Radiococo Broadcast 05_2022
One time I was conducting training for a preschool course. I described an exercise where the students will engage in a drawing-with-robot activity. It was simply attaching a marker to a programmable robot and having it make marks based on the sequence that the child programmed. I explained as such and provided a visual example:
I was asked, “What is the learning objective of this activity?” Of course, a very logical follow-up question for curriculum developers, as we keep that in mind when designing learning experiences. Still, it caught me by surprise because I realised then that I did not include the activity with a specific learning objective for the kids. There were no new concepts not already covered in earlier lessons, such as sequencing, directionals, and debugging. I took it for granted that others would understand why I prioritise creative expression in our classes–because! Drawing and mark-making are incredibly illuminating acts of self-expression and discovery for kids! Because they need to know that art and science are not mutually exclusive! Because it is fun! These were not quite concepts for the kids to learn, but upon further rumination, I realised this activity was equally for them (the learners) as it was for us (the facilitators).
We design learning objectives for our kids, but perhaps we must set learning objectives for ourselves as adults working with them too. I've conducted the drawing-with-robot activity more than 10 times now, and each time, it reveals so much about each child.
And in classes, still the most important lesson for me was learning, again and again, just how rich and expansive their inner worlds are:
Thank you for tuning in–I hope you are staying hydrated during the warmer days!
This month's play-list: