Magic in the skies

Hi,

Attached is a project written a few months back by a 11-year old Squeak newbie
inspired by watching the skies. Click yellow button in script3 to reset and
then the start the timer in script1. Now sit back to enjoy the spectacle. It
is best played with the orb pointed towards the Sun (outdoors is best, through
a window is better).

I found this "story" to be quite superior to many textbook descriptions of
this grand event.

Subbu

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K. K. Subramaniam wrote:

> It
> is best played with the orb pointed towards the Sun (outdoors is best, through
> a window is better).

I don't understand.

> I found this "story" to be quite superior to many textbook descriptions of
> this grand event.

Absolutely.  Did the student make it with the intention of teaching
younger students?

It is frustrating that when the user clicks on the Sun, it moves to
the front.  Does Etoys have a way to lock it to the back, or will most
10 year olds be quick enough to find the invisible ellipse (Moon) and
bring that back to the front?

Thanks for uploading it!
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On Wednesday 22 Jul 2009 1:54:50 pm David Corking wrote:
> K. K. Subramaniam wrote:
> > It
> > is best played with the orb pointed towards the Sun (outdoors is best,
> > through a window is better).
>
> I don't understand.
The project tries to model what is going on in the skies. Children can
appreciate the connection better with the real stuff before them. Sunrise and
Sunset are the best times. Stellarium (stellarium.org) is a good substitute
for indoor use for those not in tropics.
> > I found this "story" to be quite superior to many textbook descriptions
> > of this grand event.
> Absolutely.  Did the student make it with the intention of teaching
> younger students?
No. I had just introduced Squeak as an 'idea recorder' and the project was an
impulsive, inspired work, a story with a 'magic'. It takes very little
'training' to get a child to started on Squeak with this approach.

> It is frustrating that when the user clicks on the Sun, it moves to
> the front.  Does Etoys have a way to lock it to the back, or will most
> 10 year olds be quick enough to find the invisible ellipse (Moon) and
> bring that back to the front?
Moving objects back and front to recognize occlusion is part of unraveling the
magic. Turn on 'resist being picked up' option for Sun/Moon, if you feel it
necessary.

BTW, I have learnt to treat projects like these as opinions - never step-in to
'correct' or 'enhance' it. But do take note of new aspects to introduce next
time the author seeks help.

Subbu
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> BTW, I have learnt to treat projects like these as opinions - never step-in to
> 'correct' or 'enhance' it. But do take note of new aspects to introduce next
> time the author seeks help.

What do you mean exactly?

Hilaire


--
http://blog.ofset.org/hilaire
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On 23.07.2009, at 07:40, Hilaire Fernandes wrote:

>> BTW, I have learnt to treat projects like these as opinions - never  
>> step-in to
>> 'correct' or 'enhance' it. But do take note of new aspects to  
>> introduce next
>> time the author seeks help.
>
> What do you mean exactly?
>
> Hilaire

It's better not to tell students they did something "wrong", because  
this soon stifles creativity. Also, sometimes a different path than  
envisioned by the teacher turns out to be more interesting, if the  
student is allowed to pursue it. Instead of correcting the work while  
it is in progress, at the next opportunity show them a different (and  
perhaps better) way of doing it.

- Bert -


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On Thursday 23 Jul 2009 4:10:28 pm Hilaire Fernandes wrote:
> > BTW, I have learnt to treat projects like these as opinions - never
> > step-in to 'correct' or 'enhance' it. But do take note of new aspects to
> > introduce next time the author seeks help.
>
> What do you mean exactly?
I used the word opinion in its sense of "what one thinks". When children start
using Etoys to record their ideas initially, they may commit errors or
omissions. Many of these will be corrected by themselves during the course of
the project. But, if someone watching over the shoulder attempts to point out
these errors or offers better ways of doing things, they lose track of their
thoughts. Some even get so disturbed that they may abandon further work on the
project. It is no longer their 'idea', it is now the supervisor's idea.

A second observation is that the 'supervisor' often misjudges the purpose of
the project. In this case, the child was using Etoys to position some mental
gears (vague ideas) in place. As soon as the gears clicked, there was no
further interest in "polishing" it for public consumption. So there was no
point in offering help to enhance it.

I only offer help when they approach me with "how do I.." (direct) or watch me
working at the computer (indirect).

BTW, I am not a school teacher, just a community volunteer. I posted this
project just to get discussion going around the *effect* of Etoys on learners.

Subbu
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