Community Learning

How Community was nurtured in this project

The children were working in collaborative groups across 2 classes from P4 to P7. Many of the children had not worked together recently so it was important to establish a sense of community within the collaborative teams. This was done through a variety of community building acitivities throughout the project. These also acted as good brain breaks if the children had been working hard on a particular problem based task. We used the outdoors for many of our Community Builders. What this video as Sam Irvine explains how she used community builders in this project.

These are some of the Community Builders we used in this project:

Skills ICOn Race

This activity double as both a community builder but also a good way to remind the children of all the different skills icons.

For this activity each team had to send a runner up to look at a grid of 12 skills icons. They had memorise one of them and it's position on the grid. They had to run back to their group and draw the icon on their own grid. Each member took turns of doing this until their grid was complete.

At the end of the task the children were asked to look at the icons and make the link between the drawings / icons and the skills fans we use in P4 - 7.

Possible Reflection Questions: What skills did your team use during this community builder ? What skills do you think you team might need for this project?

1,2,3 ...

This was a quick brain break type community builder. Teams split into pairs.

  • First person starts with saying the number 1

  • Partner says 2

  • First person says 3

  • Partner says 1

They carry on this pattern. To make it challenging they swap the number 3 with a clap of the hands. Then change it and swap the number 2 with a stomp of the feet. Finally swap the number 1 with hands on their heads.

Possible reflection questions: How did it feel when you made a mistake ? How did you encourage each other ? Did anyones partner make them feel at ease ?

Mentimeter check in

Each day the children would use a mentimeter to check in. The mentimeter question would vary each day. For example one day the children chose an Emoji that reflected how they felt. Another day the children chose a type of transport that best described how they were feeling!

Magic Hoops

This is a fun community builder and can be done with teams 3 or larger.

  • Each group was asked to stand in a circle and put their hands straight out in front of them with their fingers pointing.

  • The teacher explained they were about to be given a Hula Hoop that was to rest on all their fingers.

  • Together without gripping on to the hoop at all with their fingers they were to try and lower the hoop to the ground.

  • However, they must always keep their fingers in contact with the hula hoop.

Sounds easy but can be very challenging!

Possible Reflection Questions: What did you find challenging about this task ? How did your team cope if it wasn't going well ? How did you come up with a solution ? How could you transfer this to your project work ?

Swamp Survival

This Community Builder was completed in larger groups by combining teams together. Each team was given 3 crates to cross the deadly swamp. They had to work together as a whole team to get everyone across without stepping in the Swamp.

Possible Reflection Question: How did you find it working in a larger group ? What skills and qualities were important for this task ?

Star Orienteering

This activity doubled up as a community builder and an opportunity for the children to learn how to be able to identify the 5 main types of Geese that we were likely to spot around Gartocharn. Using Star Orienteering the children had to find 8 clues about each type of geese in order to identify which one it was. They had to use their map reading skills in order to find the clue. This again was a great opportunity to build community within each team and to reflect on these skills.

Expeditions

Again this activity combines both knowledge acquisiton and community building. The children when on a number of expeditions to look for the Geese and the fields where they roost and feed. The children did these expeditions in their Project Teams. They were responsible for making sure everyone in their team was prepared for the expedition, had all the necessary equipment and had considered any risks on the expedition. Reflecting at the end of the expedition on how each team supported each other allowed the children to develop a real sense of community.