The LEGO Group was founded in 1932 and has grown to employ over 7,000 people worldwide selling toys and building materials in over 130 countries. It has expanded into several business areas including LEGO toys, LEGOLAND parks, LEGO Education teaching materials, and LEGO-themed consumer products. LEGO Education focuses on developing materials to stimulate creativity and teach STEM subjects through building and programming activities. Major products and initiatives include the MINDSTORMS robotics series, competitions like the First Lego League, and LEGO Education centers that provide extracurricular programs.
The document discusses how to set up Self-Organized Learning Environments (SOLEs) to encourage child-driven learning. It explains that SOLEs allow children aged 8-12 to work in small groups to answer questions they generate using the internet. The researcher Sugata Mitra's experiments showed that children can effectively teach themselves through this approach. The document provides tips for setting up a SOLE and outlines benefits like strengthening children's curiosity, problem-solving, and collaboration skills.
Young children exhibit creativity through art, play, problem-solving, and imaginative thinking. The creative process involves decision-making and generating new ideas rather than just producing a final product. Parents and teachers can encourage creativity by giving children freedom to explore without fear of mistakes, providing stimulating materials, and focusing on the creative process rather than evaluation. Barriers like rewards, criticism, and lack of choice can discourage creative thinking in children.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
Playing with Your Head: Deconstructing Gaming PsychobabbleCarla Fisher
The document discusses applying educational psychology concepts to game design. It covers topics like situated learning, scaffolding, zones of proximal development, and distributing content over multiple exposures. Examples are given of commercial games that demonstrate these concepts like Dance Central and Angry Birds. The goal is to think about how to design games that teach subjects like math, literacy, science etc. by drawing from these educational theories and game mechanics.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
This presentation was given by Tsivia Cohen at the 2008 ASTC Annual conference. It was part of the Digging Deeper session chaired by Sue Allen. Copyright 2008 Chicago Children's Museum
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
The document discusses how to set up Self-Organized Learning Environments (SOLEs) to encourage child-driven learning. It explains that SOLEs allow children aged 8-12 to work in small groups to answer questions they generate using the internet. The researcher Sugata Mitra's experiments showed that children can effectively teach themselves through this approach. The document provides tips for setting up a SOLE and outlines benefits like strengthening children's curiosity, problem-solving, and collaboration skills.
Young children exhibit creativity through art, play, problem-solving, and imaginative thinking. The creative process involves decision-making and generating new ideas rather than just producing a final product. Parents and teachers can encourage creativity by giving children freedom to explore without fear of mistakes, providing stimulating materials, and focusing on the creative process rather than evaluation. Barriers like rewards, criticism, and lack of choice can discourage creative thinking in children.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
Playing with Your Head: Deconstructing Gaming PsychobabbleCarla Fisher
The document discusses applying educational psychology concepts to game design. It covers topics like situated learning, scaffolding, zones of proximal development, and distributing content over multiple exposures. Examples are given of commercial games that demonstrate these concepts like Dance Central and Angry Birds. The goal is to think about how to design games that teach subjects like math, literacy, science etc. by drawing from these educational theories and game mechanics.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
This presentation was given by Tsivia Cohen at the 2008 ASTC Annual conference. It was part of the Digging Deeper session chaired by Sue Allen. Copyright 2008 Chicago Children's Museum
Social and Emotional Centers bySimple Solutions Educational Services(1)Dr. Angela Searcy
Angela Searcy founded Simple Solutions Educational Services to provide social and emotional learning centers and staff training to early childhood programs, drawing on over 20 years of experience in education and specialized training in neuropsychology and child development. The document describes Searcy's background and credentials, and provides examples of how her company has partnered with schools to develop centers and tools to help young children learn skills like conflict resolution, emotion identification, and appropriate classroom behavior.
This document discusses strategies for teaching Generation Y students. Generation Y students grew up with access to technology and prefer visual and hands-on learning over traditional textbook methods. They expect immediate feedback and are more engaged by topics they find interesting or meaningful. Teachers need to incorporate more technology, group work, visual aids, and real-world applications into their lessons in order to effectively teach Generation Y students.
The document discusses a framework created by the Partnership for 21st Century Learning (P21) for integrating 21st century skills like critical thinking, communication, and social-emotional development into early childhood experiences. The framework is meant to encourage educators and policymakers to include skills like creativity, collaboration, technology literacy, and more in early learning programs. It provides examples of how these skills can be supported in both formal and informal environments for children ages 18 months to 6 years. The framework covers four sections for each skill area: descriptions, outcomes, optimal environments, and early learning skills/outcomes with behavioral examples for different age levels. It aims to give adults guidance on fostering 21st century skills in young learners in both formal
This document contains summaries of three articles about child development theories and practices. The first article discusses major child development theories and 12 practices informed by those theories. The second article provides 10 guidelines for choosing age-appropriate toys and materials. The third outlines 10 ways to encourage self-reliance in learners by breaking tasks into smaller steps and giving students choices.
