Microsofts europæiske lærer konkurrence 2012

Det er ikke bare spændende læringssituationer, Martin Lindved demonstrerer, men en helt ny didaktisk tilgang, som kan danne skole for mange  lærere og pædagoger fremover

Microsofts uddannelseschef

Danmark

2011

I 2009 opfandt jeg sammen med eleverne på Kirstinebjergskolen , daværende Skansevejens skole i Fredericia, Den digitale Junglebane. sammen med eleverne kaldte vi den først den digitale tarzanbane, men da Disney har rettighederne til navnet Tarzan måtte vi ændre navnet til Den digitale Junglebane.

Modellen blev hurtig en succes på workshops rundt om i landet og da Microsoft, sammen med Danmarks It-vejlederforening udskrev en konkurrence i IT-didaktik, lavede jeg et projekt med den digitale junglebane, der efterfølgende vandt. Den digitale junglebane deltog derefter i den Europæiske konkurrence i Lissabon.

På siden her kan man læse om projektet og få et indblik, hvordan den digitale junglebane startede og hvad den kan gøre for din undervisning.

 

Beskrivelse af innovative undervisningsforløb

IT og Bevægelse

En anderledes tilgang til Implementering af skolens IT ressourcer fra skolestart

af Martin Lindved, Skansevejens Skole Fredericia

 

 

 

IT og Bevægelse

En anderledes tilgang til Implementering af skolens IT ressourcer fra skolestart

I projektet her, har jeg valgt at tage udgangspunkt i et dansk fagligt forløb, da de faglige mål fra skolestart ligger meget vægt på elevernes læsekundskaber. (Med henvisning til Børnehaveklassens fællesmål 2009) Den grundlæggende idé med IT og bevægelse har dog til hensigt, at kunne bruges uanset fag, ressourcer, rammer, klassetrin eller de enkelte elevers forudsætninger.

I projektet her arbejdes der med:

Fag:

Dansk

Klassetrin:

Børnehaveklassen

Elev forudsætning:

Ingen – undervisningsforløbet er tilpasset klassetrinnet og den enkelte klasse.

Tidsforbrug:

2 undervisnings timer.

Ressourcer:

Tablets, pc, Alfabettastaturet, Smartboard, Xbox 360 Kinect foto og videokamera eller andet It udstyr fra skolen.

 

Udover overstående bygger projektet på, at der arbejdes med det, man i forvejen har i klassen. Så som møbler, undervisningsmaterialer, legetøj, opgaver osv. Her er det den enkelte lærer, der gennemtænker forløbet, så det tilpasses den givne undervisning.

I projektet arbejder vi med Fonologisk opmærksomhed, skrivning og den første læsning.

Beskrivelse af forløb

Fra skolestart er der mange ting eleverne skal forholde sig til. Det er ofte her de fleste børn, for første gang i deres liv, oplever udfordringen ved, at starte et helt nyt sted, med nye rammer, nye kammerater og nye voksne. Fra 2008 blev kravene skærpet til børnehaveklassen og langt større faglighed har derved bredt sig til de yngste klasser.

Selv om eleverne møder store udfordringer både socialt og fagligt, så har eleverne der starter på skolerne i dag, helt unikke og specielle kompetencer. Det er første gang vi får generationer i skole, der aldrig har kendt til andet end touch screen, internet og 50 tv kanaler. Det er IT kompetente børn der giver skolerne muligheden for, at arbejde med IT, allerede fra skolestart. Redskaber der på længere sigt kan hjælpe mange børn og lærere til en bedre læring.

I dette projekt har jeg valgt, at beskrive et forløb, der har fokus på læring med udgangspunkt i børnenes leg, forståelse af den digitaliserede verden de lever i og ikke mindst børns behov og lyst til bevægelse.

I starten af forløbet havde jeg fokus på drengene. Mit mål var, at lave en drengevenlig tilgang til læring og IT. Men virkeligheden var bestemt en anden, da projektet viste sig, at have lige så stor effekt, om end ikke større effekt, hos pigerne i klassen.

 

Den digitale Junglebane – En didaktisk undervisningsmodel

Den bedste læring og undervisning sker når eleverne inddrages i processen og der tages udgangspunkt i deres ideer. Tarzanbaner i idrætstimerne er altid meget populære og ved at koble brugen af IT med Tarzanbanen, havde vi den første undervisningsmodel klar.

