CREATE

Shotover Learning Process
CONNECT - CREATE - COMMUNICATE

We have spent a few days CONNECTING with the Bee-Bots; how they work, following instructions and how to look after them. The CREATE part of the learning process at Shotover was making a game to 'change' our learning in maths, from our maths pebbles.  We had to think about who would play our game and what the rules would be. Initially I though that to COMMUNICATE our ideas we'd write the instructions but felt that a movie would reach more students and hook in the students who I was working with.

Oscar & Elsie's Bee-Bot Maths Game from Shotover Primary School on Vimeo.

Reuben + Thomas Maths Game Movie from Shotover Primary School on Vimeo.

Fergus + Harrison Maths Game from Shotover Primary School on Vimeo.

Next steps could be: 

• create a Bee-Bot 'area' with QR codes for the games
• have our experts teach others how to use the Bee-Bots
• new Bee-Bot users to then create a how to use Bee-Bots movie

What's not happening:

• using the language of the learning process (connect, create, communicate) on a regular basis

How can I influence what's not happening:

• develop visuals with the language of the learning process to use in the learning habitats 
• at different points in our learning stop - and discuss if we are connecting, creating or communicating)

Learning Process

Recently we have been looking at our learning process.  A key wondering being - would the learning process be generic for all learning areas including reading, writing and maths?  So over the last couple of weeks I have started to complete 'dummy runs' of the Shotover Learning Process with small groups of students in the classroom, developing a common language of learning.

Shotover Primary School Learning Process

Connect (ask, find, sort) - Create (make meaning) - Communicate (action + influence)

With a small group of 5 and 6 years olds we looked at a technology + maths focus.  

CONNECT: we learnt how to use and care for the Bee-Bots

CREATE: we created maths games based on our maths learning pebbles 

COMMUNICATE: we taught each other how to how to play our game

Bee-Bots from Shotover Primary School on Vimeo.

In the slides below I've been aligning my thinking and unpacking of the NZC with our learning process.  My initial thinking around DATS was design thinking is key. That design thinking is a skill for ‘life’ - that can be applied to ANY context | curriculum area | problem etc. That there are good elements to the design technology curriculum. Design thinking needs to be iterative - no end product...we are constantly improving!  Wondering: does design thinking work with all learning areas?

In my research I've also looked at at a variety of learning models and identified the commonalities to see what the 'must haves' are in a learning process model.  Although the words are 'different' there are commonalities between the meanings of each phase or word.

Manaiakalani Cluster - Learn, Create, Share 

at Tamaki Primary Y7/8 teachers use this in their shared planning with the students

Red Beach School - Get it, Sort it, Use it 

in the centre of their inquiry model are the words: huddle, dialogue, question

Vauxhall Primary School - Collect, Connect, Create 

SOLO Taxonomy symbols in the centre of their inquiry model