The document provides an overview of a toolkit created by the Mayfield Project 2014 NSW Team that explores how to design 21st century learning environments. The toolkit includes an interactive website that defines both spatial and educational concepts related to 21st century learning, and provides architects and educators with a common vocabulary to discuss spatial and educational concepts that underpin 21st century learning environments.
The faculty at Ormondale Elementary School in California wanted to better prepare their students for the future. They used design thinking to collaboratively create an approach called "Investigative Learning" which focuses on students shaping their own knowledge rather than just receiving information. The faculty continues to evolve this approach and share it with new teachers through documenting their philosophy and methods. Their use of design thinking helped gain support from the school board and recognition for being a distinguished school.
The document summarizes an internal UNIFEM meeting to finalize the project document for Phase III of a migration program. The meeting will include sessions on logical framework analysis and key aspects of monitoring and evaluation. Participants will learn relevant planning techniques like stakeholder identification, problem tree analysis, and logical framework development. They will apply these skills to develop a monitoring and evaluation plan for the migration project.
The importance of newsletters in enterpriseBizlinks0
A school newsletter can be an effective way to communicate with students, parents, and staff. It can be created using simple templates in Microsoft Word and distributed via email. User generated content from the school community makes it easy to fill the newsletter with interesting stories and photos on a consistent monthly basis with little effort. Including faculty announcements, student accomplishments, and parenting tips can help promote student success while keeping lines of communication open between home and school.
Este documento contiene las prácticas realizadas por una estudiante con Crocodile Clips sobre circuitos eléctricos. Incluye la construcción y análisis de varios circuitos sencillos y más complejos con diferentes elementos como pilas, bombillas, motores, pulsadores e interruptores. La estudiante responde preguntas sobre el funcionamiento de los circuitos y cómo varían al cambiar los elementos o la tensión aplicada.
El documento describe el proceso de fabricación de productos farmacéuticos, incluyendo la recolección y preparación de materias primas, producción a gran escala con controles de calidad, envasado y almacenamiento para su distribución. Se mencionan etapas como secado, molienda, extracción, filtración, pesado, mezclado, comprimido, recubrimiento, envasado y pruebas de calidad. El objetivo es producir medicamentos en forma dosificada para su administración y consumo de manera segura.
Este documento introduce el concepto de valores y vectores propios en álgebra lineal. Explica que un valor propio es un escalar λ tal que existe un vector no nulo x que satisface la ecuación Ax = λx. El vector x se denomina vector propio correspondiente a λ. También define el espacio propio como el subespacio formado por todos los vectores propios de un valor propio dado λ junto con el vector cero.
Este documento presenta el reglamento para los estudios de posgrado en el Centro de Investigaciones Psiquiátricas, Psicológicas y Sexológicas de Venezuela (CIPPSV). Establece las disposiciones generales, la organización de los estudios, el régimen de estudio y evaluación, los profesores, la admisión de estudiantes, y los requisitos para obtener los títulos de Maestría y Especialista. Además, presenta los reglamentos para la presentación y aprobación del trabajo de grado.
El objetivo de este curso es adquirir los principios básicos del apoyo psicosocial y las pautas de actuación en el ámbito hospitalario.
Este curso está dirigido a aquellos profesionales sanitarios que desarrollan su trabajo en el ámbito hospitalario.
The document summarizes the proposed Spirit School Samnabad Campus. It outlines the school's mission to provide a well-rounded 21st century education through interdisciplinary curriculum. Key points include the school will be from nursery to matric, target middle class families in the local area, and have affordable fees and scholarships. It details the campus layout with 18 air conditioned classrooms, staff rooms, principal office, and recreational facilities. The academic program and services like transport are also summarized.
Children are encouraged to engage in self-organized learning by working in groups to answer questions they generate. They use internet-connected computers to research answers together. The approach aims to foster curiosity, collaboration, and child-driven learning. Challenges that may arise include distraction, inaccurate answers, and reading difficulties, but these can be addressed through discussion and problem-solving within groups.
