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2011.5. 奧地利 維也納

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這也是homework? YES!

前幾天每人要帶一顆馬鈴薯到學校,今天又每個人帶一顆回家decorate! 不能拿自己那顆,全班隨機拿。Sean說他拿到最爛的那顆(有破皮),回家從塑膠袋拿出來還「流湯汁」>< 老師不准他換一顆,並說這正是發揮創意的好地方,他就找了「繃帶」貼上,表示馬鈴薯人受傷了^^ 老師要他們創造一個獨特的馬鈴薯人,隔天跟班上同學分享『馬鈴薯人的個性』,這好玩吧!一個結合art、speaking的功課,這多元功課、多元學習,我喜歡。


幫馬鈴薯破皮處貼ok繃


幫馬鈴薯人做浴缸泡澡

發揮創意的馬鈴薯原來只是science的「前菜」,下面這段才是『正餐』!教材隨手可得,何須課本,更無需自修評量。沒有「課本」「自修」「評量」,孩子學得比較少?還是學得比較快樂?!答案顯然易見,孩子學習更主動,更開心,更多!

一顆馬鈴薯可以學習數學、科學、觀察、寫作、藝術。Sean何其幸運成為這位老師的學生!我想這課是至少一個月的規劃,慢慢帶孩子學習。台灣課程進度太快,趕趕趕的結果就是每個單元都是重點整理,沒有時間慢慢浸潤或等待學習速度不一的孩子們。放慢腳步,世界更寬廣啊 ^^

以下為老師的每日班訊:
In science, again foundational work for "doing science" well. Each child selected a potato, from the potatoes they donated for this project. Several scientific processes were practiced: looking at the potato (careful observation), drawing the potato, writing words to describe the potato, weighing the potatoes in their table group to determine the heaviest potato. Tape measures were used to find the circumference of the potatoes. Students then did a table survey, and a class survey to determine the "favorite way" to eat a potato--mashed, baked, or fried. Each child created 2 bar graphs to record the data. The data was discussed, and the children discovered errors in their data collection. We discussed the importance of double checking our data to make sure it is accurate.
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