Harry Potter
technology in a
theme, by the Haagse Hogeschool, The Hague
contents
1. short
description of activity
2. programme
and organisation
3. didactic
concept
4. materials
and tools
5. costs
6. side-conditions
7. the role
of the teacher
8. technical
aspects
9. pilot:
location and context
10. Perspectives
A good impression of the activity can only be obtained by watching the
powerpoint presentation. The following description is complementary to that.
The report of this activity is not meant to copy, but to inspire and
give an impression what kind of activities are possible if you choose for
technology in an elaborate thematic approach.
1. short
description of activity
Student-teachers from the Haagse Hogeschool realised The technical Magic
School of Harry Potter: a classroom filled with life-size technical toys
connected to the theme Harry Potter. Children (age 10-11) were invited there to
play with the machines, discover the way they worked and to make small
technical products related to these toys themselves. The whole set of
machines and decoration materials later on travelled along several primary
schools to serve in projects on Technology (where children from 4-12 used it).
2. programme
The idea was proposed in a quite open way to a group of 16
student-teachers. As they joined in, it became more like their own project, and
they earn the credits. They split up into couples and planned the designs.
communication was necessary to avoid much overlap. Especially the staff students
have done a great job in the organisation and co-ordinating part, that made
this project more than a collection of toys. The working groups handed in to
the teacher and the staff, their designs for the devices and the activities for
the children. Another important success-factor was an intensive meeting with
each of the working groups and the teacher and staff, about their designs and
plans. Many deceptions could be avoided, and the groups had a clear view about
their aims, before they really got started. They too, did a great job: not a
single device dysfunctioned , and each group found a good way to make the
activity attractive and challenging, one of the main comments during the
meeting.: only a functioning apparatus is only half you need to attract children
and keep them engaged. The staff also took care of the decoration, side
conditions, atmosphere, transportation, fine-tuning with the schoolteachers,
catering and maybe most important: getting children involved. After they were
offered an invitation with a secret password, by one of the Zweinstein
magicians herself, they were so eager they hardly could wait for the date of
the visit. Two classes of about 23 children came at the same time.
Once the children were at the Hogeschool, they were received and one
class started playing with the artefacts in one room, the other class started
making their own small products after an explanation. After approx. 1 hour they
had a break and changed places. The interesting observation was that both
activities where equally appreciated. No jealous reactions were noticed
although many children made different products. Gender was not taken into
account when dividing the groups and activities; it didnt seem to be a problem
either.
After this session, teachers from The Hague primary schools were invited
and guided through the interactive exhibition. They were offered to borrow the
set. Although they had to organise transportation themselves several school
were interested. Finally three school borrowed the materials and organised the
transportation, maintenance and fitting up all by themselves. The only
guideline was a CD with instruction video.
Reactions are very positive: in all school children of all ages (4-12)
visited the exhibition. The main drawback was the vulnerability of the
materials: after each period in a school it took some time to repair broken
parts.
3. didactic
concept
This activity is based on earlier experiences with trials for an
experimental landscape and a nature- and technology manifestation. In stead of a collection of various
activities, this time there was a main theme, that interconnects the loose
activities. In this case we tried to bring in coherence in the activities, and
give the possibility to the teacher to integrate with other core-activities
like reading/writing, maths, chemistry. The theme was chosen because children
were very involved with Harry Potter since at that time a new edition of the
famous series was released. However, the theme can be anything children are
involved with, like circus, the zoo, olympic games, music, holidays etc etc
4. materials
and tools
To produce quite durable devices, only waste material is not sufficient.
Student teachers could use up to 50 euros for material costs; in some cases
this appeared to be not enough for wood, paint, electrical components,
decoration materials etc. Of course this limited budget makes people more
creative in finding ways to obtain materials: a turntable of an old micro-wave
oven, toys from a younger brother, an uncle who is plumber
.. Most of the
production work was carried out at home, with tools available there.
5. costs
The total material costs, including decoration and for two classes of
children catering and materials to make small artefacts, were 375 euros.
Transportation was done by parents or teachers.
6. side-conditions
A classroom that can be darkened, and 7 tables will do for the
technical magic school; a magical atmosphere is realised by stained
curtains and cloths, dimmed light, background music and incense-sticks.
A side-condition for the
construction of the devices was that they could be moved from school to
school; however it proved to be hard to construct collapsible machines. Still a
mini-van was sufficient to transport the whole set in one time.
After each time the set was used at a school, quite a few reparations
had to be made on the materials
7. the role of
the teacher
During the try-outs at the Haagse Hogeschool, the children were
supported by student-teachers quite intensively. In the primary schools were it
went afterwards, they chose to have expert-teachers who did the co-ordination
and guiding in the Harry Potter classroom. Another model could be an intensive
instruction of a selected group of children, that can guide groups of other
children.
Of course, to get a better learning effect its important to assimilate
afterward the experiences of the children and to put it into a wider
perspective. The scientific and technological background can be explained and
children can reflect on the application of what they learned. An important way
is apply the experience of the play with toys, in the construction of their own
products.
8. technical
aspects
By playing with the machines children discover how e.g. gears, levers, wheels and axes, cranck
shafts, pneumatics, electrical circuits etc etc work. They apply this knowledge
in tasks to make simple products of waste materials, that fit very well in the
theme.
9. pilot:
location and context
After the pilots in the Haagse Hogeschool, the set went to OBS De Margriet,
OBS De Kleine Keizer and Montessorischool Valkenbos in The Hague. It stayed in
each school about 1-2 weeks.
10. Perspectives
As mentioned earlier, this idea is not meant to copy literally. Its
meant to inspire. In an ordinary school, without the help of student-teachers,
this formula wont work out exactly the same way. However, with help of some
parents, older children could very well construct devices like these. The
construction might be as important as playing with them, in fact. It becomes more
meaningful for them if they produce such an exhibition to be used by other
children or other guests. Of course many more elements of education, not only
technological, can be involved. We will be interested in any experience with
this concept!!
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Contact:
Haagse Hogeschool,
Sector Onderwijy, Sport en Talen
g.p.vanderslikke@hhs.nl