Why Play-based Learning Is A Powerful Activity? 10 Best Reasons | Future Educ...Future Education Magazine
Here are 10 reasons why play-based learning is a powerful activity: 1. Active Engagement 2. Holistic Development 3. Creativity and Imagination 4. Exploration of Concepts 5. Social Interaction
Your Top 5 Goals as an Early Childhood Educator- Inspiration for New ECE Stud...AudreyConner2
Early childhood educators have five key goals: 1) Build trust with students so each child feels safe and supported. 2) Teach important social skills like sharing, problem solving, and expressing feelings to help kids make friends and work together. 3) Develop children's fine and gross motor skills through activities that improve coordination, balance and self-care skills. 4) Foster self-confidence and independence by encouraging kids to take on challenges and become more self-sufficient. 5) Prepare children for academic success by teaching routines, listening skills, and basic concepts to lay the foundation for kindergarten. ECEs play a vital role in children's early development and shaping their futures.
The document discusses a study exploring the use of Lego for children's storytelling and assessment. It notes Scotland's focus on ensuring every child fulfills their potential. The study involved initial unstructured observations of children playing with Lego to understand their natural storytelling. Findings included the emergence of social learning theory where rare Lego pieces became a currency. Next steps include extending the study, partnering with nursery staff, and considering children as partners in their own assessment. The goal is to explore converting tangible Lego stories into digital comics to continue assessing children's learning and meaning-making.
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
This document discusses strategies for teaching Generation Y students. Generation Y students grew up with access to technology and prefer visual and hands-on learning over traditional textbook methods. They expect immediate feedback and are more engaged by topics they find interesting or meaningful. Teachers need to incorporate more technology, group work, visual aids, and real-world applications into their lessons in order to effectively teach Generation Y students.
The document discusses a framework created by the Partnership for 21st Century Learning (P21) for integrating 21st century skills like critical thinking, communication, and social-emotional development into early childhood experiences. The framework is meant to encourage educators and policymakers to include skills like creativity, collaboration, technology literacy, and more in early learning programs. It provides examples of how these skills can be supported in both formal and informal environments for children ages 18 months to 6 years. The framework covers four sections for each skill area: descriptions, outcomes, optimal environments, and early learning skills/outcomes with behavioral examples for different age levels. It aims to give adults guidance on fostering 21st century skills in young learners in both formal
This document contains summaries of three articles about child development theories and practices. The first article discusses major child development theories and 12 practices informed by those theories. The second article provides 10 guidelines for choosing age-appropriate toys and materials. The third outlines 10 ways to encourage self-reliance in learners by breaking tasks into smaller steps and giving students choices.
The document provides an overview of a toolkit created by the Mayfield Project 2014 NSW Team that explores how to design 21st century learning environments. The toolkit includes an interactive website that defines both spatial and educational concepts related to 21st century learning, and provides architects and educators with a common vocabulary to discuss spatial and educational concepts that underpin 21st century learning environments.
The faculty at Ormondale Elementary School in California wanted to better prepare their students for the future. They used design thinking to collaboratively create an approach called "Investigative Learning" which focuses on students shaping their own knowledge rather than just receiving information. The faculty continues to evolve this approach and share it with new teachers through documenting their philosophy and methods. Their use of design thinking helped gain support from the school board and recognition for being a distinguished school.
The document summarizes an internal UNIFEM meeting to finalize the project document for Phase III of a migration program. The meeting will include sessions on logical framework analysis and key aspects of monitoring and evaluation. Participants will learn relevant planning techniques like stakeholder identification, problem tree analysis, and logical framework development. They will apply these skills to develop a monitoring and evaluation plan for the migration project.
The importance of newsletters in enterpriseBizlinks0
A school newsletter can be an effective way to communicate with students, parents, and staff. It can be created using simple templates in Microsoft Word and distributed via email. User generated content from the school community makes it easy to fill the newsletter with interesting stories and photos on a consistent monthly basis with little effort. Including faculty announcements, student accomplishments, and parenting tips can help promote student success while keeping lines of communication open between home and school.
Este documento contiene las prácticas realizadas por una estudiante con Crocodile Clips sobre circuitos eléctricos. Incluye la construcción y análisis de varios circuitos sencillos y más complejos con diferentes elementos como pilas, bombillas, motores, pulsadores e interruptores. La estudiante responde preguntas sobre el funcionamiento de los circuitos y cómo varían al cambiar los elementos o la tensión aplicada.
El documento describe el proceso de fabricación de productos farmacéuticos, incluyendo la recolección y preparación de materias primas, producción a gran escala con controles de calidad, envasado y almacenamiento para su distribución. Se mencionan etapas como secado, molienda, extracción, filtración, pesado, mezclado, comprimido, recubrimiento, envasado y pruebas de calidad. El objetivo es producir medicamentos en forma dosificada para su administración y consumo de manera segura.
