Nuova pagina 1

518288-LLP-1-2011-1-IT-COMENIUS-CMP

Clockwork objects, enhanced learning: Automata Toys Construction in primary education for Learning to Learn promotion, creativity fostering & Key Competences acquisition, with the Education, Audiovisual and Culture Executive Agency.

This project has been funded with support from the European Commission.

This website reflects the views only of the author, and the Commission cannot be held responsible

for any use which may be made of the information contained therein.

with the

contribution of

Piloting with the secondary school - Alivola - Clohe teachers Logbook

Step	Clohe teachers Logbook
1	November 15, 2012 - Presentation of the project by the school teachers (Laura Lapalorcia and Stefania Cesare) and first workshop with secondary school students 14 to 14.30 meeting with school teachers: - Setting of school teachers: they will introduce the workshop directly. Clohe teachers: Guido will record the session on a notebook, while Luca will make photos and videos. Guido and Luca will help if necessary. 14.30-16.30: workshop with the students: - Participants: 19 students: 5 girls, 14 boys. 6 are of not Italian origin. - Setting: groups of 2 students in each table. Materials on the table. Teachers they made an introduction to the Clohe project. - Actions: Inductive Teaching Method. Clohe Teachers show 2 automata whose mechanism is hidden. - Actions: Guess the mechanism, drawing the various hypotheses on the Clohe logbook. We give everyone the materials needed to test the various hypotheses practically. Everyone designs and builds its automata and invented the moving figures with free theme. - Comments: interest, curiosity, positive motivation, disciplined work, collaboration. - What can be improved: we would not confirm the pairs already formed in this session. The next time, we will give a theme for the session. 16,30-17,30 meeting with teachers after school laboratory: Positive evaluation of the session: we decide together the themes for the next sessions (animals, air, water, seasons, christmas, sports) and recycled materials for the next meetings.
2	November 22, 2012 - 2nd workshop with secondary school students 14.30 - we show the automata "Left and Right" with the mechanism hidden 15.55 - almost all boys have noticed that the movement, in addition to being left and right, is also upwards and downwards. We suggest they start by the automaton of the previous workshop. 15.00 - the first pair of students understands the mechanism and starts stitching the wheels 15.05 - other pairs of students sense that the hole on wheels is eccentric 15.15 - almost all the guys were able to finish the mechanism. Note: familiarity with the mechanism is increased, all of them assembled and dismantled their automata very quickly. 15.30 - almost all the students are facing the creative part. Giving not to much attention to the drawing, they all begin directly by cutting the rubber sheets. 15.40 - working on the artistic side we try to stimulate the creation of three-dimensional figures, folding on themselves sheets of rubber or dividing a "snake" in parts to make the movement more sinuous. 16.00 - various difficulties in the construction of three-dimensional objects with sheets of rubber. Resolve folding the sheet sticking or several layers of rubber. 16.15 - presentation of the automata based on the today theme: animals. Difficulty detected: - Students must decrease the weight and size of the artistic part over the mechanical one. - Find a way to put the sticks in the wheels: mark the center - Form to be given to the wheels: through the bottle cap and a bic pen - The glue paste sometimes even what should not be glued: we must work slowly and with more attention Achievements: - The guys have managed to create three-dimensional figures also applying decorations. Almost all the mechanisms are working well .
3	November 29, 2012 - 3rd workshop with secondary school students 14.30 - We start by presenting the new mechanism: Today we introduce a fundamental mechanism, which is used in many variations, in at least half of the automata of the Museum. It is the mechanism called "cam high" or cam low ", where a rod moves from left to right and up and down. The movement from left to right and vice versa is much more accentuated as the pivot point is away from the cam. 14.50 - The first group of students discover the functioning of the mechanism 14.55 - Other groups also approach the solution 15.10 - Still some groups have difficulties and are guided, for example by inviting them to play inside the outer wheel. Tell the students that with this mechanism they can do various kinds of automata, for example by tying some parts of the figure with wires or with rubber bands or with iron yarn. Only a group collects the suggestion and builds a bird with wings in motion (wings with a certain elasticity held in check by two elastic straps). So we propose to talk again of this mechanism with the constraints at the end of literacy, just before the visit to the museum (real or virtual), so that the kids can watch the automata that use this mechanism, with other eyes. Eventually all have built their automata and everyone understood the mechanism.
4	December 6, 2012 - 4th workshop with secondary school students 14.30 - The school teacher Stefania Caesar introduces the mechanism of the cam piston. The movement that is obtained is a linear movement. We show an automata whose mechanism is hidden. 15.00 - The mechanism is difficult to conceive and even the "experts" need time to find out. 15.30 - All groups arrived, with difficulty and some help, on the solution. Today's theme is "Christmas", and then the figures that are made are fir trees, reindeer, sleighs and Santas. Our impression is that the time is always short: in practice we devote an hour to the discovery and construction of the mechanism and one hour to the construction of the figure, the decoration and assembly of the whole. The guys are always very focused and fast.
