Assessmentapproachesused

Assessmentthatenableslearnerstoseeandappreciatetheprogressthattheyhavemade andpromotefurtherlearninganddevelopment.

• StudentsalsousedtheSolutionFluencytohelpthemplantheprocessandtoensuretheystayedontrack.ThiswasdoneusingGoogledoc.

• WealsoattemptedtousetheMelbourneUniversityCPSonlinetool.Whilethislookedreallygoodandwetesteditwithstaff,theprogramwasnotabletocopewithanentireclassonatonetimeandthestudentsgottotallyfrustratedwithit.Wedidn’tcontinuewithitsuse.

AssessmentapproachesusedAssessmentofstudentachievementagainstgoalsandstandards

• AssessmentRubric– Teacherassessedandeachgroupselfassessedagainsttherubric.

• IndividualandGroupReflectionstask.• TeacherassessedeachstudentusingtheCollaborationNPDLNew

Measure.• StudentsselfassessedusingtheNPDLCollaborationNewmeasure–

Studentversion.

Assessmentapproachesused

Assessmentofstudentachievementagainstgoalsandstandards

• OncompetitiondayeverystudentwasabletovoteforthemostcreativeandinnovativeRubeGoldbergmachine.

• Eachformalsohadawinnerthatwasabletotimemostconsistentlyandaccuratelythe20secrequirement.Therewasthenafinalwithanoverallwinner.

TheImpact(academic– againstthestandards)

Studentname

M/F

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Evidence

Stud A M Top 7.0 Thisstudentshowedthefollowing:• Abletomakeaccuratepredictionsbasedonscientificknowledge.• DevelopedScienceknowledgethroughcollaboration.• Describedclearlyalltheforcesinvolvedintheirmachine.• Planned andconductedarangeofinvestigationsandexperiments.• Communicatedmanyideasandfoundsolutionstoproblems.• Successfullyusedappropriatedigitaltechnologies.• Abletoaccuratelyevaluatethequalityoftheirdataandreflectand

modifyasrequired.

Stud B F Top 7.0 Thisstudentshowedthefollowing:• Abletomakeaccuratepredictionsbasedonscientificknowledge.• DevelopedScienceknowledgethroughcollaboration.• Describedclearlyalltheforcesinvolvedintheirmachine.• Planned andconductedarangeofinvestigationsandexperiments.• Communicatedmanyideasandfoundsolutionstoproblems.• Successfullyusedappropriatedigitaltechnologies.• Abletoaccuratelyevaluatethequalityoftheirdataandreflectand

modifyasrequired.

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AxelandTeamPlanning

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Axel– Collaborativetaskreflection

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AxelandTeamAssessRubric

CarlyandTeamPlanning

Carly– Collaborativetaskreflection

CarlyandTeamAssessRubric

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Stud C M Mid 6.5 Thisstudentshowedthefollowing:• Abletomakesomepredictionsbasedonscientificknowledge.• DevelopedScienceknowledgethroughcollaboration.• Describedmostoftheforcesinvolvedintheirmachine.• Planned andconductedsomeinvestigationsandexperiments.• Communicatedsomeideasandworkedonsolutionstoproblems.• Successfullyusedappropriatedigitaltechnologies.• Abletoevaluatetheirdataandreflectandmodifysomeoftheir

components.

Stud D F Mid 6.5 Thisstudentshowedthefollowing:• Abletomakesomepredictionsbasedonscientificknowledge.• DevelopedScienceknowledgethroughcollaboration.• Describedmostoftheforcesinvolvedintheirmachine.• Planned andconductedsomeinvestigationsandexperiments.• Communicatedsomeideasandworkedonsolutionstoproblems.• Successfullyusedappropriatedigitaltechnologies.• Abletoevaluatetheirdataandreflectandmodifysomeoftheir

components.