Este documento introduce el concepto de valores y vectores propios en álgebra lineal. Explica que un valor propio es un escalar λ tal que existe un vector no nulo x que satisface la ecuación Ax = λx. El vector x se denomina vector propio correspondiente a λ. También define el espacio propio como el subespacio formado por todos los vectores propios de un valor propio dado λ junto con el vector cero.
Este documento presenta el reglamento para los estudios de posgrado en el Centro de Investigaciones Psiquiátricas, Psicológicas y Sexológicas de Venezuela (CIPPSV). Establece las disposiciones generales, la organización de los estudios, el régimen de estudio y evaluación, los profesores, la admisión de estudiantes, y los requisitos para obtener los títulos de Maestría y Especialista. Además, presenta los reglamentos para la presentación y aprobación del trabajo de grado.
El objetivo de este curso es adquirir los principios básicos del apoyo psicosocial y las pautas de actuación en el ámbito hospitalario.
Este curso está dirigido a aquellos profesionales sanitarios que desarrollan su trabajo en el ámbito hospitalario.
The document summarizes the proposed Spirit School Samnabad Campus. It outlines the school's mission to provide a well-rounded 21st century education through interdisciplinary curriculum. Key points include the school will be from nursery to matric, target middle class families in the local area, and have affordable fees and scholarships. It details the campus layout with 18 air conditioned classrooms, staff rooms, principal office, and recreational facilities. The academic program and services like transport are also summarized.
Children are encouraged to engage in self-organized learning by working in groups to answer questions they generate. They use internet-connected computers to research answers together. The approach aims to foster curiosity, collaboration, and child-driven learning. Challenges that may arise include distraction, inaccurate answers, and reading difficulties, but these can be addressed through discussion and problem-solving within groups.
Why Play-based Learning Is A Powerful Activity? 10 Best Reasons | Future Educ...Future Education Magazine
Here are 10 reasons why play-based learning is a powerful activity: 1. Active Engagement 2. Holistic Development 3. Creativity and Imagination 4. Exploration of Concepts 5. Social Interaction
Your Top 5 Goals as an Early Childhood Educator- Inspiration for New ECE Stud...AudreyConner2
Early childhood educators have five key goals: 1) Build trust with students so each child feels safe and supported. 2) Teach important social skills like sharing, problem solving, and expressing feelings to help kids make friends and work together. 3) Develop children's fine and gross motor skills through activities that improve coordination, balance and self-care skills. 4) Foster self-confidence and independence by encouraging kids to take on challenges and become more self-sufficient. 5) Prepare children for academic success by teaching routines, listening skills, and basic concepts to lay the foundation for kindergarten. ECEs play a vital role in children's early development and shaping their futures.
The document discusses a study exploring the use of Lego for children's storytelling and assessment. It notes Scotland's focus on ensuring every child fulfills their potential. The study involved initial unstructured observations of children playing with Lego to understand their natural storytelling. Findings included the emergence of social learning theory where rare Lego pieces became a currency. Next steps include extending the study, partnering with nursery staff, and considering children as partners in their own assessment. The goal is to explore converting tangible Lego stories into digital comics to continue assessing children's learning and meaning-making.
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
Hello
ORGANIZE
8
[SOLE]TOOLKIT
03 DISCOVER
Ask big questions, find big answers
THE HEART OF THE SOLE IS THE QUESTION
The question is the starting point and fuel for the learning adventure. Here are some tips for
posing powerful questions:
ASK OPEN-ENDED QUESTIONS
Avoid questions with simple yes/no answers. Instead ask questions that spark discussion,
debate and require research to find multiple perspectives and possible answers.
RELATE TO KIDS' INTERESTS
Tune into what fascinates the children and craft questions connected to their natural
curiosities about science, history, arts or current events.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
Co-curricular activities refer to activities outside the standard curriculum that are meant to supplement classroom learning. They provide opportunities for creative thought, social and organizational skill development, and allowing students to explore their interests and talents. Some examples of indoor activities include music, dance, drama, debate, art, and math clubs. Outdoor activities can include sports, yoga, gardening, and community service. Co-curricular activities offer students benefits like improved communication, time management, moral development, self-motivation, analytical skills, and patience. Teachers play an important role in organizing these activities and providing opportunities for student growth.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
PLAY (Participatory Learning and YOU!) is authored by Erin Reilly, Vanessa Vartabedian, Laurel Felt, and Henry Jenkins. It is an exploration of insights gained from our year-long work with elementary and secondary teachers from the Los Angeles Unified School District as they sought to develop a more participatory environment in their classroom.
