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presentations on the planet

In a 3rd Class were the planets in the center Science Education. The children have worked in tandem and the lectures presented in class. To this end they have collected using various media materials. At the end of the topic, the children have now created a short presentation to all the planets. Each planet was portrayed on a new film. The images of the planet, I've been running in the class, children are available. If they needed more information they could ask their classmates or benefit from the existing lists of links to the various planets. They were able to once again repeat their existing knowledge and new to learn. Once the children had grasped the principle of the slide layouts, and adding agents, they were with creating slides very quickly. They could finish their presentations in teams of two in two lessons in part.

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stop motion films

for 16 lessons I had with a 5 Manual training class in stop motion movies created. Task was to represent movements, which are not natural. To this end I used the stop motion film "Tony vs. Paul." As an example: http://www.youtube.com/watch?v=AJzU3NjDikY

following points were found to be greatest difficulties for the students:

• movements take place which do not occur in the real world really.
• The digital camera always at the same to keep that position, so the photos always had the same settings and the resulting film blurred.
• Group dynamics - it was for the children to some very difficult part to an idea. Some groups have a lot of time lost through disputes.
• We have made two films, was the first to practice and to gain experience and to learn from them for the second movie. The second time through, it was sometimes difficult to motivate the children.

The film, despite these difficulties, results are quite well done and the children are very proud of their own productions.

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learning from the perspective of brain research

at the 2nd High School Conference of PH could FHNW I witnessed the presentation of Mrs. Scheunpflug. They talked about the linkage of brain research and education. During the lecture, and now in retrospect to beat (the 8 hours of sleep have worked ...) I try to bridge the ICT. I would like to mention some aspects.
The closure of neural connections affect a variety of factors. One factor is feelings. If a document contains a large amount of news, whether good or bad, this causes a rise in our neural connections. This applies equally to the reward expectancy and the laughter. In contrast, form stress, anxiety and fear will block the formation of new brain networks. Also
Initiative and connections are an important part that the brain creates neural connections. Can children be self-active, even if they're following on from earlier experience, they learn more. For a while frowned upon, but again the research on the rise, the practice. to repeat a learning content in different ways, strengthens the connections in the brain. At this point to mention is that sleep plays according to the latest research results, a central role has been learned in the brain to be anchored properly. If the body indulged in too little sleep, can share the experience gathered from the previous day too little.

This means that if we bring something new to ICT in the classroom can, which triggers in children still a wow feeling, good foundations have been laid. In addition, through social contacts, for example in team work, the feelings are excited. The task we set the children should meet their current state of knowledge, but they call anyway.
Drill & Practice programs are still justified in the classroom. Mrs. Scheunpflug but has also pointed out that exercise helps to reduce the pent-up adrenaline. So in spite of computer work, is the movement for the children not be forgotten.

is now only one question: Is it possible that these requirements are all fair? An attempt is in any case, value!