General Objectives of Mind Lab Curricula from Y5-Y7. Specific Objectives of Mind Lab Curricula from Y5-Y7

Transcription

1 General Objectives f Mind Lab Curricula frm Y5-Y7 t further the cnslidatin and develpment f cncrete peratinal thught t enhance actin strategies regulated by the rules f the game and the actins f ther players t develp the skills t deal with the rules f the games in an perative way t help vercme cncrete thught limitatins t develp deductive - hypthetical thught t enhance the prcess f cnscius decisin making t enhance cmmunicatin skills - gathering, analysis and expressin f infrmatin t prmte develpment f strategies fr planning and the rderly executin f actin t stimulate the recgnitin and management f available resurces t understand the interrelatins between tactical and strategic plans t prmte reflectins abut the cmplementary characteristics f the persnal and the cllective t develp skills t deal with frustratin and satisfactin Specific Objectives f Mind Lab Curricula frm Y5-Y7 Year 5 Curse 1 Infrmatin Analysis t enhance data cllectin, analysis and transmissin skills t further effective cmmunicatin, highlighting different ways f cmmunicating t prmte the identificatin f questins leading t precise answers which serve as reference pints t lgical cnclusin t reflect n the prcess f making decisins t prmte awareness f the imprtance f teamwrk as a strategy t reach a cmmn gal Year 5 Curse 2 Resurce Management t enhance the systematic gathering f data fr preparing a lng-term plan t prmte cnsideratin f planning and management f resurces, especially when scarce the develp the establishment f secndary bjectives as a way f reaching the main bjective t build deductive and hypthetical thinking frm the analysis f data and experiences t prmte anticipatin f pssible difficulties and their implicatins Year Six Curse 1 Advanced Thinking Skills t develp data identificatin and rganisatin skills t enhance the use f tempral and spatial rientatin and perceptin t learn analyse and understand a situatin t imprve actins based n planning, cnsidering multiple surces f infrmatin and managing available resurces t manage actin and waiting as planning strategies t prmte cperatin and harmnius interactin t jin frces fr a cmmn gal

2 Year Six Curse 2 Frward Planning t enhance the search fr clues in rder t lcate relevant data in a systematic and rganised way, priritising the gals f the task and crrelating varied infrmatin t build mental images t guide the planning f future actins apply strategies and methds fr managing resurces in the shrt, medium and lng terms t frmulate and verify hyptheses in unknwn situatins t make planning mre flexible, adapting t new cnditins determined by the envirnment r ther variables Year 7 Curse 1 Benefits f Cllabratin T enhance spatial tempral rientatin elements by strategically using bard cnditins (reality) and mvement pssibilities (actins) bth ne s wn and thse f thers t internalise and use cncepts t predict and cntrl (when pssible), understand and reslve situatins t recgnise and value f the rules and wrth f every different member f a grup, integrating persnal and scial dimensins t act c-peratively as a team t prmte awareness f cgnitive, emtinal, scial and ethical prcesses which pervade the relatins with neself and ne anther Year 7 Curse 2 Decisin Making t enhance selective gathering f infrmatin in a systematic way, guided by the pursuit f gals t develp planned actins by building, lgically analysing, cntrlling and rganising prbable hypthses t prmte decisin-making cnsidering different pssible chices, prbability calculatins and the advantages and difficulties f different parts t reflect n persnal cmmitment and respnsibility regarding chices made cnsidering persnal bjectives as well is the needs and rights f thers and f the envirnment