The document discusses how early learners begin to develop foundational math skills like counting, shapes, and time through exploring their world and everyday materials. It emphasizes that early math learning should be integrated into play and other activities rather than isolated skill-building. Some key early math skills mentioned include understanding size, shape, patterns, counting, recognizing numbers, and comparing quantities. The document stresses the importance of facilitating early learners' development through providing accessible, culturally-inclusive materials and making real-world connections to topics.
The document discusses an educational startup called Learning2Innovate that promotes inquiry and project-based learning in afterschool programs. Their mission is to engage kids in deeper learning through team-based activities and projects focused on STEM topics. The programs are designed to help kids develop 21st century skills like collaboration, critical thinking, and innovation. Coaches facilitate the learning process through questioning rather than direct instruction to help kids discover concepts on their own.
The document proposes developing a digital building block toy to educate users about Singapore's historical heritage sites. The toy would allow users to build interactive models of heritage buildings that provide historical facts. It aims to foster appreciation of heritage in an engaging way for children and adults by incorporating hands-on play. The digital blocks could potentially be expanded to include other locations, subjects, and games. While offering creative opportunities, concerns include whether instructions will be included and achieving mainstream adoption of a new technology-based educational toy.
The document discusses explicit teaching as an instructional strategy. It begins by defining explicit teaching as an unambiguous, direct approach that includes instructional design and delivery procedures. It describes the key elements of explicit teaching as breaking concepts into parts, clearly explaining and modeling skills, providing guided and independent practice, and promoting high student-teacher interaction. The document provides examples of how to implement explicit teaching, such as ensuring students have prerequisites, modeling skills multiple times, and linking steps to previous learning. It concludes by emphasizing the importance of being clear about learning goals and giving students time to practice skills they have learned.
The document summarizes how The Creative Curriculum for Preschool aligns with the goals and objectives of the Colorado Building Blocks framework for early childhood education. It provides an overview of The Creative Curriculum, which is a comprehensive early childhood program, and describes how it guides learning in key domains. The document then lists each of the Colorado Building Blocks goals and objectives and maps them to the relevant parts of The Creative Curriculum, including its developmental continuum and supplemental publications on literacy and math.
The Importance Of A Good School Environment For Creative DevelopmentKapilPunetha2
This document discusses the importance of fostering creativity in school environments. It argues that creativity is an essential life skill and schools should encourage creative development. The document provides several strategies schools can use to promote creativity, including recognizing creative efforts, allowing visual reflection, maintaining a flexible learning space, introducing novel resources, encouraging hands-on learning and conversation, not restricting assignments to single formats, and rewarding accomplishments. The overall message is that teachers play a key role in nurturing students' creativity through the school environment.
This document summarizes research on participatory learning and play. It discusses how work and play are often seen as opposites, but play is important for learning. The research team developed five principles for participatory learning: creativity, co-learning, engagement, relevance, and connections across learning environments. The team implemented professional development programs and after school programs to test these principles. Teachers reported successes with and challenges to applying participatory learning in their classrooms.
This document provides a guide for integrating 21st century skills into early childhood learning. It discusses that children are naturally curious learners and it is important to support skills like critical thinking, collaboration, and creativity from a young age. The guide covers how children learn through play, interactions with adults and peers, and everywhere in their daily lives. It provides 10 strategies for helping children build 21st century skills, like using child-centered and cooperative learning approaches. It also discusses creating an optimal learning environment and the importance of family engagement. The goal is to prepare young children with the skills they will need for future success.
3. Get the full story of:
who we are,
what we believe,
and what we do.
4.
5. Facts and figures about the LEGO Group
1932 Founded by Ole Kirk Christiansen
2006 Jørgen Vig Knudstorp, CEO
More than 7,000 employees worldwide
Sales in more than 130 countries
Business areas
LEGO play materials – toys
LEGOLAND®
parks – amusement parks
LEGO Lifestyle – clothes
LEGO Education – teaching materials
LEGO®
landmarks
1932 Production of wooden toys
1949 Production of first LEGO bricks
1955 LEGO System of Play
1958 First LEGO bricks with tube structure
1962 First LEGO wheels
1969 Production of first LEGO DUPLO®
bricks
1974 First LEGO minifigures
1979 Opening of first LEGOLAND theme
park
1982 LEGO Education was established
under the name of LEGO DACTA Ltd
1986 First LEGO Technic set
1998 First LEGO MINDSTORMS®
set
2000 Introduction of the giant LEGO SOFT
bricks
2001 First BIONICLE®
set
2003 Introduction of Make & Create portal
2004 Introduction of the
LEGO QUATROTM
bricks
5
LEGO Education’s goal is to be part of a young person’s entire
preschool and school career. With our wide and diverse
product range we would like children to associate LEGO®
sets with fun-filled, rich learning experiences, and for teachers
and child carers to see them as vital educational tools where
children are totally engaged, their creativity challenged and
their knowledge and understanding enhanced.