Idræts undervisningen flyttede ind, side om side med dansk undervisningen. Tarzanbanen blev udgangspunkt for en ny form for undervisning med IT som redskab, idræt som model og den første læsning som det faglige mål.

Junglebanen

Når vi skal lave en Junglebane i klassen, udarbejder jeg det faglige mål først. I dette tilfælde skal eleverne arbejde med vokalerne og deres lyde. Jeg finder det undervisningsmateriale frem som vi normalt vil bruge og laver det om til enkelte poster til junglebanen. Dernæst overvejer jeg, hvilke IT ressourcer eleverne skal have erfaring med og hvilke programmer der understøtter undervisningen. Når timen starter stiller jeg de enkelte poster op i klassen og eleverne hjælper til med at lave junglebanen, så hver enkelt post er forbundet som vist i eksemplet.

Når vi arbejder med bevægelse er det vigtigt visuelt, at forklare og vise eleverne, hvordan junglebanen skal gennemføres. Det er ikke nok blot at snakke sig gennem banen, man skal som lærer være parat til, at kravle under bordet, hoppe på pladerne og kaste med ærteposer. På den måde fanger de fleste elever hurtigt ideen og undervisningen kan begynde.

Jeg har med stor succes arbejdet med junglebane modellen i min undervisning og bevægelses elementet, stimulerer læringen på en rigtig positiv måde.

 

 

 

 

 

 

I vores nyeste projekt med junglebanen skal vores venskabsklasse. En af skolens 7. klasser rundt på en digital junglebane og hjælpe elverne i børnehaveklassen med at læse, skrive og forklare enkelte tekster.

Grundideen er, at eleverne i børnehaveklassen lærer af ældre elever, hvordan man bruger lyd, billeder og tekst via skolens IT ressourcer. På junglenbanen er der stillet et kamera op som optager hele tiden. Her skal eleverne forklare deres tekst. Der er pc’er, hvor en lille sætning skal skrives. Der er projekter, hvor man skal skrive videre på en lang historie som alle kan se, tre ord skrives ned når eleverne kommer forbi på junglebanen.

Ud over samarbejde på tværs af klassetrin på skolen, så påtænker jeg også at bruge Skype i et forsøg på at guide en anden børnehaveklasse igennem en junglebane.

Junglebanen har udviklet sig til andre modeller, som jeg også har afprøvet i klassen med samme succes.

 

 

 

 

Her ses værkstedsmodellen og stafetmodellen – alle tre modeller har hver deres kvaliteter til den daglige undervisning, hvor IT bruges fra skolestart og hvor læring gennem bevægelse, leg og samarbejde sættes i fokus.

 

Hvordan gjorde IT en forskel?

IT elementet i junglebanen åbner op for dimensioner i undervisningen der ellers ikke ville være muligt. At kunne visualisere skriftsproget på pc, kaste med bogstaver på smartboardet eller redde straffespark på Kinecten, mens man siger alle vokalerne højt. Alle disse IT elementer får historien, legen og fantasien til at udfolde sig i den givne læring. Der er ingen tvivl om, at IT gør en forskel i undervisningen med junglebanen. Eleverne bliver nu fortrolige med nye programmer og hardware på en mere legende og sjov måde, hvor samarbejde bliver en nødvendighed for, at kunne komme videre til næste udfordring på banen.

De fleste arbejder med IT siddende, hvor hver elev har sin egen PC. Som lærer er man på overarbejde, hvis alle 24 computere skal køre. Via junglebane modellen oplever jeg en anderledes læring, hvor eleverne hurtigere bliver fortrolige med skolens IT ressourcer og hvor man som lærer får tid til, at iagttage og give positivt feedback på elevernes arbejde. Eleverne bliver selvkørende og hjælper hinanden med de problemer der opstår undervejs. Mest af alt fordi de er i konstant bevægelse og ikke kun sidder foran deres egen skærm. Alle hjælper alle.

Junglebanen har åbnet en ny dør til de erfaringer og egenskaber de enkelte elever har med de digitale medier. Gennem samarbejde og kommunikation gives denne viden videre fra elev til elev. Børnene kaster sig glædeligt over den næste digitale udfordring på Junglebanen. Alt imens de leger sig til ny viden og læring, samt bliver fortrolig med skolens IT udstyr.

