How and Why using the 21st Century Learning Activity of Collaboration can help us enhance our practice

How and Why using the 21st Century Learning Activity of Collaboration can help us enhance our practice ...

From: https://app.themindlab.com/media/19751/view

Collaboration
21CLD Learning Activity Rubrics - by Microsoft Partners in Learning

We made a video to summarise the section on collaboration.
Link to our video

https://plus.google.com/u/1/113463555525844174967/posts/TKDTgcapmYw

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Week 10 - Digital

Agile Teams are Self-Organising Teams Peha’s (2011) version of the 12 principles of the agile manifesto reinterprets the last two as follows: The best ideas and initiatives emerge from self-organizing teams At regular intervals, teams reflect on how to become more effective, then tune and adjust their behavior accordingly We will explore this idea using a combination of Boris Gloger’s Ball Point game (Gloger, 2008) and Mike Rother’s Kata in the Classroom (Rother, 2015). Kata is a term from martial arts. The Improvement Kata is a repeating routine for continuous improvement. The following diagram of the improvement kata process is adapted from material on the katatogrow.com website. The goal of the ball point game is for each team to get as many balls as possible to pass through the hands of every team member in 2 minutes. The game involves both estimation and self-organisation. - You have four rounds to iterate...

Week 31 - Evaluate Your Impacts (Check)

Step 1: What is the observed impact after the ‘Take Action’ phase? As I detailed in last weeks blog post, the result of my pre and post number knowledge testing shows a significant increase in number knowledge when comparing children at the beginning of the year to week 7. However, I think it may be a bit rash to claim that this is entirely down to the application of gamification principles to my class program. I will detail why this is below. In terms of the qualitative interview data I gathered, a number of themes became apparent. Generally, students enjoyed the gamification aspects of the program. One boy stated, "I like the way I can get money for practising my times tables, it makes me want to do it". There did however seem to be a bit of a disconnect between children's mastery of basic number facts, and how readily they use them to solve problems. Step 2: How is the observed impact different from or similar to the anticipated one? As a school, we are having a focus ...

N Stygall- Mindlab 2018 blog

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