Traditionally we have focused on supporting early childhood
development and on areas such as technology, science and
math; subjects where teachers often find it difficult to win the
commitment and interest of young people. By making any task
involving LEGO resources fun and achievable, experience has
shown that pupils become involved and dedicated.
LEGO Education
7. LEGO Education’s 25 years of experience has taught us the
effectiveness of learning by actually making something.
When children of all ages are presented with challenges
in a structured and managed environment, these tasks
become key stepping stones in their development into
being creative thinkers, problem solvers and effective team
players.
More than just bricks
LEGO Education designs complete solutions that delibera-
tely stimulate creativity, problem-solving and team-working
skills. We call this the Extra Learning Dimension. Our solu-
tions are more than bricks. Our sets include activity packs,
teacher guides and programming tools. They meet the
goals for early childcare practitioners and are particularly
relevant in schools within the fields of science, technology
and math. In after-school environments they provide playful
and educationally-rich activities.
7
LEGO®
bricks
Storage Solutions
Teacher’s guides/
Activity Packs
Software and
Software Guides
Extra Learning Dimension
Nothing is more important for our children
than being able to follow their natural desires
for learning and creativity. If we manage to
create environments that support and chal-
lenge children just right, we have a good
chance of seeing the next generation not
only living up to our standards, but in many
respects going beyond them.
Associate Professor Hans Henrik Knoop
of the Danish University of Education
8.
9. In an increasingly complex and pressurized world the need
for fresh solutions to problems is more important than ever.
Society no longer asks for the reproduction of knowledge,
but demands innovation, creativity and a whole new way
of thinking. Intelligence is not just what is inside your head,
but knowing what to do with what is inside your head.
Educational solutions from LEGO Education presents
students with problems and then provides them with
opportunities to work together to find the answer. This
allows them to think creatively in a cooperative and
communicative atmosphere whilst gaining greater
knowledge.
11
Problem Solving
Co-operative
skills
The ability
to acquire new
knowledge
Creative thinking
Communicative skills
Problem
solving
“In my opinion, schools should teach children to be curious
about the things around them - i.e. how to solve problems
and where to look for solutions and find answers. If you give
children those tools they can solve any problem. Because
LEGO Education tools allow children open-ended problem-
solving, children get curious, and with the help of the teacher
children can find answers to their questions.”
Chris Rogers, Associate Professor
of Mechanical Engineering at Tufts University, USA
10.
11. LEGO Education solutions are designed to cater for
children’s individual differences and needs. We do this by
presenting challenges in a way that will waken their
interest, or build on their existing knowledge bank. We
present them with tasks that can have several solutions,
and where there is more than one way to approach the
problem. In this way we help children to remain in a positive
state of flow.
If children are insufficiently challenged they learn next to
nothing. Their body tells them through a signal of boredom
that they are wasting their time. Instinctively they will seek a
higher challenge to match their skills. If they’re challenged
way beyond their abilities, they may give up before they
begin and not even try to solve the problem because they
are in a state of anxiety. Again, they learn next to nothing as
most of their mental energy is used on being in a defence
13
In a State of Flow
situation. LEGO Education aims to ensure that children
are optimally challenged by designing open-ended tasks,
where children can contribute to the learning process in a
variety of ways and with a variety of roles.
Challenges
Excessive challenge
may cause anxiety
Optimal challenge leads
to optimal learning
Insufficient challenge
may cause boredom
Skills
13. LEGO Education activities are designed to support a four-
step learning process: Connect, Construct, Contemplate,
and Continue.
One of the key aspects to learning by making is the fact
that children learn best when they can either relate new
experiences to their existing knowledge bank or are expo-
sed to an idea so compelling that it inspires them to learn
more about it. Hence, the Connect phase.
The Construct phase is all about building things in the real
world and then the children piecing together in their minds
what they have learnt from the process. They are given
particular assignments which encourage them to plan and
then build solutions, perhaps even ending up with their own
software program.
