# data[].attributes.body
I really liked it as a teaching experience.
I think students will really enjoy it and the real life connections were pretty strong and clear.
I think the set up period is potentially the biggest constraint with this particular program as well as the timing available to the students.
Would there be a way to do it as a one day excursion? Where all the prep work had been done by the school teachers beforehand and then played through the models during a one day experience. This might ensure the students got a proper amount of play time.

# data[].attributes.body
I think the cyber castle challenge is a good way to teach kids about securing their digital assets. Normally cyber safety is about being safe online but this looks at a different aspect and shows it in a "kid friendly" way. Using minecraft is also useful because most kids are going to know how to use it and if they dont im sure they'd have friends willing to help them learn.

# data[].attributes.body
This is an amazing resource! I really enjoyed the program and am planning on using it in the future. It would be great to see the game evolve to include more features such as having students be the foxes.

# data[].attributes.body
I think the little bits are a useful tool that would be good to use in the upper years of primary. They are quite fiddly which is one of the only downsides I see. I think these could be used as an engaging activity and then revisited after knowledge of electricity and circuitry is built up.

# data[].attributes.body
I enjoyed using the microbits in class. Ive done a little bit of block coding before but in a completely different context (and it has been a while). I can imagine using these in class as a challenge after an initial exploration.

# data[].attributes.body
I found thios workshop the most enjoyable, the little bits were incredibly fun and provided so many different provocations and ideas for the countless things that could be done. The design thinking inquiry cycle I believe it would be highly beneficial in an upper primary class, with lots of reward. This could also be utilised for a local curriculum provocation such as fires, or droughts.

# data[].attributes.body
I really enjoyed working with the littlebits. They were really engaging to work with, particularly alongside the microbits actually - It was a really engaging way to get us thinking and experiencing the DTP

# data[].attributes.body
I really enjoyed the microbits. I never did coding until I started uni and find it quite overwhelming.
Using them was very useful and I enjoyed it so much I have put an order in for a microbits set for myself.

# data[].attributes.body
The Mircobits were an exciting and engaging resource. Playing around with them and experimenting was incredibly enjoyable. I would incorporate these into my lessons with an Inquiry approach similar to how we used them, also providing structured options for the students who need more scaffolding and support.

# data[].attributes.headline
What are your thoughts about Questacon's Cyber Castle Challenge? What are its strengths and challenges in teaching 8-13 year olds about cyber safety and the Digital Technologies curriculum?

# data[].attributes.subject
What are your thoughts about Questacon's Cyber Castle Challenge? What are its strengths and challenges in teaching 8-13 year olds about cyber safety and the Digital Technologies curriculum?

# data[].attributes.headline
What do you think and feel re: the Littlebits? What do you think of the Design Thinking inquiry cycle? How else might the Littlebits or Design Thinking be utilised in the upper primary STEM classroom? 

# data[].attributes.subject
What do you think and feel re: the Littlebits? What do you think of the Design Thinking inquiry cycle? How else might the Littlebits or Design Thinking be utilised in the upper primary STEM classroom? 

# data[].attributes.body
Inquiry is a process of discovery that allows students to broaden their knowledge in an open-ended and engaging way.

I enjoyed all three of the lessons actually, and I would definitely use all three of them in my practice, either separately or embedded within a unit/lesson. They all have their own set of pro's/cons, but I think that they are most beneficial when used together.

I know that the "brainstorm on paper" activity wasn't exactly for the classroom, rather for us, but I would also use this in a classroom setting as it is a really great diagnostic tool!

# data[].attributes.body
Inquiry is the process of question, analysing, and testing to answer our wonders of that which is around us.
The challenge format I found the best as it allowed me to guide and explore my own hypothesis freely and engage with the resources straight away.

Direct instruction:
Pros: you can sequence the learning what, how why, teach scientific method and literacy.
Cons: children might find it bland and dull, it does engage the science cognition skills as well as other methods.

Challenge:
Pros: It builds learning on the social environment, allows for inquiry, testing and hypothesising, very engaging.
Cons: Some children might be too stressed or anxious to participate, the competitive nature could lead to anxiety and added pressures, prior knowledge may be lacking.

Inquiry
Pros: Self guided learning, answering the questions the children are interested in, and very engaging.
Cons: Cognitive overload, Fear of failure, and lack of prior knowledge.

# data[].attributes.headline
Which lesson structure did you like best?

# data[].attributes.subject
Which lesson structure did you like best?

# data[].attributes.body
I like to use a mix of all three lesson structures depending on the topic, the students and what my learning goals for my students are.
Inquiry based learning - pros: often more real world focused and student lead. Cons: when done wrong it is very ineffective as a learning technique.
Overall feedback - it was enjoyable being able to create and experiment while in the class, seeing the different ways to teach the same thing and generate different outcomes was also very useful.

# data[].attributes.body
I enjoyed when we explored the task ourselves. We were given boundaries and an overall goal but other than that it was entirely up to us. Which added fun to the experiment as well. Also trying to compete with everyone else added enjoyment as well.

# data[].attributes.headline
What do you think and feel re: the Microbits? How could you use these in the classroom (via direct instruction, challenge or inquiry)?

# data[].attributes.subject
What do you think and feel re: the Microbits? How could you use these in the classroom (via direct instruction, challenge or inquiry)?

# data[].attributes.headline
What is inquiry? Which lesson structure did you like best and why? (direct instruction, challenge or inquiry?) What are the pros and cons of each method of lesson delivery?

# data[].attributes.subject
What is inquiry? Which lesson structure did you like best and why? (direct instruction, challenge or inquiry?) What are the pros and cons of each method of lesson delivery?