 

Børnehaveklassens fællesmål

Det praktisk/ musisk

Undervisningen tilrettelægges, så børnene får mulighed for med alle sanser at erfare, at viden, indtryk og oplevelser kan erhverves fra forskellige udtryksformer og medier, herunder billeder, musik, sange, film, fortællinger i talt og skrevet sprog og dramatiske optrin. Børnene gør selv erfaringer og eksperimenterer med at anvende disse udtryksformer både i voksenstyrede sammenhænge og i frie aktiviteter på eget initiativ.

 

Faghæfte 48

Mit fokus i projektet ligger under temaet

Kommunikation, vidensdeling og samarbejde

 

  • at kunne udnytte og overføre kompetencer fra kendte

til nye brugergrænseflader og interaktionsformer, og

derved selvstændigt udvikle it-kompetencer og it-dannelse

 

  • at kunne beherske kontinuerlige, foranderlige og

uformelle læringssituationer – med andre ord udvikle

kompetencen “at lære at lære”

 

  • at blive fortrolige med de samarbejdsformer, samarbejdsmuligheder

og den dynamik, der åbner sig ved anvendelse af it

og web 2.0 i gruppearbejde, projektarbejde og lign.

 

Endelig er det vigtigt at holde sig for øje, at selv om kommunikation

i dag foregår på mange forskellige måder via mange kommunikationskanaler,

er beherskelsen af det skrevne sprog en grundforudsætning for at kunne

udnytte de mange nye muligheder optimalt.

Her ses en af de allerførste digitale junglebaner jeg afprøvede i klasselokalet.

 

 

 

Hurtige regnestykker på et smart table

Det er vigtigt visuelt, at forklare undervisningen når der arbejdes med bevægelse

 

IT ressourcerne kan også inddrages i idrætshallen

Ved hjælp af Lego klodsen arbejdes der med IT både offline og online – Lego tilføjer endnu et legende element til undervisningen

De ord der er skrevet på pc’en hoppes efterfølgende på det store gulvtastatur

Jo flere forhindringer, mellem hver post på den digitale junglebane, jo bedre.

Faktuelle oplysninger

Det efterfølgende afsnit er på engelsk og blev udarbejdet i forbindelse med den europæiske konkurrence i Portugal 2012

forside mS 2012

The Digital JungleTrack –   Creative ICT Classroom management

A different approach to the implementation of the school’s ICT resources from starting in school

 

Educator(s) Martin Lindved
School Skansensvejens School, Indre Ringvej 175, 7000 Fredericia, Denmark. The teaching foundation of the school is built on a creative -musisk profile which allows teachers as well as students to act on there creative side in all classes. Thinking out of the box and making a creative learning environment is what makes our school a place for all kids and teachers.
School Website http://www.skansevejensskole.skoleintra.dk/
Content/Subject Areas http://www.børnehaveklasseleder.dk

http://www.itibevægelse.dk

 

Age/Grade level The students are the age 6 till 15 years old
Project Objectives The project it self has the objective to implement our Schools ICT resources from the pupils first years in school. The project is based on the belief that by letting the children play and using they hole body actively, they will have the most effect Learning.

 

ms 1

 

 

Project DescriptionfodsporIMG_6306 The Digital Jungle Track Creative ICT Classroom management The idea is to turn the classroom into a learning track were students move around and collaborate on different exercises.. Some are physical obstacles, some are a challenge using ICT. The target is both collaboration and learning the subjects matters. The inspiration is the classical gym class track – in Denmark called a “Tarzan Track”

Description of the process

From starting in school there are many things pupils have to relate to. This is often where most children, for the first time in their lives, experience the challenge of starting in a totally new place with new boundaries, new friends and new adults.

From 2008 the demands on the pre-primary class were tightened in Denmark and much greater professionalism has in that way spread to the younger classes. Although the pupils meet great challenges both socially and educationally, the pupils starting school these days have unique and special skills.

For the first time we have generations attending school, which have never known anything other than touch screen, Internet and 50 TV channels. It is ICT competent children that give schools the opportunity to work with ICT, right from the start of school; tools which in the long term can help many children and teachers to better learning. In this project I have chosen to describe an approach that focuses on learning based on children’s play, understanding of the digital world they live in and especially children’s needs and desire to be active.

It’s not just a project but rather a new didactical model that I use in many different learning activities.