IsaackandTeamAssessRubric

IsaackandTeamPlanning

Isaack– Collaborativetaskreflection

Alicia– Collaborativetaskreflection

AliciaandTeamPlanning

AliciaandTeamAssessRubric

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Stud E M Low 6.0 Thisstudentshowedthefollowing:• Abletomakeafewpredictionsbasedonscientificknowledge.• DidnotshowanyScienceknowledgethroughcollaboration.• NotAbletodescribedanyoftheforcesinvolvedintheirmachine• Didnotconductinvestigationsandexperiments.• Didnotcommunicateanyideasandstruggledtoworkonsolutionsto

problems.• Didnotusebasicdigitaltechnologiesforresearch.(bychoice)• Notabletomodifyanycomponents.

Stud F F Low 6.0 Thisstudentshowedthefollowing:• Abletomakelimitedpredictionsbasedonscientificknowledge.• Struggled todevelopScienceknowledgethroughcollaboration.• Abletodescribedoneoftheforcesinvolvedintheirmachine.• Conductedinvestigationsandexperimentsbytrialanderroronly.• Communicatedatleastoneideabutstruggledtoworkonsolutionsto

problems.• Usedbasicdigitaltechnologiesforresearch.• Abletomodifysomeoftheircomponentsthroughtrialanderroronly.

James– Collaborativetaskreflection

Hailie – Collaborativetaskreflection

Hailie AssessmentRubric

JamesandTeamPlanning

JamesandTeamAssessRubric

Hailie andTeamPlanning

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skillsLeveragingDigital

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StudA M Top

4Axelshowedagoodunderstandingofthefactthateachteammemberhaddifferentstrengthsandwasabletousethistodevelopideasandsolveproblems.Axel’scontributiontohisteamweresupportiveofthecollectiveeffort.

4Axelunderstoodtheimportanceoflisteningtoall membersoftheteamandtomakingresponsiblecontributions.Hisexampleallowedhisteamtofunctiontoahighdegreecollaboratively.

4Axelisaquietconfidentworkerwhoisabletosupportothersintheirlearningandensure thattheteamworksharmoniously.

4Axelwasabletousemultipledigitalresourcestoresearchandcollaborate,toensurethatallteammemberswerecontributingtothefinalproduct.

4Axel’squote:“Ifateamiscollaboratingwellyoushouldseesomegoodargumentativediscussions.”Helistenswelltoothersandisabletomanageteamdynamicstoensuretheprojectprogressed.

StudB F Top

4Carlywasabletodescribehoweachmemberofherteamhaddifferentstrengthsandhowthiswasusedtomakedecisionsthatwerebestforthewholeteam.Thecontributionsofeachofherteammemberswasobviousintheirfinalproduct.

3Carly showedagoodunderstandingofcollectiveownershipwithastrongsenseofsharedresponsibilityhoweverwasunabletofacilitatethisinotherteammembers.

5Carlyhashighlydevelopedsocialandemotional skills.Sheisabletofosterpositiverelationshipsandshowsempathyandunderstandsothers’perspectives.

4Carlyshowed howtheuseofdigitaltoolssupportedherteaminthedecisionmakingprocessandprovidedanavenueforfacilitatinginterdependence.

4Carlylistenswelltoothersandcontributesresponsiblyasrequire.Sheisabletolearnfromothersandmodifyherownpointsofview.Shecantakeactionthatsupportstheteamsprogress.

Collaboration

TheImpact(6Cs/broaderlifeskills)1=Limitedevidence2=Emerging3=Developing4=Accelerating5=Proficient

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Stud C M Mid

2Isaackwasabletocompletehispartoftheprojectwithsomeassistancefromothersinthegroup.Theretaskswerenotcoordinatedinanywayordecideduponbythegroup.Onlyafewdecisionsweremadetogetherasagroup.

2Decisionsaboutthetaskweremadebyindividualswithoutcollectiveownershipthoughitwasrecognisedthattheyallneededtobeworkingtowardsthefinalproduct.

3Isaackhasagoodawarenessofhisownperspectivesandlistenswelltoothersandvaluestheopinionsandperspectivesofothers.

3Isaackisable tocollaborateonlineandprovidefeedbacktoothers.Heisabletoresearchtheinformationheneedstosupporthisthinking.

2Isaack’steamstruggledtoforgeworkingrelationshipsand takeindividualownershipofthecollectivetask.

Stud D F Mid

3Aliciawasabletoworkwiththeothers inherteamtomatchdifferenttaskstoindividualstrengths.Allmembersofherteamwereinvolvedequallyinthedecisionmakingprocessesfordevelopingsolutionstotheirproblems.

