Bee Bot's create a great deal of excitement and intrigue. As playing occur with Bee-Bot, students interact, communicate, explore, engage with each other, but most importantly, they learn together with their peers without realizing it.
Bee Bot's give students great deal of learning opportunities across early year’s curriculum. In literacy for instance, students can be encouraged to work in groups designing maize and writing down a route card. Calculating steps (maths) and direction are some of the benefits from this one activity. Formulating a story (literacy) and making a mat (art) for the Bee-Bot to travel on is another example. Students are developing their social and language skills through communication and playing in groups encouraging learning from each other. They become constructivist in a content free learning environment and bring their own personal meaning and experience to the classroom. Whilst working in groups, the process of collaboration is taking place amongst students. Delving into prior knowledge of the student’s own perspective by using Bee-Bot, they learn in context and reflect on the subject.
By using Bee-Bots, teachers are ‘designing and implementing learning experiences that help to develop language, literacy and numeracy skills’. We as teachers move into the constructivist theory of teaching by providing group learning activities for social interaction and to solve problems and reflect on experiences. No prior technological knowledge is needed using the Bee-Bot. Students accomplish a variety of different tasks by communicating with each other.
Monitoring students whilst playing with Bee-Bot, teachers are able to evaluate literacy skills; speaking, listening and writing. Observing numeracy in a range of contexts takes place and teachers are able to provide extra support for students’ specific needs
Bee Bot's give students great deal of learning opportunities across early year’s curriculum. In literacy for instance, students can be encouraged to work in groups designing maize and writing down a route card. Calculating steps (maths) and direction are some of the benefits from this one activity. Formulating a story (literacy) and making a mat (art) for the Bee-Bot to travel on is another example. Students are developing their social and language skills through communication and playing in groups encouraging learning from each other. They become constructivist in a content free learning environment and bring their own personal meaning and experience to the classroom. Whilst working in groups, the process of collaboration is taking place amongst students. Delving into prior knowledge of the student’s own perspective by using Bee-Bot, they learn in context and reflect on the subject.
By using Bee-Bots, teachers are ‘designing and implementing learning experiences that help to develop language, literacy and numeracy skills’. We as teachers move into the constructivist theory of teaching by providing group learning activities for social interaction and to solve problems and reflect on experiences. No prior technological knowledge is needed using the Bee-Bot. Students accomplish a variety of different tasks by communicating with each other.
Monitoring students whilst playing with Bee-Bot, teachers are able to evaluate literacy skills; speaking, listening and writing. Observing numeracy in a range of contexts takes place and teachers are able to provide extra support for students’ specific needs