{"id":9100,"date":"2022-01-07T14:59:33","date_gmt":"2022-01-07T13:59:33","guid":{"rendered":"https:\/\/collabolearn.dk\/?post_type=cl-activity&p=9100"},"modified":"2022-11-16T11:54:40","modified_gmt":"2022-11-16T10:54:40","slug":"game-theme-building-with-expert-roles","status":"publish","type":"cl-activity","link":"https:\/\/collabolearn.dk\/en\/activities\/games-building-under-a-theme\/game-theme-building-with-expert-roles\/","title":{"rendered":"Games – Theme building with expert roles"},"content":{"rendered":"\r\n\r\n

\r\n Procedure <\/h2>\r\n\r\n\n\n\r\n
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\r\n Framework <\/div>\r\n\r\n <\/div>\r\n\r\n
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Suggestion for introduction<\/h4>\n\n\n\n

We create a motivating environment for the children. <\/p>\n\n\n\n

For instance, we can say: “Today, we practice building together, and we try to use what we have already learned to reflect on the activity together. Maybe we learn something new today, like how to come up with an idea together. We will build under a common theme e.g. a prison. We are going together but we each have a specialized role. A specialized role could be “the expert in building walls”, “the expert in charge of building the prison cells”, or “the expert building the entrance and exit”. We may choose to exchange roles while we are building or make up other roles. As long as we agree.\u201d<\/p>\n\n\n\n

Time<\/h4>\n\n\n\n

The activity can be adapted to the framework of one lesson and varied according to the time available and the children’s prerequisites.<\/p>\n\n\n\n

Materials<\/h4>\n\n\n\n

We can use small Lego sets, wooden blocks, plus-plus, magnetic tiles, paper, or something else – as long as the materials motivate us. If we feel like it, we can also mix the materials.<\/p>\n\n\r\n <\/div>\r\n\r\n <\/details>\r\n\r\n<\/section>\r\n\n\n\r\n

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Reflection Routines<\/div>\r\n\r\n \r\n \r\n \r\n \r\n \r\n <\/g>\r\n\r\n \r\n <\/clipPath>\r\n <\/defs>\r\n <\/svg>\r\n\t\t\t\t<\/a>\r\n\t\t\t <\/div>\r\n <\/div>\r\n\r\n
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During the play session, the children encounter challenges and successes, where we can stop and help spot what is difficult or what is going well. We can do this in several ways:<\/p>\n\n\n\n

Reflection routines <\/strong><\/h4>\n\n\n\n

When we get the opportunity to reflect together with the children on what challenges or discoveries arise along the way, we can use one or more reflection routines<\/a>. It could be, for example, a learning metaphor<\/a> with a social strategy that we practice, an emoji<\/a> that describes the feeling we have right now, or a rating<\/a> of how well we think the building is going. In this way, a reflection routine can help to show and put into words the experiences that the children have during the play session.<\/p>\n\n\n\n

Facilitating questions<\/strong><\/h4>\n\n\n\n

We can ask facilitating questions to the children along the way, as they naturally arise in the building process. In this way, we facilitate the play session so that we continue the play and at the same time learn something from it. For example: <\/p>\n\n\n\n