3Aliciademonstratedgoodinterpersonalskillsandasenseofownership oftheproject.Shelistenedeffectively,negotiatedandagreedongoalsforeachpartoftheirproject.

3Aliciawasabletoempathize withtheemotionsandviewpointsofothersandvaluetheirperspectivesevenwhendifferentfromhers.

3Alicia effectivelyuseddigitaltoolstosupportherteams’researchandinvestigationsandtoprovidefeedbackcollaborativelyonline.

3Aliciaworkedveryeffectivelyinherteamthoughneededsupportwhentheteamgot ‘stuck’.Sheisdevelopingherabilitytorespectfullyandclearlyexpressherownviewpoints.

Collaboration 1=Limitedevidence2=Emerging3=Developing4=Accelerating5=Proficient

TheImpact(6Cs/broaderlifeskills)

Isaack–Collaborationselfreflection

Alicia–Collaborationselfreflection

Isaack–SelfPre-assess

Alicia– SelfPre-assess

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Stud E M Lowby

choice

1Jameswasnotabletoshowthathecouldworkwithhisgroups.Hedidn’tcontributeanythingtothefinalproduct.Hislackoffocuswithhisgroupledhimtointerruptothers.Hewouldn’tlistentohisgroupmembers.Otherstried toincludehimbutgaveuponhim.Thisisduetohisattitudetoschoolandisn’tinterestedinlearning.

1James didn’tshowanyempathyforhisteammembersordesiretoachievethegoal.Hewasn’tinterestedinsuccessorfailure.Hedidn’tcompleteanyofthepreorposttasksorplanningtoasatisfactorystandard.

1Heisawareofhimselfbutlikestoannoypeopleratherthancontributepositively.Veryattentionseekingbehaviour.Isonlyinterestedinhimselfandnotothers.Cannotformpositiverelationships.

1UsedhisiPadinappropriately.Didn’tdoanyplanning. Didn’tdoPadletorGoogledoc.

1Jamesdidn’tshareanyideaswiththeteam.Didn’tlistentoothersandpreferredtoinciteconflictratherthanresolve.Althoughcapable,hechosenottocontributepositively.

Stud F F LowAbility&Con-fidence

1Hailie didn’tcontributeanyresources,decisionsorplanningtoherteam.Thisresultedinanunsuccessfulattempt.Shepreferredtofollowothersthancontribute.

1Happytohelpoutbutnevercontributedsuggestionsofherown.Verygoodcommunicatingwithrandomchattingbut notontrack.

1Sheisawareofherownbehavioursbutcanbedisruptivepossiblyduetolackofunderstanding.Notmanyfriendsingroup.Nomachineproduced

1Facedwiththechallengeofusing3Dprintingshegaveup.Toohard.NocontributiontoGoogledocbutaddedonebasiccommentonthePadlet.

1Noconsistencywithideas.Sheavoidsconflictbydeferringtoothersviewsandnotsharingherown.Teamweren’tabletoproduce machineduetochangingideas.

Collaboration

TheImpact(6Cs/broaderlifeskills)1=Limitedevidence2=Emerging3=Developing4=Accelerating5=Proficient

James–Collaborationselfreflection

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Hailie – SelfPre-assess

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OtherImpact

a.Engagement ofDyslexicstudent This taskgaveourmostdyslexicstudentachancetoshine.Hewenthomeandmadeacomponentofhisgroupsmachineallbyhimself.Hevideoedhisentireprocessandshowedreflectionthatleadtothemodificationofhisdesign.Thisstudentusuallydoesverylittleinclass.Healsodidn’tengagefurtherwithhisteamashehaddonehisbit.Histeamwereveryinclusiveandencouragingofhisparticipation.

b.Staff motivation Notallstaffinvolvedfeltitwasworthwhile.Ateacherwhowasmoreacademic(content)focusedcouldn’tseeanyvalueforacademiclearning.Agreeditwasfunandstudentsmayhavelearntaboutcollaboration.Otherstafffounditrewardingandavaluableexperienceforstudentsandstaff. NotjustforteachingconceptsbutforinterestinScienceasawhole.