3 Critical and Creative capability links Inquiring identifying, explring and clarifying infrmatin By the end f Year 6 students: Identifying, explring and clarifying questins and issues pse questins that identify and describe issues beynd their immediate wrld (eg Cartagena issues f pirates, jailbreaks, resurce management) priritise ideas and select infrmatin t frm a cnsidered and/r creative respnse t an issue (fr example giving reasns fr placing a barrier r mving a piece in Quridr. Analyse prblems by identifying relevant and irrelevant infrmatin, Da Vinci, David and Gliath, Set, Rush Hur, Treasure Island) Gathering, rganising and prcessing infrmatin identify and categrise infrmatin frm multiple surces (the identificatin f infrmatin frm a bmbardment f data in Red Card) sequence, paraphrase, elabrate r cndense infrmatin frm a range f surces (use f the methds t develp a tlkit, shrt-circuiting and allwing students t transfer between a range f ptins metacgnitin in actin) Transferring knwledge int new cntexts apply knwledge gained frm ne cntext t anther unrelated cntext and apply new meaning (fr example cnsidering the relatinship between the Detective Methd emplyed in Rush Hur and its implicatins fr breaking dwn a prblem int smaller manageable parts recursin in Maths, planning an essay in English, learning prnunciatin in language using Mancala can be an excellent way t illustrate and reinfrce the principals f crrect mve rder when teaching students abut rder f peratins in maths.) Generating innvative ideas and pssibilities By the end f Year 6 students: Imagining pssibilities and cnsidering alternatives create analgies by matching tw ideas in cntext (fr example using Mancala t determine and discuss the cncept f mve rder in the game and in life situatins) use a range f visualisatin strategies t challenge and investigate pssibilities (fr example Thinking Tree methd, evaluating a range f ptins prir t mvement in game r actins in prblematic scial situatins) Seeking and creating innvative pathways and slutins recgnise there are multiple chices fr slving a prblem and imagine utcmes f these pssibilities (fr example generating and building n varied pssible slutins in a prblem that affects their lives stplight methd, detective methd, thinking tree methd) engage in challenging situatins, and persist with generating new appraches when new ideas d nt wrk (eg persisting with an idea when cnducting an investigatin and seeing failures as challenging secnd and third games reflect the persistence in the game, but als within the game)

4 Suspending judgment t visualise pssibilities set their judgments t ne side t cnsider alternative ideas and actins (fr example taking risks when mving frm the private dmain t the public dmain in Squeeky, waiting yur turn in Blkus and Cartagena when yu have already identified best fit mve stplight methd things may change) Reflecting n thinking, actins and prcesses By the end f Year 6 students: Reflecting n thinking independently reflect n their thinking, cnsider reasnable criticism and adjust thinking if necessary (fr example identifying where methds f investigatin and inquiry culd be imprved Mirrrs methd, reflective nature f Mind Lab methdlgy drives this cnstantly) frm persnal theries, paraphrase and cnstruct analgies r similes t explain their thinking (thinking becmes mre and mre visible, always engaged in explanatin and challenge f thinking) Reflecting n prcedures and prducts explain and justify actins and slutins against identified criteria (fr example examining their wn and peer respnses within the alternative methds f cmmunicatin game Kara Kupe ) Analysing, evaluating and synthesising infrmatin By the end f Year 6 students: Applying lgical and inventive reasning identify gaps in knwledge and missing elements in infrmatin, seek further infrmatin t make imprvements and use evidence t test prpsitins (fr example assessing whether there is enugh evidence t make a particular claim as in the game Da Vinci Cde where analysis f infrmatin is cnstant and ever changing this is put t the test in each mve made) chse pertinent infrmatin frm a range f surces and separate this infrmatin int smaller parts r ideas (fr example examining surces f evidence t identify similarities and differences Detective methd, applied in many games with transferences) Drawing cnclusins and designing a curse f actin draw n prir knwledge and evidence t frmulate slutins t a prblem (the use f many different games expses the thinking tls t different applicatins, building a student s capacity t dip int the tlkit and emply an apprpriate slutin use cncrete, pictrial and digital mdels t check reasning and mdify actins accrdingly (fr example using visuals f game situatins t check understanding and clarify thinking)

