A boy living on a drought-stricken farm knows his family will die if they don't manage to grow more food. He has little education, no means of communicating with the outside world, and no money at all. What can he do?
Maybe start asking questions until a solution starts to become clear...
Watch the video clip below to find out.
Thursday, November 19, 2009
Session Two
1. Register and ice-breaker: the cheesegrater (how many alternative uses can you think of for a cheesegrater? How many questions can you formulate about cheesegraters?)
2. TED video (see above). What kinds of thinking can we see here (think about sprqs)?
3. Lateral thinking challenge: can you solve these mysteries? Ask as many questions as you can (whether they seem likely to help or not) to find out more about each scenario, until you begin to see what the answer might be. The questions may only be answered with "yes" or "no".
a) A girl walking along a railway track sees a train thundering at high speed towards her. Instead of immediately jumping off the track, she charges directly at the train for about 5 metres and only then gets off the track. Why?
b) A man is working hard when he recognises an old friend approaching him. Despite both men being fit and well, they cannot speak and have to use hand movements to communicate. Why is this?
c) A young male is lying dead. He has an iron bar across his back and some food lying in front of him. How did he meet his sorry end?
4. Plenary: write on a post-it note the most useful, and the most surprising things you have learnt over the first two sessions
2. TED video (see above). What kinds of thinking can we see here (think about sprqs)?
3. Lateral thinking challenge: can you solve these mysteries? Ask as many questions as you can (whether they seem likely to help or not) to find out more about each scenario, until you begin to see what the answer might be. The questions may only be answered with "yes" or "no".
a) A girl walking along a railway track sees a train thundering at high speed towards her. Instead of immediately jumping off the track, she charges directly at the train for about 5 metres and only then gets off the track. Why?
b) A man is working hard when he recognises an old friend approaching him. Despite both men being fit and well, they cannot speak and have to use hand movements to communicate. Why is this?
c) A young male is lying dead. He has an iron bar across his back and some food lying in front of him. How did he meet his sorry end?
4. Plenary: write on a post-it note the most useful, and the most surprising things you have learnt over the first two sessions
Wednesday, November 4, 2009
Online Intelligences Diagnostic
If you would like to find out where your learning strengths may lie, try out this online quiz and print out the results.
Online quiz
Answer as honestly and thoughtfully as you can.
Remember this is just something to think about (braincandy)! Your strengths can provide a "way in" to subjects or activities you usually find difficult, and it is also extremely rewarding to pursue your strengths to the point of real excellence!
After you may wish to post a comment with some of your thoughts.
Online quiz
Answer as honestly and thoughtfully as you can.
Remember this is just something to think about (braincandy)! Your strengths can provide a "way in" to subjects or activities you usually find difficult, and it is also extremely rewarding to pursue your strengths to the point of real excellence!
After you may wish to post a comment with some of your thoughts.
Session One: getting to know one another, yourself, and the aims of the group.
1. Icebreaker. Give each girl a letter at random around the room. The task is to find someone in the room that has something in common with you, starting with that letter, and then hold hands with them. Keep going until the whole club is "connected". Might be an idea to move the chairs first!
2. Name badges.
3. What are our group values? Note the blog address blog and discuss SPRQ. Look at the picture: colour, variety, connections. Caveat: no elitism.
4. Banana challenge: how could you SPRQ with a banana? (small groups)
5. What is intelligence? How many ways are there to be clever? (whole group brainstorm)
6. Howard Gardner and Multiple Intelligences (teacher input, see PowerPoint slides above this post).
7. Online diagnostic and print-out. Partner discussion: are you surprised? How could this knowledge affect the way you approach lessons (and life)? File in document wallets.
8. Plenary: what did you learn today (graffiti wall)?
2. Name badges.
3. What are our group values? Note the blog address blog and discuss SPRQ. Look at the picture: colour, variety, connections. Caveat: no elitism.
4. Banana challenge: how could you SPRQ with a banana? (small groups)
5. What is intelligence? How many ways are there to be clever? (whole group brainstorm)
6. Howard Gardner and Multiple Intelligences (teacher input, see PowerPoint slides above this post).
7. Online diagnostic and print-out. Partner discussion: are you surprised? How could this knowledge affect the way you approach lessons (and life)? File in document wallets.
8. Plenary: what did you learn today (graffiti wall)?
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