c.Year levelengagement ItwasaterrificactivitytobuildcommunitywithintheYear7cohort.Alittlebitofhealthycompetition.Agreatafternoon activitywithbuyinandownershipfromallinvolved.

d.Parent andwidercommunity Itwasgreattoseeparentscome andwatchonthecompetitionday.Theyreallyenjoyedthemselvesandcouldseethevalueinthistypeofactivity.WewerealsocontactedbyalocalprimaryschooltobeinvolvedintheirScienceExpoaftertheysawthearticleinthelocalnewspaper.

e.Whole schoolstaffandstudentinterest

Whileinvolvementoftheentireyearlevelattheonetimemeantthatstudentsweretakenawayfromtheirnormalclasses,theactivitywasseenasvaluable notjustfromasciencepointofviewbutfromawholeschoolcommunityaspect.Thecompetitionafternoonwasvisitedbymanystaffacrossthecollegewhocametowitnesstheactivity.

Learners’voicesDifficultwaybutinterestingwayoflearning

IgottoknowpeoplemorethatIdidn’talreadyknow

Beingcollaborativeisanimportantpartofworkingwellwithotherpeople

Myteammatesweregreat,Ireallyenjoyedworkingwiththem

Workingwithdifferentpeopleisfun

IlearntthatIamnotthebestcollaborator.Ithinkthatitwasn’tthegreatestwaytoteachus

Itmadeyouthinkcreatively

RubeGoldbergmachinesarecoolbutsuperfrustrating

BeingcollaborativecantaketimeandisharderthanIthoughtIlearntthatthinkingoutsideofmycomfortzoneisdifficult

Trialanderrorisabigthing

Youhavetobepersistenttogetittowork

IlearntthatIamanOKcollaborator

Youhavetoworktogethertogetthingsdone

Itwasnicetoworkwithnewpeoplewhocouldhavefunbutstillworkhard

Ididn’texpecttobedoingthingslikethisinhighschool.Itwasagreatandmemorableexperience.

Ilikeditsomuchbetterdoinghandsonthingsbecausewegottoexperiencethethinginsteadofreadingtheminabook

Ilearntalotabouttheoutcomesofgravityandhowitcanchangespeedsalot

Betterlearningthiswaythandoingtheory

Iprefertoworkalone.Itwashardtotoleratepeople.Ididn’tgetanyscienceoutofit.Ipreferpracs andtheory.

Teacher’svoicesGeneralComments

• Friendsdon’tnecessarilyworkwelltogether.• Reallymaturegrouptookinanautisticchild– very

inclusive.• Moststudentswerereallyengaged.• Reallyprogressedtowardstheendwhenthepressure

wason.• Somegroupsreallystruggledtoworkcollaboratively.• Itwasgoodtohaveachangefromournormalteaching

method.• Ourfocuswasonthecollaborationsomaybenot

enoughfocusontheForcespartofthework,thoughthestudentscouldspeakwellabouttheforcesusedifitwasmadeexplicitintheclassduringtheirwork.

• LimitedaccesstoYouTubewasbiginhibitingfactorforsomegroups.

• Collaboration - Needtodomoreworkonexplicitteachingofdifferentroles.

Anna - Thisactivitywasawonderfulexperiencewatchinghowvariousgroupsinteractedtogether.IthinknowthatIhavedoneitonceIwouldattemptitagainandwouldgroupmystudentsinasimilarfashionwhereIrandomlynumberedthestudentsintogroups.HoweverIthinkIwouldstructureitabitdifferentlybydescribingrolesmoreclearlyinthegroupsandbysettingregularcheckpointsforprogress.IthinkIwouldalsolooktoprovidemorestructurearoundwhatwastobeachieved.OverallIlovedthetaskandtheexperienceandsodidthekids.

