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Lego Education

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LEGO Education
31 August 2019
4CS in Lego Education
• Connect
• To connect the new field of knowledge and skills to
knowledge that the students have already.
• This is an effective way of supporting the students to
believe in their own possible success by getting them to
feel that they are not completely blank on this topic/ in
this field as a starting point – they have a knowledge or
skill base to start on.
• Connecting to what the student already knows and/or
already can do also enables the students’ experience of
flow early in the learning process.
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4CS in Lego Education
• Construct
• The Construct phase in the LEGO Education approach
to learning creates a situation where the learners are
given tools and a system to construct real, meaningful
objects and artefacts with which they can experiment
and experience cause and effect, observe connections,
and understand more about the world around them.
• When we use our body and especially our hands, a
large portion of the brain is activated, which offers a
greater chance of learning more effectively.
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4CS in Lego Education
• Contemplate
• During the Contemplate phase, the learners are given
the opportunity to contemplate on what they
experienced during the construct phase. They are
facilitated through a reflection process where they
consider what they have constructed and what they
observed while constructing and experimenting.
• Contemplation is facilitated by the teacher and is a way
to support learners to think consciously about what
they have achieved during the Construct phase.
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4
4CS in Lego Education
• Contemplate
• During the Contemplate phase, the learners are given
the opportunity to contemplate on what they
experienced during the construct phase. They are
facilitated through a reflection process where they
consider what they have constructed and what they
observed while constructing and experimenting.
• Contemplation is facilitated by the teacher and is a way
to support learners to think consciously about what
they have achieved during the Construct phase.
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4CS in Lego Education
• Continue
• The Continue phase presents the learners with an
activity or a challenge that brings into play the
knowledge and skills acquired during the ConstructContemplate phases.
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N/T3/U12/DAP6
Theme: Pets
LEGO
education extension of the lesson
through asking the children to make a model7of
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of a pet’s bed, since we are talking about the needs of pets.
Teacher put emphasis on this need
to transition to the LEGO activity.
Teacher made a criteria in the board on
how children can make their LEGO
models.
We
divided the class into groups ofYour
3 children
for each small base plate.
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This is a child showing teacher what he has created.
This child took the extra mile to construct a
‘Pet’ even though teacher asked for a bed only,
We placed our creations on the top of our shelf then our principal came to judge who is the best group to make a
Your
Herefor the pets using blocks. We haveYour
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placeDate
to sleep
a winner!
children enjoyed the activity.
What went well:
It helped the teacher extend the lesson as to the idea of making them
‘Do’ something about what they already know. LEGO is a great tool to
use to encourage the children to speak as they explain what they
have done.
Challenges:
The centre (Blk 293) do not actually have the LEGO blocks presented
to us during the training. The LEGO education tools that we have are
those of building numbers and shapes, and the one with the classic
pieces of LEGO (small), with a guide to make a town out of it. We
used the blocks available in the centre to just give the children the
Areas
for
improvement:
Teacher can be more specific to the criteria that she wants to see for the LEGO
creation. When my N2 children get the grip of it, they got to excited and most forgot
about the rules that we talked about. That is something that we should improve on–
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Listening.
10
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