(part from) Teacher's guide Object wise in the classroom
The teaching materials 2020-2021 Object wise consists of:
1 Object Map Set Themed Mayflower/The Journey of the Pilgrims
3 transcending Object-wise themes arising from this theme:
- Object Map Set Freedom
- Object Maps Set Identity
- Object Map Set Participation
All themes are elaborated in object analysis maps and source maps and ethnographic research cards(object interview),
of which 1 version focused on PO and 1 version focused on VO.
In addition, there are Objectwise elaboration cards (design & exhibit or debate) available
-Number of physical objects or Pictures by objects per theme That linked are at museum exhibitions or ( historical) objects
in own city ("Lead, city by discoveries").
-Guide videos for the pupils
Work forms and application Object wise
Embrace a person
One student (or a group of students) can identify the person
be who the object belonged to. Let the student empathize with that person.
Make sure it is someone who is the student knows and those in the lessons
has been discussed.
Have the others ask questions of 'that person' and his object.
Let students bring an object from home
(eg in the theme of identity) and getting started with the research questions
go with this theme, which lend themselves to different objects
to be applied.
Objects as a small museum or exhibition in the school
* Objects in a showcase places (with QR code referring
nasty Object wise movies). Students can use their mobile
phone or with school tablets scan the codes and then come
at the Object-wise films that take them further by the hand/
give directions in their research.
* Make a exhibition wall by object images at the wall (with QR code referring to Objectwise films). Pupils can scan the codes on their mobile phone or with school tablets and then come to the Objectwise films that take them further by hand/give them directions in their research.
A scavenger hunt by the school by hanging the pictures in different places in the school
create a 'Sandbox' * with multiple classes and teachers from different subjects and work together on a main research question. The teachers themselves are also participating!
* A sandbox is a virtual enclosed space on a computer in which computer programs can run without interfering with other processes. We use the word Sandbox to create a space where teachers and students from different subjects can work together without disturbing the rest of the school. You can think of students from different classes of different levels who would have their own subject-specific lesson at the same time, but now all come together at that time in the Sandbox to get started with what they would have with an object and the overarching main question from the profession. This allows you to connect students of different levels, teachers of different subjects and subjects from different fields. In a subsequent stage you can also choose to exchange the subject-specific questions, so that the geography teacher approaches a subject from a biology perspective.
Students bring their own object in the classroom. There is a list next to the display case or exhibition. Students form their own groups that work together and can decide for themselves how. It is important that all subject-specific questions in the subject lessons will be answered by taking the object of choice into the classroom (with the accompanying questions) and then rotating this object through the different subjects until all questions have been answered. You now have answers to the overarching main question from the different subjects. You can have students present this to each other in a meeting where the teachers from the different fields also come together or make the answers visible on a screen. The answers can also be discussed in class by the subject teacher himself, but then all answers, including from other subjects, also create space for the teacher himself to work more outside the 'subject frameworks'. Including the object in a subject lesson gives you as a student the opportunity to take your own investigative attitude into the classroom. Traveling an object through various subjects makes interdisciplinary to learn possible.
Roaming Objects part 2: 'traveling' through the different subjects is an experience for the object. Afterwards, ask the object questions through an object interview: how did the object experience this? What new stories are emerging?
Become an Object Ambassador
* Students who object research to have done in Others classes about this to leave tell/present of the object
* One group pupils with the object on the road to leave to go nasty a Others school at present the object and its research results there (in consultation between teachers/different schools). This can also be fun from a PO school to a VO school or from a VO school to a PO school!
One possibility is to leave the object at the school in question (with the accompanying Object Wisdom questions) and return with the group at a later time and then hear their presentation from these students the other way around. If necessary, the 'new' group can also go to another school. For example, students even work across schools and have self-ownership. If there is little opportunity for physical sharing, you can also choose to do this process via video transfer to be carried out. The student ambassadors can record the videos themselves on their mobile phone or school tablets.
It to keep of object interviews that are not tied to research questions to stimulate creativity. Let students come up with their own creative way of sharing/displaying the interview answers.
Object wise research can be performed both extensively and in short moments because the card set offers the possibility to bet as many cards (and thus questions) as desired.
This also makes Objectwise very useful:
1) if part in the lessons: a interruption if the focus Bee pupils sinks
2) if source of inspiration or cause in the opening of a lesson
3) if rounding at the end by a lesson
Reply to make the questions visually visible
Create digital collage
Found answers to the questions can be processed online into a collage on https://learninglab.si.edu/
Let students debate with each other by using the answers they have found in the subject-specific questions as an argument to answer the overarching main question in the form of a statement.
Create an exhibition
Your students have shown that they are explorers and researchers. Let the answers to the questions inspire future thinking.
Go with your students working with designing learning/creative education & Digital Literacy. Create a real exhibition together. How can you make old objects or objects of today 'future-proof'? Use the Objectwise Design Cards to let your students get started with sensors, Augmented Reality and other design techniques. Let them design the 'future-proof' object in 3D, make it visually visible or make a replica with new functions. And present the 'new' objects in a real exhibition at school.
Makers of Tomorrow can provide support in classroom implementation and make a physical link to culture outside the classroom by:
- Prepare students with Objectwise for and participate in the Museum Debate in various participating Leiden museums.
- Have the exhibition take place in a place other than within the school, eg in a museum or public space.
- Na research of some objects the class a guided tour by means of a museum with Makers of Tomorrow or the Pilgrim route by Leiden with Makers of Tomorrow and the by them researched objects on Pictures in the real to admire. It can also be motivating for the students to use this as a 'prize' after a competition work form.
Working with different difficulty levels Object wise
The object wise card set contains more difficult and easier questions. The teacher can choose which questions are suitable for which students at a given time. More or less questions can be used. The teacher can determine which questions will be dealt with. The teacher can also give the students ownership and let them choose which objects and which questions they want to work with.
In addition, the teacher can also make a choice in providing sources. The teacher can specifically provide the sources that belong to the subject-specific question or, conversely, several sources at the same time, in which students must search for themselves which source is useful to answer their question. The teacher can also let the students search for additional information on the internet.
In addition to sources in Dutch, Objectwijs also offers sources in English, Latin and foreign language source material. As a result, integration of languages place in other areas of learning and Objectwijs also works cross-curricular between language and other subjects.