Debra -Allstudentswereveryenthusiasticwiththistask.Iletthestudentschoosetheirowngroupwiththreepeopleineachgroup.Ifoundthatalthoughthestudentswereverykeentoworkonthismachine,manygroupswerenotorganizedtobringinanyequipmenttheyneededandmostreliedonmeorganisingcardboard,tape,woodetc.forthem.Ifoundthatabsenceswereaproblemwithonlyonememberofthegrouppresenttoworkonthetaskoccasionallyandtherewasoneboywhowasonhisownonthedayofthecompetitionduetoabsencesandanothergroupthathadtwomemberspresentatthestartbutthenonewenthomeearlytoleaveanotherboyonhisown.Ifoundthatsomegroupsusedsomanydominoesandthatbecauseofthatittookalongtimetosetupeachtimetheyletthemarblegoetc.Ithinkbecauseofthisfactor,nogroupsgotclosetothetimetheywereaimingfor,theykepttryingtogetconsistencywiththestartofthemachineanddidn’tmoveontomakethemachinerunforalongertime.OneperiodaweekwewereinaclassroominCwingandhadtogetourmachinesfromAwingandreturnthembytheendoftheperiodwhichlostvaluabletimeforworkingonthemachine.ThecompetitionwasheldduringourScienceclasssowegotlesstimetoworkonthemachine.ThefunfactorwasgreatbutthecooperationamongstmostteamswasnotandIdon’tthinktheylearnedmuchaboutforces.Maybemorevaluefromitiftheyhadlearnedmoreaboutforcesfirst.

Erynne - IreallyenjoyedtheRubeGoldbergchallengewithmyyear7class.Ienjoyedthebusinessandactivityofthestudents,aswellasthecreativeideastheyputforward.IenjoyedtheteachingofthecollaborationandSolutionFluencyconcepts,althoughIthinkIneedmorepracticetodothismoreeffectively.Ifoundthatsomeofthegroupsworkedtogetherreallywell,whereasothersdidnotcollaborateeffectivelyandarguedaboutideasalot.Inaddition,oneofmygroupsdidn’tcompletethemachinebecausetheychangedtheirideaseverylesson.Theideaofacompetitionreallymotivatedmostofthestudents,althoughonegrouponlygottheirmachineworkingontheactualcompetitionday.Itwasparticularlypleasingtoseemystudentwithdyslexiafullyengagedinthisactivityandseehimachievesuccess.Iwasalsoencouragedbytheinclusivenessofonegroupwhoactivelychosetoincorporate/investigatemydyslexicstudent’sideas,eventhoughsomeofhisideasweren’tmanageable.OverallIfoundtheactivitywasrewardingformostofthestudentsandIwouldlovetodoitagainwithanotherclass.I’dreallyliketotryitwithanoldergrouptoseehowtheirmaturitylevelaffectstheircollaborationskills.

Teacher’svoices

Steve- Asyouknow,Idon’tfeelmyclassgotalotoutoftheproject,soyoumaynotwanttoincludemyreflection(orfeelfreetojusttakepartsofit).

I‘myettobeconvincedthatcollaborationisaworthwhilethingtoexplicitlyteach.(that’snottosayIwon’tbeconvincedsomeday).Iseecollaborationasaskillpeoplenaturallypickupastheyreachtherightlevelofsocialmaturityandintherightcircumstances.(Abitlikelearningtowalk.Nopointpushingababyintoit.Itwillhappenwhenthetimeisright).Someofmyclassweretooimmatureandmoreworriedaboutfriendshipgroupsandsocialdynamicstomakeprogress.Someweredominant,takingoverandforcingtheirview.Somesatbackandcontributedlittle.Likeanyofmyclasses,somewereprobablyjustplainlazyorresistanttoparticipation.It’sfairtosayIdidn’thavetheskillsorexperiencetomovemanyofthesestudentsalongmuch.I’dsayabout5or6ofmyclassrealisedatangiblebenefitintermoflearningtoworktogetherandcollaborate.Unfortunatelytherewasalsoafewacademicallyhighachievingsciencestudentswhohadabadexperiencefromtheproject.ItisthesestudentswhoIworriedaboutduringtheproject.DidyouseetheCSIROscientistsdoingthemediaroundsregardingthePlutoflyby?Therewasateamof92engineers,techniciansetc.ThesepeoplewerecollaboratingamongstthemselvesandNASAbeautifully.Ibettheydidn’tlearnhowtocollaborateatschool.Ibetsomehatedworkingingroupsorteamsatschool.Ofcourse,manywouldhavediscoveredanddevelopedtheirloveofscienceandtechnologyatschool.

