{"id":9403,"date":"2022-11-15T14:09:22","date_gmt":"2022-11-15T13:09:22","guid":{"rendered":"https:\/\/collabolearn.dk\/?post_type=cl-activity&p=9403"},"modified":"2023-01-16T14:39:00","modified_gmt":"2023-01-16T13:39:00","slug":"collaboration-a-marble-run-where-the-speed-changes","status":"publish","type":"cl-activity","link":"https:\/\/collabolearn.dk\/en\/activities\/samarbejde-build-a-marble-run\/collaboration-a-marble-run-where-the-speed-changes\/","title":{"rendered":"Collaboration – A marble run where the speed changes"},"content":{"rendered":"\r\n\r\n

\r\n Procedure <\/h2>\r\n\r\n\n\n\r\n
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Framework<\/h4>\n\n\n\n

We create a framework that quickly makes the children start building the marble run and exploring and trying out the materials. <\/p>\n\n\n\n

For example, we can say: “Today, we build a marble run together but you get a challenge: The marble have to change in speed during the run. Maybe it will go quick at first and then slow, or maybe the other way around? It will be fun to see how you build an exciting run together.”<\/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 all materials we make available for building the marble run, for example wooden rails, polystyrene, cardboard, straws, toilet rolls, rubber pipes, tape, teddies, etc.<\/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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\r\n During the activity <\/div>\r\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