15
Connect – Construct – Contemplate – Continue
“The more empowered children feel, the more
they enjoy their classes, and the more they begin
to take charge of their own learning proces”
Associate Professor Hans Henrik Knoop
of the Danish University of Education
An important aspect of the effective learning process is the
Contemplate phase. This involves students taking time to
think about what they have seen or constructed, thereby
deepening their understanding of what they’ve just achieved
or experienced.
The Continue phase builds on the natural urge to want to
know more. Seeking to learn more will lead students to a
new Connect phase, thus allowing them to enter a positive
learning spiral, where they overcome increasingly difficult
challenges.
This structure is the backbone of all teacher and student
material from LEGO Education.
v
Continue
v
Contemplate
v
Construct
v
Connect
14.
15. Playing the game of life
LEGO Education stimulates early childhood development
through play themes such as family life, communities,
animals and transport, while providing tools for free play,
exploration and construction. Our sets promote self-ex-
pression, creativity and learning by making
The sets are designed for teachers and carers to work
with up to six children at a time. The themes aim to allow
children to discover themselves through role play and to
develop their knowledge and understanding of the world.
Through topics like animal care young children begin to
learn about things like food chains, changing seasons.
They can also practice life ordering skills of sorting and
categorizing – and much, much more.
A hospital setting on the other hand is ideal for getting
young children to explore emotions related to illness and
birth and for generally caring for each other. It helps them
grasp the sense of community and the role of the emer-
gency services.
17
Preschool ⁄ 11
/2 to 5+
Their future role in the wider community is further developed
by play theme sets which allow them to observe and explore
similarities and differences between people of other natio-
nalities and cultures, and the way they live. Our construction
sets also allow children to investigate how simple structures
and mechanisms work and to experience concepts such as
gravity, action and reaction and and order and sequence.
Creative construction for creative development
Creativity is fundamental to successful learning. It enables
children to make connections between one area of learning
and another, and so extend their understanding.
Children deserve a stimulating environment in which origina-
lity and expressiveness are valued. They need a wide range
of activities that enable them to use and develop their many
senses. In the areas art, music, dance, and role and imagina-
tive play, they benefit from having time to explore ideas and
concepts. All of these are catered for in the LEGO Education
sets.
Preschool
1 1
/2 to 5+
16.
17. Robotics is a popular and effective way for teachers to cover
important areas of their science, technology, engineering
and maths curricula. The LEGO®
MINDSTORMS®
Education
series is tailor-made for classroom and after-school club
use. It includes construction sets, programming tools and
activity packs.
Through robotics students get to grips with techniques that
are used in the real world of science, engineering and de-
sign. They design, build and program fully functional models.
And they learn to behave as young scientists, carrying out
simple investigations, calculating and measuring behaviours,
and recording and presenting their results. They work to-
gether, with real-life problems, hands-on, solving them imagi-
natively by sharing, communicating and developing ideas.
Teachers can use robotics to reinforce the school curriculum
in the following ways:
23
Teaching Science, Technology, Engineering and
Maths with Robots
Science
Investigate transfer of energy, force, speed, power
relationships, and the effect of friction
Technology
Program and control input and output devices; use wire-
less communications technology; research and share
information via networks; use multimedia in the classroom
Engineering
Brainstorm solutions; choose one, build it, test it and
evaluate it
Maths
Measure distance, circumference, and rotational speed,
use coordinate systems, convert decimals and fractions,
metric and customary units, apply mathematical reasoning
LEGO®
MINDSTORMS®
Education
Visit
MINDSTORMSeducation.com
for more about teaching
robotics.
18. 24
Introducing the NXT Generation
The intelligent NXT brick is the key feature in the latest generation of
MINDSTORMS solutions. It is a powerful microcomputer that includes on-
the-brick programming options. The concept includes ultrasonic, sound,
light and touch sensors and interactive servo motors, with inbuilt rotation
sensors. The NXT also has wireless Bluetooth®
technology, which means that
it can communicate with a variety of other wireless tools such as mobile
phones.
Beginner to advanced programming
Based on the industry-leading LabVIEWTM
, the software is an icon drag-
and-drop programming tool. Its low threshold, high ceiling nature enables
programming from beginner to advanced, making it relevant for students as
young as eight, and right up to university level.
MINDSTORMS Education solutions are developed in cooperation with world
class partners: National Instruments, NI, and Carnegie Mellon University,
CMU. NI has developed the software platform and CMU’s Robotics Academy
has come up with a series of digital curriculum activity packs for students
from 8 to 16+.
