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The Metals – Dun Laoghaire
Lesson 1
• Introduce the concept to the class – to research and explore “The Metals” as part of our Local History, why/how it came about, its impact to the village of Kingstown, now Dun Laoghaire.
• Explain that each group will use Minecraft to recreated part of the trail with reference to an important landmark/individual.
• Create mixed ability groups, try to have children with some experience of using Minecraft in each.
• Ask each group to set down clear rules to be followed throughout – listen and be respectful, consider any/ all suggestions, work together, every team member is important….
Lesson 2
• Arrange a visit to the Library to look at old maps and photos of the route and meet historian, Rob Goodboy.
• Follow the trail map of The Metals: https://www.blackrockec.ie/images/trail—dun-laoghaire-and-the-metals.pdf
• Take notes photographs, videos and sketches of what they see.
• Identify interesting buildings, statues, points of interest, their group might work on.
• On returning to the library look at what everyone brought back, discuss different aspects of the route and agree what approach their group will take.
• Go home and research and gather information and visual aids.
Lesson 3
• Back in class study research materials found.
• Discuss and reach consensus on the format their project will take.
• Identify the roles each will be responsible for – researcher, notetaker, planner, artist..
• Collect information on the history of the trail, what the town was like, occupations, industry, economy, likelihoods
• Draw out the route. Put in key structures, features.
• Each member will construct a specific element of the trial, a building/ a person/a feature
Lesson 4
• Allow the groups time to play around with the technology and explain the code needed
• Using plans, drawings and sketches start to recreate their chosen aspect of the Metals using Minecraft for Education
• Begin construction on their project. Blackboards will be used to explain the different aspects of the Metals and their significance.
• More able student can demonstrate the skills to those less familiar with the technology
• Notes/pictures/video clips are taken of each step in the process, this can be used as a form of assessment later on.
Review
Lesson 5:
Each group will present their project to the class.
Using video recordings of the process will be used to show how they arrived at the final piece of work.
Review:
• Subjects covered include history, geography, SPHE, English and art.
• Throughout the project the students work collaboratively together in groups sharing information, making decisions on content, process, roles and construction.
• Ground rules are established early and adhered to.
• Peer assessment and self-assessment happen throughout the process
• Final presentation to class allows the student to showcase what was learnt.
• They can also reflect on the process – was it a success, what they liked/disliked, what they learnt about themselves, what is needed to do it better next time, how Minecraft could be incorporated into other areas of the curriculum.Part one: Discuss what the criteria are for an effective lesson in Minecraft education.
An effective Minecraft lesson allows students to participate in engaging and creative exercises, across so many curricular areas, as part of a small group.
Learning is taking place in an fun, open and non-threatening environment.
Time to experiment with the programme initially will lead to familiarity and heighten interest levels
Microsoft 21st century skills, creativity, collaboration, communication and problem-solving skills are central to each Minecraft assignment. The students learn how to discuss, share and agree boundaries, roles are assigned and contributions are welcomed and considered.
Students function at a level that is appropriate to their age and ability. The low threshold- high ceiling formula means that students a sense of accomplishment regards of outcome.
There are lots of opportunities to give and receive feedback.
Self / Peer /Teacher Assessment is possible
The projects are student led. They take ownership of the activity and the teacher is there as a facilitator, to assist when and where appropriate.
Self- assessment and peer assessment are possible.Part 2: Discuss your school’s current level of ICT. Make reference to teacher use, student use, hardware, digital content, and school emphasis on integrating ICTs into teaching and learning. Is your school equipped for Minecraft education and how might you introduce it?
Our school has increased its investment in ICT in recent years, but we need to invest more in both hardware and in training.
All classrooms have IWBs and they are used throughout the day for teaching and learning. We have two charged laptop trolleys for 30 laptops(Windows 8) which are timetabled for use throughout the school.
All the teachers have a school laptop (Windows 10).
12ipads were bought recently and are used regularly as part of station teaching in the junior classes.
Coding and Scratch is introduced in 3rd & 4th class, and it needs to be continued and built upon in the senior classes. The Beebots are used in the junior classes for coding.
Greater expenditure on whole school training in the use of ICT is essential to build confidence and competency in the use of the technology. Teachers are willing to give new technology a go but lack the skill and the knowhow to incorporate it into the school day effectively.
Technology is the way forward and it is important that we promote the development of computer skills in our students. Minecraft is a great way of integrating project work across the curriculum. The level of interest and engagement from colleagues might be a limiting factor in its introduction. As suggested elsewhere if one or two teachers were to pilot it successfully with their class this should spark some interest from others around the school. I would like to see it being introduced into school as it is so versatile, creative and dynamic.