5 Persnal and scial capability links Self awareness By the end f Year 6 students: Recgnising emtins describe and understand their emtinal respnses in varius situatins, including hw emtins are linked t behaviur and learning (Plat Yu can learn mre abut a persn in an hur f play than in a year f cnversatin. The Mind Lab methd is a great vehicle t make these feelings and emtins visible in a nnthreatening envirnment. The fact that mst children lve playing games affrds the game playing experience a head start and games can be used as fabulus prtagnists fr understanding the rle f emtin in behaviur and learning - identify and manage ne s emtins and behaviur - Quridr) Self-knwledge describe and assess persnal strengths and challenges, learning frm success and failure (fr example keeping up t date with the Mind Lab reflective jurnals f their learning, blgging in Y7 describing bth psitive and negative experiences) Self-perceptin recgnise a range f external influences that may impact n their sense f identity (fr example hw they see themselves amngst their peer grups. The multiple intelligence apprach f the game playing experience allws enables many students t display their intelligences where previusly they may have been hidden) Self-wrth demnstrate awareness f persnal habits and behaviur, and factrs influencing their successes and mistakes (set gals take int accunt their challenges and build n their strengths exemplified and ften amplified in the game situatin) Reflective practice reflect n and apply learning t their everyday lives t cnslidate strengths and address challenges (The Mirrrs methd brings this t the fre at all times, fr example perhaps when wrking in small grups, build n their strengths in varius rles, and set gals t develp specific skills the Migrating birds actively teaches these very skills,) Self management By the end f Year 6 students: Apprpriate expressin f emtins draw and understand cmplex cnnectins between their emtins and their behaviur, as they relate t learning and relatinships (the game playing experience again amplifies and makes accessible such expressins f emtin. What may nt nrmally be visible in a student can rise strngly during games and can give ripe mments fr quality scial and emtinal discussin, including when it is apprpriate t share feelingsself-discipline shw self-discipline in rganising their learning (fr example identifying and using strategies t manage time and resurces effectively a fundamental premise f the games, Pyls, Blkus, Octi, Quridr, Olympic Checkers)

6 Gal setting and tracking set and keep track f persnal and academic gals (student reflective jurnals) Wrking independently and shwing initiative recgnise the value f wrking independently, taking initiative t d s where apprpriate (there are mments f independence and interdependence during Mind Lab lessns and games. Each game situatin brings a new pprtunity fr independence student is frequently presented with pprtunities t demnstrate initiative. Cnfidence, resilience and adaptability demnstrate cnfidence in themselves, shwing persistence and adaptability in cmpleting challenging tasks (a majr tenet f the Mind Lab methdlgy, flexible thinking and persistence ften g hand in hand during the game situatin and can be transferred t further life situatins. Scial awareness By the end f Year 6 students: Empathy use listening and bservatinal skills t identify and empathise with the feelings and perspectives f thers in a range f situatins (fr example many f the Mind Lab lessns are intrduced using histrical and cmparative data which sets the scene fr bth the game experience and the transferences t be taken. Identify the perspectives f thers thrugh Red Card) Appreciating diverse perspectives recgnise that scial cues and means f cmmunicatin may differ within and between varius cmmunities, explaining a pint f view that is different frm their wn (skilful use f game strategies by the teacher can actually set the situatin where students are suddenly switched mid-game t play as their ppnent. This in turn pens the dr fr cnversatin and transference n the imprtance f appreciating different pints f view) Cntributing t civil sciety, advcacy fr and service t thers explain and act n persnal rles and respnsibilities in their hmes, schls and cmmunities (fr example in Abalne cnsidering hw persnal and grup chices influence the well-being/resilience f an individual) Understanding relatinships identify the differences between psitive and negative relatinships and ways f managing these (fr example the stplight methd encurages the student t lk at the brader perspective and may pint twards the reflective mirrrs methd and the migrating birds methd f develping team perspective) Scial management By the end f Year 6 students: Cmmunicatin build verbal and nnverbal cmmunicatin skills, such as attentive and reflective listening, participatin in class discussins, presentatin f grup reprts (fr example discussin is fundamental t the Mind Lab methdlgy where students are encuraged t cntribute thus making their thinking visible t all and building n the ideas f thers when develping their gameplay and their appreciatin f transference t ther spheres f life. Kara Kupe)

