and Jasmine (3/4E) they presented to a captivated audience…so captivated they forgot to applaud at the end! 🙂 Perhpas they wanted even MORE!
The presentation was based around project and inquiry based methods. It also showcased how implementing a differentiated curriculum where learners were engaged and peer support was continuous is truly beneficial to all. As the application of technology played a large role within the unit Mrs Evans and Mrs Duff presented via the pressie blog, displayed video and photographic evidence of curriculum engagment and took along the Bee-bots so the audience could see just how great they work. Thank you to the above mentioned students who demonstrated how fun it is playing and learning with the Bee-bots and for the courage they displayed when they took the microphone at the end to explain what they had learnt and found most interesteing about the collaborative project.
Well done everyone!