This is my project The Digital Jungle Track

 

The idea

I was curious about this development and thought we might be able to exploit pupils’ ICT skills right from the start of school. When teaching I use a lot of active learning because it gives tangible results of student learning, particularly among the youngest students. I therefore thought about an idea that could get more active learning into the classroom when working with computers, tables, ect. In physical education classes I have experienced for several years that the students love making Tarzan Courses with all the gymnastic equipment. Here the idea for the project started and the foundation of a new educational model was established.

The main elements of the digital Tarzan track is the obstacles and the path of obstacles. Also the digital tarzan track never stops, because the track is connected in a ring. Thereby students can practice again and again when the same obstacle and learning is repeated round after round. The last element is the cooperation and communication that happens when students move around on the DTT (digital Tarzan track). My thought was to get these three learning elements into my regular teaching when working with ICT High activity level, many different tasks, as well as communication and cooperation.

At the beginning of the process I had a focus on the boys. My goal was to make a boy-friendly approach to learning and ICT. But the reality was certainly different, since the project turned out to have as great an effect, if not an even greater effect, among the girls in the class.

 

IMG_6272

 

The digital Jungle Track – A didactic teaching model

The best learning and teaching occurs when the pupils are involved in the process and it is based on their ideas. JungleTracks in physical education classes are always very popular and by linking the use of ICT with the Jungle Track, I had the first teaching model ready. Physical Education moved in side by side with all kinds of School lessons. The DTT  became the basis for a new form of teaching with ICT as a tool, sport as a model and the start of reading as the professional goal.

The Digital Jungle Track

When we make a DTT in the classroom, I prepare the professional goals first. In one case, pupils will work with the vowels and their sounds. I find the educational material which we would normally use and transform it into individual stages for the DTT. Then I consider which ICT resources the pupils must have experience with and which programs support the education. Once the class starts, I put up the individual stages in the classroom and the pupils help to make the DTT, so that each item is connected as shown in the example. When we work with movement, it is important visually, to explain and show the pupils how the DTT should be completed. It is not enough just to talk through the course, as a teacher you must be ready to crawl under the table, jump on the boards and save balls on the Xbox with the whole body. In this way most pupils quickly get the idea and the teaching can begin. I have worked very successfully with the digital Tarzan track model in my teaching and the elements of movement stimulate learning in a really positive way.

The Activity level in each individual student is very high when I use the DTT as a didactic model. The method gives renewed energy all through the class and pupils arrangement is high. The advantages of being able to add movement to the teaching is undoubtedly rewarding. The fact that ICT is being used actively and the students move from task to task, challenge the childrens readiness for change. The repetition of each task ensures an understanding of the students learning process.

The DTT model is not only limited by special computer classes or large classrooms. Quite a few square meters of space and a few ICT resources, can quickly be converted into a moving environment and make even the most boring classroom exciting, inspiring and instructive in the use of the school’s ICT resources.

 

Evidence of LearningTarzan-står How did ICT make a difference?

The ICT component of the DTT opens up dimensions of teaching that would not otherwise be possible: being able to visualize the written language on the PC, throwing letters onto the smart board or saving penalties on the Kinect while saying all the vowels out loud.

All these ICT elements make the story, play and imagination unfold in the specific learning situation. There is no doubt that ICT makes a difference in teaching with the DJT. The pupils are now familiar with new programs and hardware in a more playful and fun way in which cooperation becomes a necessity for being able to move onto the next challenge on the course.

Most work with ICT sitting down, where each pupil has his or her own PC. As a teacher you are working overtime, in the pre-primary class if all 24 computers must be running. Via the DJT, I experience a different kind of learning where students more quickly become familiar with the school’s IT resources and where a teacher has time to observe and give positive feedback on the students´ work.

Children are self-motivated and help each other with the problems that arise along the way by working together, mostly because they are in constant motion and not just sitting in front of their own screen. Everyone helps everyone.

A new Window

The digital Jungle track has opened a new window to the experiences and skills which the individual pupils have with digital media. Through cooperation and communication this knowledge is passed on from student to student. The children throw themselves happily over the next digital challenge on the DTT. All whilst they are playing their way to new knowledge and learning, and becoming familiar with the school’s ICT equipment.

To get an idea of how the DJT works, watch the video

http://www.pil-network.com

 

IMG_6276

 

Knowledge Building & Critical ThinkingExtended Learning Beyond the ClassroomAbe tegning 14 Involving pupils in their learning process and the effect of the didactic model.

