Author: Daicen, iMake Education core staff member, Master of Educational Science & Technology from University of Twente, Master of Educational Psychology from University of Munich, and a former Physics and IT teacher from a well-known middle school in Shanghai.
在过去的一段时间里，我们和耀中国际进行了深度合作，和学校老师一起，为小学四年级的Culture & Celebration (文化与节日) 探究单元注入了新的活力：micro:bit编程。
In the last few months, we have been working closely with YCIS (Yew Chung International School) to bring some new life into the Y4 Culture & Celebration Unit, using micro:bit.
Normally in this unit, students would learn about different festival customs in different culture, and basics of circuitry in festival lights. In the final project demo, students usually do presentations on various festivals and how lights play an important role in them.
The teachers of YCIS Shanghai are not satisfied with this. They would like their students to leverage new technology and their imagination to create a unique light show for their favorite festival.
Jake, YCIS Puxi STEAM coordinator, approached iMake team to redesign this unit together. In the final project, each student group is tasked to:
Use recyclable materials to make a Diorama, that uses sustainable smart lighting to decorate a festive scene."
In five weeks, students in each class learned micro:bit circuit board, IPO (Input-Process-Output) design concept, explored what information can be collected by sensors provided, and learned how to control the ON/OFF, color, and brightness of various LED lights.
These new digital tools opened their eyes to new possibilities, and greatly inspired them to create. They picked up paper and pens, selected sensors and lights, drew designs for their festival dioramas, and started building.
The students are all confident and excited about their work! Whenever our teachers come into the classroom, they will happily cheer: "micro:bit time!"
In learning to program, students also gradually realized that no program can be done in one go. They need to try adding new things one at a time.
During final project display, everyone was very happy and proud of themselves. Even if there were some problems with their diorama, they are not discouraged and always remember what they have learnt in the process.
“本次的教学单元设计是以项目式教学作为理论框架的。第一节课作为引入，来提起学生的兴趣，让学习者熟悉工具，不排斥新内容。紧接着就介绍了所有的传感器，说明了任务，调动大家的积极性，增加了学习的意义。这样在随后的课程中大家才会全情投入，提高内驱力，产生较强的主观能动性，为了自己的项目而努力，不会一味等着老师来帮助。The design of this teaching unit is based on PBL (project-based learning). The first lesson is used as an introduction to arouse students' interest, familiarize learners with the tools, and overcome the fear of new content. Next, various sensors were introduced, and the final task was fully explained to get everyone enthusiastic and understand the reason for the learning. This effectively set them up for success by getting them committed to the result, working hard for their own projects, rather than just waiting for the teacher to help.
The final project display is the climax of the whole unit. After a long time of hard work, the students are more excited than the teacher to see the results of their own learning realized in the works. In the process, they will inevitably encounter problems. Encouraging students to find and solve the problems by themselves is carried out throughout the whole course. Some students even become teachers’ little assistants to help other groups solve problems. Nothing makes us more proud than to see the growth of the students’ learning ability.”