5	20 December 2012 - 5th workshop with secondary school students This is the last meeting before Christmas, and we thought that instead of building another mechanism, we will visit the Clohe website and the part of the site which relates to the construction, so that the boys, if they want to, they can visit it from home during the holidays. We'll see what results to return to school. In a previous workshops we have verified that show an automaton, and then ask to draw the mechanism, no longer seeing the automaton, is by no means a given. There is a big difference between looking and seeing, and there is often a need for continual coming and going between the object and the sheet to faithfully reproduce a mechanism.
6	January 10, 2013 - 6th workshop with secondary school students 14,30 - Introducing the lever we introduce also the idea that the lever is not necessarily "internal" to the mechanism but it can also be external (for example, an arm moving). 15.00 - Like its predecessor, this mechanism is not readily understandable, but the boys were able to visit the website Clohe during the Christmas holidays and we realize now that are much safer. Design and testing go together. Although students have visited the site and know what to expect, we know that there is a difference between understanding how a mechanism and remember, without seeing them, all the details of its construction. This requires a lot of attention and a continuous feed-back between gaze and memory during the observation. 15.30 - All the mechanisms have been realized. Today we asked one of the students, who had made the first mechanism, to help the other fellow. The reference is to the "letter to a teacher" Don Milani, and the school of Barbiana www.barbiana.it. In this way the different skills (imagination, creation, creative imagination, attention, etc.) of the students pass each other in a horizontal manner through the themes: mechanism, history, decoration, figures, characters ... 16.00 - Some students have brought from home materials to be recycled. This is a sign of participation in the workshop and also a signal for reading objects with different eyes. What we wanted to ... Difficulty: understand the mechanism. Even the time, which is always short.
7	January 24, 2013 - Creation of the stories - The key steps of the stories It 's time to create stories: we ask the students to form groups of three and create a story. After creating the story we ask them to divide it into 4 or 5 key steps, each of which will be an automata. Here are the stories, divided into key steps: The hunter and the bird. 1) There was once a hunter. While hunting he heard a woman singing. Intrigued came to singing and saw that it was a bird with feathers of gold, and he was singing. The bird saw him, and fear flew away, dropping one of his feather. The hunter took the feather and followed the bird, which went into a cave. 2) In the cave, the bird perched on a rock, stuck up on the wall of the cave. The hunter, following him, he saw a werewolf, and immediately took his sword and tried to hit the big wolf. 3) However, in combat, the werewolf hunter wounded in the chest, nearly killing him. 4) The Deer Hunter, he hears a voice in his head telling him to eat the golden feather. He, now, eat the feather that gives back the forces and heals the wound. It is back together, and with a stroke of his sword, cut the head of the werewolf. 5) The bird becomes a beautiful woman and the hunter marries the woman and the two lived happily forever. The carpenter and the blacksmith. 1) A carpenter wanted to build a device that did everything he asked. He wanted it to help him to build furniture, because he was a carpenter. Built the devide: 2) the machine goes crazy and does nothing of what the carpenter asks. The machine grabs the carpenter and rattles hime here and there and he hurts so much. 3) At this point goes in search of a blacksmith who could help him to improve his device. 4) after a while he to find a blacksmith. 5) Together they adjust the device and now goes great: setting the table, cooked, cleaned the house, took the dog for a walk and shopped, and now the carpenter could relax. Moral: Unity is strength. A hat and a drop. 1) One day a drop of rain was very sad because it did not know who to play with. After, the drop fell on a hat, then drop spoke to him and said. "Hello! Which is your name?" and the hat says, "My name is hat" 2) Finally, the drop and the hat became friends, they always played and will not ever leave. but at some point 3) the hat falls and hurts himself, then drop helped him to get up. When the night passed, the hat fell out again though, slamming, hat lit up and 4) turned into a glove, after 5) hat he forgot everything, even that the drop was a friend of him. Then the hat went forth. Finally, the drop is again all alone. The captain. 1) One day the captain Hoff fell from his ship and was dragged by a shark in the water to the bottom of an ocean. 