Organizational Model LEARNING OBJE CTIVES Key Competences: Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
Page 1 The project ‘Clockwork objects, enhanced learning: Automata Toys Construction in 1mary education for Learning to Learn promotion, creativity fostering & Key Competences acquisition’ has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Stage 0. Deciding on a Transversal Key Competence to focus
Stage 1: Contextual Realization of Automata reading/narrating a story (a text) identifying the key points of the story/text as a brief sequence that will represent the whole Possible variations at this stage: 1. Teachers can start with a well-known story. 2. Teachers can ask students to make up a story individually 3. Teachers can ask students to make up a story in a group 4. Teachers can start with a well-known story and then ask students to extend it or modify it.
Stage 2: Technical Realization of Automata (Design) define the characters, the materials, colours, size identify and research materials (i.e. recycled materials) identify the images and/or the symbols that will define the cyclic sequence to be realized technically (identify the movement)
Possible variations at this stage: 1. Teachers can start the construction with materials prepared showing the mechanic of different moving 2. Teachers can start the construction with materials prepared without showing the mechanic of different moving and the children are allowed to play (to make the movement) with the automata without seeing the inside 3. Teachers can start with introducing individual items creating movement Page 2 The project ‘Clockwork objects, enhanced learning: Automata Toys Construction in 1mary education for Learning to Learn promotion, creativity fostering & Key Competences acquisition’ has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
4. Teachers can start with showing a finished piece of art
Stage 3: Production of Automata design the automata, drawing in scale the artistic elements and realizing them design (either manually or through PC- depending on the age of pupils of primary cycle) the mechanical structure and the mechanical components assembling the mechanical structure, the components and the artistic upper parts testing the movement of the automata and using the feedback to bring amendments to the construction (one testing for the mechanism and one testing for the automata) Possible variations at this stage: 1. Students can create one automata per story 2. Students can create more than one automata displaying various scenes from the story Stage 4: Pedagogic Use of Automata in the Classroom testing the representative character of the automata in relation to the story it tells and taking into account of the feedback to provide modifications and integrations Possible variations at this stage: 1. Automata production process and the final product might constitute the whole activity 2. Automata produced might be used as a tool for learning/teaching another subject such as math, literature or foreign languages. Stage 5: Getting Feedback Page 3 The project ‘Clockwork objects, enhanced learning: Automata Toys Construction in 1mary education for Learning to Learn promotion, creativity fostering & Key Competences acquisition’ has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
getting feedback from learners about their perception of automata construction and related activities 1. Interest/enjoyment 2. Value/usefulness 3. Perceived competence Tools: Perception analysis questionnaire for Children Ex ante interview with teachers Diary of Board for teachers Ex post interviews with teachers
Figure 1Organisational Model
Page 4 The project ‘Clockwork objects, enhanced learning: Automata Toys Construction in 1mary education for Learning to Learn promotion, creativity fostering & Key Competences acquisition’ has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.