![]() ![]() ![]() She walked by while he was making his shadow and shared her interpretation with him. During our reflection, David shared that his exploration allowed for an opportunity for his daughter to share her own interpretation of a shadow. It is part of our tinkering practice to reflect together on our experience as learners, to discuss what we noticed, and how the experience connects to our education practice. Our work centers around this belief and we design our tinkering experiences to be evocative and invite learner's questions. But when others presented what they had done and that it was simple, I saw I just had to grab something around me to explore." - Franklin Gakuba Murangiraįranklin noted that the activity felt simpler once he started working with the physical materials, which aligns with how we think about designing for tinkering experiences. One wonderful moment was when Franklin shared this shadow he created (center) and how he made it (left) and made the following remark.Ī remix of Franklin's shadow into a magical castle. Our conversations flowed between sharing over video, text, and images. We spent 90 minutes together making Shadow Remix drawings and reflecting on the educational and creative possibilities of the experience.Īfter introducing the activity, we created shadows and shared our creations on Padlet. We sat down with the Right to Play team (virtually) to get to know one another through a tinkering experience. We love to start any new relationship with a hands-on experience to embody what tinkering looks like in a shared experience that we can all reference and reflect on. With a shared love and appreciation for tinkering, we started our collaboration by hosting a tinkering experience for the Right to Play team that we developed during the pandemic. This child made an excavator after being inspired by one at a construction site.įinding inspiration from the world around them and making objects of personal significance are key indicators of a tinkering practice. ![]()
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