Learning activities/Squeak: Difference between revisions
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==Notes from Nigeria 5/07== |
==Notes from Nigeria 5/07== |
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''We swapped children that had used Squeak and reseated them in between children that had never worked with Etoys. Then the teacher explained how to do a person and give it a name. It was more effective to have children helping children than paying attention to the teacher. But, since there were so many, we did both to go faster and get to the animation part faster,...and then we could see cool stuff together,...however, once children start facilitating you can't stop them. So, after 15 minutes, we started hearing some persons turning round and round, while making frog noises here and there, and then after 30 minutes, we had a whole pond of frogs!!! Afterwards, I worked “What does 'forward' do?” with them and also 'turn' so they could understand the degrees part. Only Primary 6 had done some work with degrees, so I had to explain to them by walking and turning round, all over the class. Then, they started doing it. However they left the frog sound on their persons, and the frog chorus started again.'' --[[User:Carla|Carla Gomez Monroy]], Learning Consultant, OLPC |
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[[Image:]] |
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''We swapped children that had used Squeak and reseated them in between children that had |
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never worked with eToys. Then [the teacher] explained how to do a person and give it a name. It |
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was more effective to have children helping children than paying attention to the teacher. But, |
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since there were so many, we did both to go faster and get to the animation part faster,...and |
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then we could see cool stuff together,...however, once children start facilitating you can't stop |
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them. So, after 15 minutes, we started hearing some persons turning round and round, while |
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making frog noises here and there, and then after 30 minutes, we had a whole pond of frogs!!! |
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and [the teacher] was so annoyed with so much noise that he started smacking heads. Something I |
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see a lot here and I don't like, so I grabbed everybody's attention and asked them to make a |
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story with their person, like going from home to school. Afterwards, I worked “What does |
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'forward' do?” with them and also 'turn' so they could understand the degrees part. Only |
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Primary 6 had done some work with degrees, so I had to explain to them by walking and |
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turning round, all over the class. Then, they started doing it. However they left the frog sound |
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on their persons, and the frog chorus started again. [The teacher] took a stick... |
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'' |
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{{:Adapt_this_story}} |
{{:Adapt_this_story}} |
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==Activity: Squeak== |
==Activity: Squeak== |
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''Short description.'' |
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=== Created By === |
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''List of/links to creators.'' |
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=== Suggested Age Group === |
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''Self explanatory.'' |
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=== Subjects and Skills === |
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''List of subjects and skills that your activity involves, each with a short description. |
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===Goals and Objectives=== |
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''Short description of learning objectives.'' |
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===Resources=== |
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''Materials/equipment/technology required.'' |
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===Activity=== |
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#''List'' |
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#''of'' |
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#''steps...'' |
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===Extended Activity=== |
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#''Variations'' |
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#''of'' |
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#''activity...'' |
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===Related Activities=== |
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#''Links'' |
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#''to'' |
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#''similar'' |
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#''activities'' |
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==Commentary: Squeak== |
==Commentary: Squeak== |
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Latest revision as of 21:50, 9 December 2008
Notes from Nigeria 5/07
We swapped children that had used Squeak and reseated them in between children that had never worked with Etoys. Then the teacher explained how to do a person and give it a name. It was more effective to have children helping children than paying attention to the teacher. But, since there were so many, we did both to go faster and get to the animation part faster,...and then we could see cool stuff together,...however, once children start facilitating you can't stop them. So, after 15 minutes, we started hearing some persons turning round and round, while making frog noises here and there, and then after 30 minutes, we had a whole pond of frogs!!! Afterwards, I worked “What does 'forward' do?” with them and also 'turn' so they could understand the degrees part. Only Primary 6 had done some work with degrees, so I had to explain to them by walking and turning round, all over the class. Then, they started doing it. However they left the frog sound on their persons, and the frog chorus started again. --Carla Gomez Monroy, Learning Consultant, OLPC
Task: Adapt This Story
Help adapt this story into a learning activity for children around the world.
What kinds of activities do we want? Read our educational activity guidelines to understand our vision for learning. Or, take a look at some sample learning activities to get a sense of what we're looking for.
Does this activity look good to you? Try it in your classroom and use the discussion page to tell us how it went. Or, use one of our activity templates to create a related activity and link to it below.
Activity: Squeak
Commentary: Squeak
Comments, feedback, links to other classes using this activity.