Steve(oldstickinthemud).

Delia– AstheNPDLSchoollead,Iwaskeentorunaprojectthatgaveteacherstheopportunitytoexperienceandteachdifferently.Itiseasyjusttokeepdoingthingsthewaywealwayshave,changeishard.Ialsowantedtohaveagoatseeingifitwaspossibletoaccuratelyassessstudentabilityinareaswheretherewasn’taspecifictest.(UsingtheNewMeasures)Thereisnodoubtthatthisprojectchallengedstaffandmovedthemoutsidetheircomfortzone.Eachteacherhadadifferentexperiencerangingfromlovingthewholeideaandwantingtotryitmoreoften(doingsimilaractivitieswillgivethechancetogetbetteratit),tothinkingitwasn’tveryvaluableatallandthatnotmuchlearningtookplace.Itisinterestingtonotethattheteachersmoreaccustomedtoworkingwithyoungerstudentssawmorevalueinthelearningthanthosemoreaccustomedtohigherlevelteachingwherethereismoreofanemphasisonsubjectspecificcontentthanlearningattributes.Itwasalsoveryclearthatwecannotassumestudentscancollaboratejustbecauseweputtheminteamstodogroupwork.Goodcollaborationrequiresmanydifferentskills,includinggoodcommunicationandcriticalthinkinganditisimperativethatweactuallyteachstudentsabouttheseskillsandwhattheylooklike.Inasecondaryschoolenvironment,untilteachersseetheneedtodothis,thecontentdrivenlearningwillalwaystakeprecedence.Personally,Ireallyenjoyedthisopportunity.Itwasachallengeformetoensurethatthecontentareawascoveredaswellastheaimtoimprovecollaborativeskills.WhileIcouldhavetaughtaboutForcesinathirdofthetimeittookustodotheproject,IamsuremystudentsaremorelikelytoremembertheirRubeGoldbergchallengewhentheyleaveschoolthantheyareaboutForces.IwilluseeveryopportunityIcantodeveloptheirCollaborativeskillsinfutureclasses,weighingupthedeeplearningvalue/time/learningwiththecontentrequirements.

Partners’voiceshttp://www.standard.net.au/story/3082549/complicated-answers-to-simple-problems/

BRAUERCollegestudentschannelledtheirinnermadscientistyesterdayastheycompetedinbuildingRubeGoldbergmachines.NamedafteranAmericancartoonistandinventor,thedevicescanbeanyover-complicatedcontraptiondesignedtoperformaverysimpletaskthroughchainreactions.ScienceteacherDeliaJenkinssaidtheyearsevenstudentswereapplyingtheoriesofphysicstoconstructeachapparatus.“TheRubeGoldbergmachineissomethingsophisticatedthatdoessomethingverysimple,liketurningaswitchorblowingoutacandle,”shesaid.“We’vebeenlearningaboutdifferenttypesofforcesandhowtheywork.“Themachinescanbebuiltfromanythingyouwantandmoststudentshavebroughtalotofstufffromhome.HarryMoss,12,saidhisteam’sprojecttookseveralweeksofplanningandbuildingtoproducethefinalresult.“Theaimwasforittolast20secondsusingwhateverwecouldfind,”hetoldTheStandard.“Ourswasbuiltonananglesothemarblehasenoughspeedtokeepgoingbutwehadtomuckaroundandexperimentwithituntilwegotitto20seconds.”RachelJohnstone,13,saidthecomplexmachinescouldconsistofalmostanyhouseholdmaterials,includingdominoes,cardboard,marbles,children’sbuildingblocksandmetalplates.“Mostofitisaboutforceandpredictinghowit’sgoingtoland,”shesaid.“WestartedwitharampandaddeddifferentpartswithideaswefoundonYouTube.”

