Sunday, 9 November 2014

Week 1 - short link to this doc

Minecraft Inquiry Plan: Year Group: 5/6  Term:4 Weeks: 2 -9  
Date: October 2014 Teacher: Carl Scurr Room: 19  
Big Idea: Be Critical, Collaborate and Create

Link to Key Competencies: Three Chosen KCs

Relate To Others:
Recognise different points of view
Negotiate, play fairly, share ideas cooperatively

Be curious, creative and reflective in your thought process

Self Manage:
Have a ‘can do’ attitude, set goals, reflect on goals and respond to feedback
Show perseverance and complete tasks to a high personal standard

Screen Shot 2014-10-16 at 12.28.42 pm.png

Aim: To create a successful functioning virtual world for Room 19 to exist in
Why? To support our learning of the key competencies of Relate to Others, Thinking and Self-management.

How? Use minecraft as a forum to develop these skills offering a safe open environment for students to play out their thinking and relationships with others

What? Create a virtual world for Room 19 – plan and build for this world to function successfully

Share the following agenda for the session in class

1.      Clarify the Aim – to build a successful functioning virtual world in minecraft

2.      Draft a Minecraft Treaty
3.      List first builds
4.      Create Build Groups
Big thanks to the following teachers and Thomas (see his video below), for providing the inspiration to follow through with this project after attending their awesome presentation at ULearn2014. A slide show of their presentation is below. First, check out this amazing video of Mokoia Intermediate's Fictional Town Build project.

Minecraft Treaty
Display the three KCs in the classroom on large laminated posters
Brainstorm in groups how we can support the three KCs that we will be focussing on through an agreement.
e.g. how will we be able to play fairly? How will we negotiate? What problems could occur within the world of minecraft e.g. changing people’s builds or ignoring others in your team.

List Build Groups

List ideas about what needs to be built first e.g.
·       Spawn site - if you die, you go back there, the meeting house two story to house 30 people
·       Bridges
·       Jetty - harbour
·       Food Production - growing, animals to spawn and graze,
·       Houses
·       Hospital (food supplies) - good transport links
·       Essential rollercoaster/teleport blocks
·       Law and Order  
·       School - minecraft top tips

Create Build Groups
List build groups (2 -3 people)
Ensure that there is at least one experienced minecrafter in each group – try to match up experience with inexperience
Collate who would like to take on what build project -
Experienced Minecrafters should mentor those who are new to it. Be patient when explaining techniques.

Teacher Reflections - Week 1 

Week 1 reflections from Danny
The class was engaged and very enthusiastic to begin this journey. There were a good range of skills within the class from beginners through to more advanced students and it was really great to see that they had been put into groups that contained a mixture of levels where the more advanced students assisted those who were less knowledgeable. The verbal communication both through normal conversation and the in-built chat was very positive and lively. Problem solving and positive collaboration was evident throughout the session as well as compromise when there were differing opinions. The first session felt good, a good sense of community and a positive sense of “let’s get going”. It was also great to have individuals explain things to the rest of the class utilising the data projector and the tutor machine, the students seemed to enjoy this and it gave them some involvement and ownership of the learning.

Week 1 reflections from Carl
Really pleased with the thinking that went on in the pre-session in class and the session today. Lots of debate in class about what to build first. Original brainstorm below. There were a number of students involved in putting forward their opinion. One hot topic was ‘Which should come first, the supermarket or the farm?’

Other issues included who was going to decided where you should build. As a group we chose our top ten ‘First Builds’ and then agreed to add other builds later on. There was talk of a council that would need to be created in order to make decisions about new projects. An amazingly positive feel about the room as students explored their new world. One student used the message feature to tell her build group “guys, I think I have found the perfect site for our beach!”. Two students used the big screen to share some skills for new minecrafters. Students had previously placed themselves on spectrum of confidence in using minecraft. This data was used to create mixed minecraft ability groups . Several students brought their Minecraft handbooks along. One student shared their bridge creation at the end of the lesson. Biggest problem was being able to capture the conversations between the students. I will seek out a solution for next session. A fantastic opening day! Every students is keen to use the printed map and sort out the final sites for the first builds in time for next week. Feedback on the walk home was “next week can we have some more time to get going on our builds?” Noticeable absence of the word Minecraft in all my conversations leading up to the first session. since the first brainstorm session my students have been talking to me non stop, not about how cool Minecraft is, but about what they are going to do when they create their projects and what kind of problems there might be.

Week 1
Audrey’s Minecraft Reflections

What a super start to this unit!

Interactions within Room 19 were overall very positive.We did stop the class to refer back to their classroom treaty and respecting others and others property.

Conversations are occurring between less able & able students and boy & girl, mainly discussing their ‘build’ possibilities and offers of help and tuition. It is not solely on Minecraft.

One group is building a hospital. They are an able group who are determined to achieve automatic sliding doors using redstone and pressure plates. (An excellent Science extension)

The able users are predominantly boys, perhaps they are more inclined to like Zombies and how to survive against them. However during a conversation with one girl, she knew exactly what she wanted in their sports complex whereas her male buddy was more interested in how to achieve the basketball hopper device.

It is a unique situation where we have 2 trained teachers and an expert Minecrafter but we don’t really know how this unit is going to pan out.
The groups Carl has set seem to be working well with good collaboration happening.
The first session was a ‘stop-starty’ to establish ground rules.

Other possible teaching opportunities:-
  • Use the hospital crew to share/teach others to use redstone and pressure points.
  • Science Unit - create circuits/ electronics
  • Health - Healthy Communities and Environments
    • Societal attitudes and values
    • Identify how health care and physical activity practices are influenced by community and environmental factors.
    • Community resources
    • Participate in communal events and describe how such events enhance the well-being of the community.
    • Rights, responsibilities, and laws
    • Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness.
    • People and the environment
    • Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment.
Social Studies - build on the Treaty
    • Understand how groups make and implement rules and laws.
    • Understand how cultural practices vary but reflect similar purposes.
    • Understand how people view and use places differently.
    • Understand how people make decisions about access to and use of resources.
    • Understand how people remember and record the past in different ways.
    • Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
    • Understand how the movement of people affects cultural diversity and interaction in New Zealand.

  • Literacy - learning stories, based your scene on a class novel, create information blocks with URLs

  • Maths - mapping, coordinates  and compass work

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