Students can program their MINDSTORMS
Education robot to see using the ultrasonic
sensor, to react to sounds using the sound
sensor, to avoid obstacles using the touch
sensor, and for example to find a red ball and
slap it with the hockey stick using the light
sensor and interactive servo motors.
19. 25
Educational
LEGO®
MINDSTORMS®
Education
Global Community
Since its release in 1998 LEGO MINDSTORMS has become so popular
in schools and after school clubs, that today there is a global commu-
nity of educational robotics enthusiasts and experts.
Tufts University’s Center for Engineering Educational Outreach, CEEO,
is a key player in supporting and cultivating this community.
CEEO is the master of ROBOLABTM
, which is the original program-
ming platform used for LEGO MINDSTORMS for schools with the RCX
intelligent brick. ROBOLAB has been continuously developed and
maintained by CEEO since the product launch in 1998. Today CEEO
supports users of both RCX and NXT platforms.
One of CEEO’s most recent initiatives is the launch of
LEGOengineering.com in partnership with LEGO Education. The site
provides a meeting place for experienced users and newcomers to
educational robotics.
20. LEGO Education Centers are a great alternative for parents
eager to find out-of-school activities that not only entertain
their children, but also help them to develop important life
skills.
The centers are run by qualified staff, fully trained to guide
youngsters through a series of tailor-made activities. Acti-
vities are designed to help children become independent
thinkers, able to understand and explain fully their own
ideas and work constructively to develop solutions with
others.
LEGO Education Centers offer the following programs:
My World
Activities for 3 to 6-year-olds focus on this young group’s
interest in themselves and their immediate surroundings.
Children learn to construct models and develop their own
play scenarios. In this way they explore their own feelings
and emotions, and learn to understand the feelings and
emotions of others. They also learn to make sense of their
own close environment by exploring the various roles that
people play at home and in their local community. Activi-
ties are based on popular topics such as families, homes,
animals and transport.
LEGO Education Centers
Our World
Children aged 6 to 9 years naturally develop a growing
interest in the world around them. The activities at LEGO
Education Centers capitalize on this interest. Children are
given opportunities to explore and model objects from the
real world and learn the skills necessary to become expert
builders and designers. They are taught principles of stable
structures and the functions of various components in
creating simple and powered machines and mechanisms.
They learn to investigate principles, test their own ideas
and improve on their own solutions.
World of Inventions
With a sound introduction to construction and mechanisms,
youngsters are ready to move into the world of automation
and simulation. Activities for children aged 9+ are based on
the LEGO®
MINDSTORMS®
range of educational products,
which teach youngsters how to build and program their
own robots to carry out a variety of tasks and functions.
Once youngsters understand the basics of mechanics and
robotics a whole new world of invention opens up to them.
LEGO Education Centers are today established in Japan,
China, Korea, Singapore and Australia. This year the first
center in the US will open in New York City.
27
22. The LEGO Group supports a number of organisations that
stage events designed to stimulate fun and creative lear-
ning in a competitive forum.
First LEGO League
One of the most important community projects for the
LEGO Group is FIRST LEGO League. It’s an international
robotics team competition for children aged from about 9
to 16, developed in partnership between the LEGO Group
and the USA based organization FIRST. The importance
is underlined by the fact that despite living in the most
scientific era ever, in many countries young people are l
ess interested in engineering and the sciences. The Lea-
gue aims to regenerate the interest by challenging groups
to confront real-life issues.
Each year FIRST LEGO League sets a different challenge
for teams to work on, based on a theme. In 2005, the
competition was called Ocean Odyssey. FIRST LEGO
League teams from 23 countries were asked to travel
to the depths of the sea to answer a distress call to find
solutions that will sustain the health, biodiversity, and
31
LEGO®
Competitions
productivity of the world’s oceans for present and future
generations.
World Robot Olympiad
World Robot Olympiad WRO is a parallel organization to
FIRST LEGO League targeting the Asia-Pacific market.
WRO was launched in March 2004 to cater for robotics
fans primarily in Asia and the Pacific. Schools in China,
Hong Kong, Taiwan, Japan, Korea, Malaysia, the Philippi-
nes, Singapore, Sri Lanka, Thailand, Brunei and Indonesia
all took part in the inaugural Olympiad.
The WRO organization is supported by an advisory com-
mittee made up of dealers working for LEGO Education in
Singapore, China, Korea and Japan.
Teams typically rally in schools or after school clubs, and
are supported by adults. Team leaders, many of them
teachers, often report that children become so engaged
that it is difficult to get them to leave the classroom at the
end of the session!