Saturday, 15 November 2014

Week 3

Just found this amazing blog!
http://minecraftkidsquests.blogspot.co.nz/ 


Week 3 was a fantastic session down at the South Learning Centre 

Our planning was pretty simple this week, we needed to get right to building our world. Our focus was relating to others. We had made our Minecraft Treaty earlier in class (see previous post) and all our planning had set us up for a great build session. 

WALT - RELATE TO OTHERS

SUCCESS CRITERIA 

- USE THE TREATY

- PLAN IN OUR BUILD GROUPS

- LISTEN TO SPEAKERS IN WHOLE CLASS DISCUSSIONS


This would be our second session of building and as build groups we all know what we need to do. To help us with our thinking we made a pre session Padlet to record our goals based on the WALT of the session - Relate To Others  See below 



Created with Padlet



The build was pretty fast, there were some great conversations on the chat mode next week we will try and screen shot the chat to post here. Here are some photos from the session - 




Our Padlet wall is displayed as we update it live! 




After a great effort with our builds, we posted some reflections on another Padlet - see below. Next week will be more of the same. Check out our personal blogs on the right of this class blog page to see how we got on this week! 


Monday, 10 November 2014

Blogging

To support our thinking and reflections - we have all created a Minecraft blog - check them out on the side of this blog. 

At the moment we are using these blogs to recount what we have done so far 


We thought about all that we have done in the first few weeks - here are some notes we made in class to help us update our blogs. 

As a class we agreed that the WHY for blogging was to communicate our ideas and experiences. 

As we got more used to using blogger we wondered HOW we would know if our blog was a good blog? Here are some of our ideas. 


Finally we wanted to figure out exactly WHAT we wanted to include in our blogs.

Here are some of our ideas, they might change over the next few weeks:
  • Our goals (What were they? Did we achieve them?)
  • What did we do?
  • What did our build group do?
  • How did/do we feel?
  • How did it go?
  • What was the best part?
  • What were our successes?
  • What next? 
  • What were our problems/challenges ?
We were happy that we found the WHY? HOW? and WHAT?


Minecraft Treaty



WALT - Relate to Others

Success Criteria 

- use the treaty- plan in our build groups- listen to speakers in whole class discussions

Our Project in pictures

Week 1 - Planning and First Explore



Week 2 - Brainstorming and Clearing Landscape


Sunday, 9 November 2014

Week 2


Week 2 - Second Session - @Thorrington
Starter


Refer to the three competencies and discuss how we were using these in the previous session, e.g. ‘ a can do attitude’ to new skills in Minecraft, playing fairly by treating each other fairly in our new world, sharing ideas, being curious and being creative.
Re-cap on Build Groups
·    Farm
·    Police Station
·    Houses
·    Beach/Fishing
·    Hospital
·    Spawn Site
·    Roads/Bridges
·    Hotel
·    Health and Fitness Centre
- School
Focus - Relate To Others – negotiate and share ideas cooperatively


Aim: To agree on the locations for our first builds.
Stick A3 photocopies of aerial map view of our new world onto A2 paper and work in build groups to decide upon a suitable location for each build, e.g. police station, housing,
Using IWB annotate PDF map to agree on locations, offer each group a chance to justify their choices.
After initial debate, let groups talk amongst themselves to answer two questions –
1.      Happy with Location?
2.      Why/Why not?


Agree as a whole class the final locations (see map below)


Give Students time to make a top 5 goal list for things they need to achieve when they start their build next Tuesday

Week 2 w/c 27th October 2014

Second Session - @South Learning Centre

See below our locations - 
Jamie is working on a map to display on our World


First Build Locations.png


Some Paper Planning













See below our Pre and Post session comments - we have used a Padlet to share our thinking






                           Teacher Reflections - Week 2 


Week 2 reflections from Audrey

This week again saw great collaboration between groups and more are using ‘chat ‘ to ask for help, which is great to see.

Padlet is a great idea to capture their goals and reflections. Next lesson will hone in on 3 main Key Competencies and these will be the focus of the goals and reflection padlet.

A situation arose with some able individuals taking the ‘law into their own hands’ and overpowering others work. We understood their intention but the way they went about sorting the problem was not ideal. This situation was them addressed and solved by the whole class.

Speaking to the individuals later - I told them we were impressed at their creativity in building a flame thrower however it was not the best idea for this situation. The class voted on the best solution.

I love having individuals with more knowledge having the ability to share their skill via the large screen for all to learn. Well done Sam and your TNT idea! This sharing approach is one which should be encouraged to empower students, emphasising we are not always the experts!

Week 2 Reflections from Danny

Really enjoyed seeing the progression of collaboration this week. The work that had been done back in the classroom was clearly evident and had a positive effect on how the actual “minecraft”
session went.

I too felt that Padlet was a great tool for the students to get together on, in fact this seemed better than the brainstorming session around the paper printout of the world.

There was more good problem solving on display and it was great to see that decisions could be made as a class in a democratic way that everyone was on board with.


Favourite moment was seeing the students rise to the challenge we had posed as to how to “clear” the land - some very creative solutions were posed and a very good scenario initiated by one  student with all the others in agreement.

Week 1

http://bit.ly/ZZQt0x - 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


Think:
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