(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

Associated material:

-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").  

-QR stickers

-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.

Own 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.   

Scavenger hunt

A scavenger hunt  by the school  by hanging the pictures in different places in the school

sandbox

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.  

Roaming Objects

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.  

Object interviews

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/  

in debate

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.  

Objecten in het klaslokaal brainstorm
Storytelling en objecten.png