2) The shark was about to bite but his brother Armando with an ax he cut under the shark fin that ran away. 3) Armando reported Hoff, now airless, on his ship. Armando accompanied his brother in his house, where they spent a lot of time. 4) After he had been in the house of Armando, Hoff went fishing into the ocean where, however, the shark was waiting for him. 5) The shark found Hoff and his brother, but Hoff takes a harpoon and stick it in the shark out of the water by holding it up to choke him and that's the end of the shark. Jack and the dog. 1) There was once a man named Jack who was married to a beautiful woman. One day Jack came back from work and did'nt finds his wife. 2) Jack worried and goes looking for her. Looking and looking jack do not found her, but located in a forest a beautiful dog. Jack comes home all sad, but this beautiful little dog follows him as if she knew him. 3) Then Jack made her enter. Jack feeds the dog, trafficking well, takes a bath. One night the moon was colored red and this dog was transformed into Jack's wife. Then Jack gets up that morning and does not find the dog, but is attracted to a song that comes from behind his house. Jack, intrigued, goes to see and find his wife. Happy to embrace her and they lived happily ever after. A shark in big game hunting. 1) A shark goes hunting and finds a nice big salmon and does not hesitate to attack him and kill him but there comes a seagull that starts to rip large pieces of salmon. The shark turns and ends the salmon with one bite. 2) The Seagull begins to tease the shark: "I can fly and you'll never catch me, I have teeth more pointed." 3) The shark gets bored and challenge the gull to those who took more fish in an hour. The shark was committed to the maximum, while the gull fell asleep. 5) The shark took seventeen fish, and the gull anyone, and the shark ate it and here comes the saying that those who snooze, you lose. Horse, man and donkey. 1) There was once a man who met a donkey, and he saw that his size was too small to be able to take, because he needed a strong beast, and capable of facing unknown dangers. He left the donkey and went away. During the trip thought back to his position as knight and realized that this was not his destiny, but wanted to become a farmer. 2) He returned to his village and saw a horse, very nice. He thought that having renounced his office did not need a more powerful beast. And he remembered the donkey. 3) He went back on his road and saw that he was dead, he had a wolf bite. Opportunities should be taken on the fly and a once in a lifetime. 4) He returned to the village to look for another animal and saw that the horse was gone now, he had bought a mercenary. The man, completely devoid of future dreams and hopeless committed suicide with a knife in his throat. 5) The human spirit is still wandering in the village in search of a strong and powerful beast. Off and Armando in the country of the orcs. 1) Off and Armando were on a ship but Off was captured by an ogre, which led him to his city. 2) The ogre asked Armando and Off if they wanted to take a bite of shark-based blood, vomiting of unicorn and dragon boogers to grow wings and make them muscular and giants. However, reminds them that the effect only lasts a week. They accepted right away and then returned to their world. 3) Along the way, they found a seller of steam dragon languages . They bought two, but since they were allergic, languages made the teeth too sharp. 4) Going back into their world met a whale shark that was a small thing for their powers. 5) The days passed and the captain taught his brother how to fish, but while fishing the effect of the sting ended. Off and Armando had the memory of a rocking week!
8 9 10 11	January 31, 2013 - Creation of the automata of the stories: 1st step February 14, 2013 - Creation of the automata of the stories: 2nd step February 21, 2013 - Creation of the automata of the stories: 3rd step February 28, 2013 - Creation of the automata of the stories: 4th step Creation of the automata of this step of the story for all groups of children: 1- the mechanism of each step of the story is drawn in the notebook. 2- Start the work of construction of automata: the first step is the assembly of the box. 3 - Design of the mechanism and pasting the first parts. 4 - Cut out of the characters and of the "stage machinery". First tests in mouvement. 5 - The automata of this step are ready. This pattern will repeat the same for all the story steps. What will change will be the increased confidence that the students are catching up with all the various aspects of the project, as you can see from the video made: the ability to imagine, design drawing, design, build, implement a mechanism, characters, a setting are becoming more and more natural.
12	7 March 2013 - EU Video sharing - Wiki - Web and completion of some automata This day is used to browse the Clohe website and the Clohe Wiki. In this way students "discover" the automata made by other boys participating in the project Clohe in Europe, and find a way to upload their own content on the Wiki. Some guys use the time to finish some automatons, and to "prove" the whole story.
13	14 March 2013 - Work sharing with other groups of the class On this day, the groups have already completed the construction of all the automata of the stories and show their work to other members of the class group. It 'a way to socialize experiences, sharing their work, experiencing their ability to formulate a content transmitted to others.
14	19 March 2013 - Work sharing with other students and teachers of the school Open day: on this day the class working groups show their work to the other kids and other teachers of the school. Both the other students that teachers are interested in this new "strange" teaching and make flatterin judgments on the work. For the first time some of our students are in "chair", explaining their work to others, students and teachers. They must then look for the methods of effective communication to other persons with whom they do not have the same confidence that they have with their classmates or their teachers.