7 Wrking cllabratively wrk in teams, encuraging thers and recgnising their cntributins, negtiating rles and managing time and tasks (fr example wrking cllabratively t suggest imprvements in methds used fr grup investigatins and prjects - this is built n thrugh a number f games and with particular reference t the migrating birds methd) Decisin making identify and explain hw factrs such as feelings, scial and cultural nrms, and cnflicting pints f view influence individual and grup decisin making (fr example thrugh the game f Red Card where the imprtance f grup relatins is f paramunt imprtance, Can t Stp,) Cnflict reslutin and negtiatin identify causes and effects f cnflict, and use effective strategies t manage, reslve and negtiate these cnflict situatins (fr example games are a tl which prvide a perfect pprtunity t discuss hw t reslve and negtiate within cnflict situatins and then t transfer this knwledge int ther areas. The essence f allwing students the pprtunity t encunter and wrk with cnflict serves t prvide them with strategies fr identifying issues that cause cnflict and explring hw cnflict can be reslved Psitive strategies fr handling cnflict Pet squares, Wizards, Turtle Race) Building and maintaining relatinships understand the difference between safe and risky behaviurs in relatinships (fr example identifying risks in ptentially dangerus situatins and strategies fr aviding unsafe behaviurs - the use f threats and duble threats in a number f games alng with games such as Can t Stp were calculated risks are needed leads t experience and dialgue n such situatins) Leadership initiate r help t rganise classrm and grup activities, identifying and addressing a cmmn need (schls can pt t identify leaders within Mind Lab classes and in reference t the migrating birds methd students themselves are empwered t chse wisely in negtiating rles. Can t Stp)

8 Ethical behaviur capability links Understanding ethical cncepts and issues By the end f Year 6 students: explain the ethical cncepts assciated with achieving a particular utcme (fr example discussing a win at all csts attitude - the Mind Lab handshake is a strng fundatin n which t build gd practice) explain what cnstitutes an ethically better r wrse utcme t an issue and hw particular utcmes might be accmplished (fr example explring the cnsequences fr individuals f thers actins in the games f Wizards and Cartagena) make relative judgments abut ethical and unethical behaviurs in a range f settings and cntexts (these situatins will re-ccur thrughut Mind Lab lessns meaning that such questins f ethical and unethical behaviur are cnstantly examined) Reflecting n persnal ethics in experiences and decisin making apply and test their understanding f ethical cncepts such as hnesty, fairness and respect in different scial cntexts (fr example the rle f individuals grup games and their values when cnsidering equal treatment f thers, typical example being Red Card, Diamnds, 9 Man Mrris and Backgammn) test their feelings abut and perceptins f ethical and nn-ethical behaviurs in familiar and hypthetical scenaris (fr example What if the rules f a game exclude a student with a disability r a language barrier?) demnstrate awareness f a range f thinking strategies in ethical decisin making (fr example cnsidering alternative perceptins and pints f view, distinguishing relative merits f several ptins - Mind Lab t the fre in this situatin, Detective methd, thinking tree methd, Mirrrs methd, Stplight methd) Explring values, rights and ethical principles describe values and ethical principles agreed in lcal cmmunities (fr example instances where equality, respect, fairness, dignity and nn-discriminatin ccur) explain the rles that rules play in different cmmunities (fr example identifying examples f rules in their wn and ther cmmunities, suggesting reasns fr their creatin - all f ur games prvide multiple pprtunities t understand and determine why rules are crucial t any functining sciety - examined specifically in Quridr were ne f the rules is purpsely nt intrduced frcing an ethical dilemma fr the players). ensure cnsistency between their wrds and actins assciated with rights when interacting in face-t-face and virtual situatins (fr example rle and respnsibility f bystanders in bullying situatins which can manifest themselves in games) identify and explain different pssibilities and pints f view when thinking abut ethical issues (fr example diversity and sciecnmic disparity between grups f peple in Australia) recgnise that using values and principles t reslve ethical prblems and dilemmas is rarely simple (fr example mdifying games t be inclusive, applying ethical principles t reach fair and respectful slutins)