Introducing the Monster Choir learning object
Penny Thomson teaches a year 3 class at Douglas Park School, Masterton.
She used the ‘Monster Choir’ learning objects to assist her students learn about repeating patterns as part of her mathematics programme.
Learning experiences included the whole class moving and making repeating patterns, clapping patterns and describing patterns. Individual work was included, such as placing buttons onto a number line to model patterns. Students also worked collaboratively, using a range of learning objects and software.
Several learning objects from the 'Monster Choir' series were selected because they required the students to think about, use, and articulate their understanding of repeating patterns.
"These learning objects added something extra as they allowed the students to 'hear', 'see' and create their own repeating patterns."
Penny, teacher
Key messages about learning objects highlighted in this story
Learning objects are most effective when ...
- incorporated into an existing programme of learning
- supported by relevant offline experiences (before and after use)
- selected according to the needs and interests of the learner
- students work collaboratively
To view these learning objects go to, http://www.tki.org.nz/r/digistore.
Penny describes her use of learning objects
The following video clips show how Penny uses learning objects within her existing maths programme. She talks about using a range of hands-on experiences alongside the learning objects to enrich understanding, and the benefits of students working collaboratively.
Penny also describes how she introduced the learning object to her students and how she was able to cater for a range of student needs.
Clip 1: Introducing the learning object
According to Penny, “This is a good way to highlight the purpose and key features of the learning object, and … things to focus in on.” |
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| Clip duration: 0:09 | |
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Clip 2: Catering for student needsPenny talks about catering for student needs using the learning object. According to Penny, this learning object enabled the students to “… make choices about their own learning. Students can select a more challenging task or re-visit the ones that they've already done if they are not sure.” “As students are engaged with the learning object, the teacher is able to spend time listening, observing, and talking with students on an individual or small group basis. The learning therefore can be individualised and adjusted to better meet the learning needs of the students.” |
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| Clip duration: 0:18 | |
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Clip 3: Students working collaborativelyPenny describes how students collaborate and challenge each other when using the learning object. According to Penny the most learning happens when students, “… work in pairs or small groups and come back to the whole group to share. Often I'll put a more experienced child with one who needs support to reinforce a concept. They help each other and learn to problem solve together.” |
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| Clip duration: 0:11 | |
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Clip 4: Potential of learning objectsPenny reflects on the potential of learning objects to enhance her existing class programme. According to Penny, “Learning objects allow for a rich multidimensional approach to learning that is likely to result in a higher rate of motivation and learning”. |
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| Clip duration: 0:15 | |
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