Partners’voices

WelltheyneverdidsciencelikethiswhenIwasatschool!MysonStephenhadbeentellingmeforweeksabouttheconcertedeffortsofhimselfand3classmatestoconstructaRubeGoldbergmachine...soIjusthadtonipuptotheschoolandseewhatthefusswasabout!Nearly2hourslaterIleftandwentbacktoworkfascinated,intriguedandultimatelyveryimpressedwiththechildren'simaginationincomingupwithsomeamazingcontraptions.Ondisplaywastheteamworkinworkingtogethertomakethemachineandsettingituptimeandtimeagainwhiletimetesting;apassionforlearningandexperimenting,afunactivitythatwasmeasurableandexciting,fiercecompetitionmixedwithrespectforthecoolcreationsofotherteamsandafunmaths /sciencelessonwhichintroducedmanydifferentlawsofphysics.Itoldmywifeaboutit(whocouldn'tattendontheday)likeanexcitedschoolkidmyself!Merrivale PrimaryschoolchildrenhavejustdonetheirownRubeGoldbergwithgrade5sanditreallycapturedtheirimaginationtooandisaFantasticidea!

Iamthemotherofayear7studentatBrauerCollege.Lasttermmysoncamehomeandexplainedthattheyear7’sweredoingaprojectcalledRubeGoldberg.Hewenttoshowmeexamplesoftheinventionsthatwereontheinternet.Hewasexcitedtobedoingsomethingthatwashandsonanduptohisimagination.Duringthetimetheprojectwasunderway,Ispokewithacoupleofhismateswhowerealsoenjoyingtheexperienceandwerelookingforwardtothetestdaytoseewhohadthebestcreation.Heresourcedmostoftheitemsfromeverydayitemsthatwehadathome.Ididgethimsomeplastictubing,whichIbelievehesharedwithothergroupsthatwantedtoutilise itintheirdeigns.Iarrivedonthedayofthetestdayandwasmetbymanyveryexcitedyear7’sallinahealthycompetitivemood.Thereweresomeamazingdesignsandallwereveryuniqueintheirideas.Thiswasaverysuccessfulprojectthatencouragedthekidstobecreativeandworktogetheringroups.Thegroupworkprovestobeagoodlearningtool,inthatoneneedstobediplomaticwhenworkingwithotherswhohavetheirownthoughtsandopinions.Thoughmysondidnothavethebestinvention,hewasveryappreciativeoftheideasthatweremoresuccessfulthanthisgroup.

• Parents

Partners’voices

• MattyStewart– CoastFMIwasaskedtobepartoftheRubeGoldbergCompetitiondayatBrauercollegeinwhichYear7studentsweretaskedwithcomingupwithanideaforaRubeGoldbergmachinethatcouldfinishascloseto20secondsaspossible.Thekeyfactorsweretheabilitytoworkasagrouporteam,toshareideasandbecreativewhenbuildingtheirRubeGoldbergmachines.Thestudentengagementandtheexcitementwasabsolutelyamazingandtoseetheflareofthekidswasunbelievable.Ididn’tknowwhattoexpectbutIwalkedintoaroomof120kidsthatwerefullofhappinessandeagernesstoshowofftheircreationsandtestthemagainsteachother.ItwasagreatassignmentandafunwaytolookataScienceprojectinafunenvironment.Fullcredittoallinvolved.Cheers

MattyStewart.CoastFMBreakfastAnnouncer.

Twooftheparticipatingstudentsspokeonthemorningradiobreakfastshow,explainingaboutourRubeGoldbergproject.

Ourstudents(andsometeachers)areverypoorcollaborators.Weneedtocontinuetodomoreofthesetypesofactivitiestohelpdevelopmorecollaborativeskillsinourstudentsandstaff.

Tobegoodcollaboratorsstudentsalsoneedtohaveothercontemporarylearningskillssuchascharacter,communicationandmostimportantlycriticalthinking.

Weneedtoexplicitlyteachtheseskills,studentsdon’tjustgetbetteratdoingthembecausewegivethem‘Team’tasks.

FinalComment

Credits,acknowledgementsandpermissions

WarrnamboolStandard– NewspaperarticleonMay16th,2015.Photosassuppliedbyclassroomteachers.MattyStewart– CoastFMWarrnambool.ParentComments– JustinAllenandTrudyMoreland.

Permissionshavebeensoughtforallimages,audio,videofootageandstudentworkfeaturedinthispresentation.