Introduction
The graduate certificate included copulsory two day face-to-face attendance. One of the tasks on the first day was to construct something according to instructions with the materials provided. Our task was the construction of a bridge and the materials provided were a few icypole sticks, post-a-notes, colourful wooden pieces and soft shapes (sea creatures, flowers, stars and the like).
The overall instructions were a little vague, informing us we had to build a 30 cm long bridge with the materials provided, were allowed to purchase other materials (at a cost) and that the bridge had to be able to hold a cup. It did not go into detail in regards to what type of cup it had to be (paper cup or a heavy ceremic cup) or how much money we were allowed to spent.
The graduate certificate included copulsory two day face-to-face attendance. One of the tasks on the first day was to construct something according to instructions with the materials provided. Our task was the construction of a bridge and the materials provided were a few icypole sticks, post-a-notes, colourful wooden pieces and soft shapes (sea creatures, flowers, stars and the like).
The overall instructions were a little vague, informing us we had to build a 30 cm long bridge with the materials provided, were allowed to purchase other materials (at a cost) and that the bridge had to be able to hold a cup. It did not go into detail in regards to what type of cup it had to be (paper cup or a heavy ceremic cup) or how much money we were allowed to spent.
Building the bridge
The first requirement was to identify roles for each of the team members. Although initially allocated, they were never enforced. The four of us seemed to work together as a team from the word go, with good communication as well as listening to each other, accepting and being appreciative of other ideas and allowing each person to voice their suggestions and allowing each person to utilise their strengths. We decided to make use of the equipment given to us, and only spend money on a few straws as we felt they would be the 'corner-stones' of our bridge. Our bridge was very innovative, colourful and above all, lots of fun to build. As a team we worked very well together and were extremely proud that our bridge could hold our (paper) cup easily. It felt even more remarkable when we learned that we were given the wrong box with equipment for our bridge building. The poster beside reflects the fun we had during and pride we had after building the bridge. Thanks to Dianne for putting this collage tohether. |
How to use this in my teaching
Building the bridge utilised a few employability skills, such as communication, team work, innovation and problem solving as well as initiative. It is a great activity to use as an ice breaker (as long as you have the time for it) and good for group work activities.
Building the bridge utilised a few employability skills, such as communication, team work, innovation and problem solving as well as initiative. It is a great activity to use as an ice breaker (as long as you have the time for it) and good for group work activities.
Reflection
F mor me the most significant part about the bridge building experience was the way the four of us got to know each other. Although Dianne also works at Wodonga TAFE I did not know her very well, having met on only a handful of occasions .Carmel and Laurita I did not know at all and while building the bridge conversation easily flowed providing me with plenty of opportunity to learn a little more about them.
One of the other activities was making a game with materials provided. An activity like this could easily be adapted to teaching some of the subjects in health, especially anatomy & physiology. Appropriate equipment would be butchers paper, wooden stars, stickers, soft material flowers and animals, and crayons. While working together in a small group and having fun creating the game the students will certainly learn along the way; not only about the topic at hand but also from each other. Afterall, creating appropriate questions requires answers as well as knowing a bit about the topic otherwise they wouldn't be able to ask the questions in the first place. Good guidelines as well as all required materials will need to be provided by the teacher which means intensive preparation will need to be done by the teacher.
F mor me the most significant part about the bridge building experience was the way the four of us got to know each other. Although Dianne also works at Wodonga TAFE I did not know her very well, having met on only a handful of occasions .Carmel and Laurita I did not know at all and while building the bridge conversation easily flowed providing me with plenty of opportunity to learn a little more about them.
One of the other activities was making a game with materials provided. An activity like this could easily be adapted to teaching some of the subjects in health, especially anatomy & physiology. Appropriate equipment would be butchers paper, wooden stars, stickers, soft material flowers and animals, and crayons. While working together in a small group and having fun creating the game the students will certainly learn along the way; not only about the topic at hand but also from each other. Afterall, creating appropriate questions requires answers as well as knowing a bit about the topic otherwise they wouldn't be able to ask the questions in the first place. Good guidelines as well as all required materials will need to be provided by the teacher which means intensive preparation will need to be done by the teacher.