Getting the students to help design each DJT. I involve them in their own learning. When involving the students we can work on how They can make suggestions for changes on the individual Tracks. The changes on the track comes quite natural for the students It is often practical problems such as a closet or a table thatcan not be movedwitch makes the studentsreflect and think of new ways in with the obstacles’ can be built up. Some times the pupils even come with suggestions for improvement to the individual ICT items.

This is where I experience the learning really takes off as the students despite being6 year old kidsare engaged in reflection on and improving on their own learning process.. Even though they are new as learners they are quiteexperinced in playing and gaming, and when the twoare combined they are able toreflect on theirlearnigproces on a quitesofisticated level.

Learning with movement.

My starting point for this project wasthe involvement of movement when using ICT. With the DTT I have now gained movement in the classes. I am now experiencingmuch higher energyamongst the students when we use the computers. I no longer have students who fall asleep at the PC. Instead, I now have students in constant movement working with each other communicating and solving problems. I as a teacher nowhave a different role where I guide and praise more than I teach.

 

Creative and exciting learning environments.

With The DTT as a didactic model I now have a tool that can give life to every classroom with Internet access and 2 to 3 computers. We have also tried using computers in physical education, and even here the digital element adds exciting new challenges. With a focus on pupils learning processes I can now useoffscool learning processes targeted new knowledge and ICT learning in almost any classroom.We already have extended the learning beyond the classroom using Skype and helping develp new tools to education with the new Alpha Key carpet.

 

IMG_6407

 

Collaborationsiddende-fugl-tegning-11 Collaboration and creativity

Cooperation is inevitable when students move around the track. At the various digital obstacles the students helps each other to move ahead on the course. I find that the students always find time to communicate and help each other with the problems they face. In a few cases I have worked with 4 students in teams together.

Students start with the rules I have set up for the given learning. But during the activity I see students finding ways to upgrade the activity so that they can move faster around the Jungletrack. Read more about how they upgrade the activity in the notes below

Without doubt the basic classroom management level has to be in place before one is to start up activities as the DJT. The students needs an understanding of the concept and goals of the learning activity and the teacher must be able to lead and demonstrate the digital possibilities. In our latest project with the DJT, our partner class, one of the school’s 7th grade classes, goes around a digital Tarzan track and helps the students in the pre-primary class with reading, writing and explaining individual texts.

When using the Digital Tarzan track as a cross age learning activity the learning through sharing information, really comes into play.. The older students helps the younger students to better understanding and use of the Scools ICT resurses. And The self-esteem that the older studens gets by sharing their learning experience with ICT is really great to Watch. Especially when the activity is between students of different age levels the collaboration is strong and a key to student success. They have to think and communicate much more simple because of the difference in age and level which strongly enhanced student collaboration and interaction. From my classroom experiences it’s evident that this didactical approach has a great potential for building a space for creative use of ICT in education.

The children have all the skills to work this way from their experiences with playing and learning informally.  It’s simply up to us as educators to utilize the potential and set the framework for innovative use of ICT in the DJT and similar examples using ICT, play and movement in the classroom.

 

 

forside tegning 1

Example of Collaboration

At one point the students had to spell and write words on a single computer on the digital Jungle track. Later on I discovered that one of the groups had discovered new ways to solve the task. One student was writing, one was running on the track and one read the sentences out loud. They utilized each of their resources to the best effect, and thinking creatively about how they could solve the digital task they were given. One of the things we’re working a lot with in the primary grades are collective messages. Although I as a teacher have explained the course and the individual tasks with the whole body and visual examples, there are always a few who have not caught the task. Collaboration between students is evident here. Students who have not quite understood the task is aided by the other children and within a few rounds everybody knows what the task is all about.


IMG_6314

Back in 2012 I went to Lisbon with Microsoft Partners in learning. This was my project. DJT has proven to be, the most playful kind of learning model School Teachers can use when learning the 21st Century Learning skills and beyond.

 

Special thanks to David Gaarde Tschertoks and his crazy ideas on how children should learn now and in the future.

David gaarde

From left: David Garde-Tschertoks & Julich Wiberg “Microsoft EDU-team Denmark”

Photo: http://penalnet.dk/

 

Abe tegning 2Download vores app her fra siden eller find JungleBanen i app store eller windows store