We think that kids would enjoy it (but found it to be a little annoying as adults) maybe slow it down to help kids not become frustrated

Speed tests and drills that start simple and get harder are helpful for children and help them feel successful. However we felt like this game went to fast to help children feel successful and would instead make them frustrated quickly. 

It was very active and kept students engaged.It was meaningful through teaching a concept but didn’t really nurture concepts.  

In the beginning it did, but by the end it went to fast and we pretty much just gave up. 

Executive Functions: Emotional control, attention, goal acheivement, orginization

Apply, Analyze and evaluate

Logical/Mathematical and Visual/Spatial

2.     When we figured out how to the coding activity we felt industry because we learned to do something. Our knowledge was scaffold as well because we built upon what we learned.

3.     It didn’t really nurture our relationships because it wasn’t interacting with other people. But working with each other and reading through the directions was a nurturing aspect. It required “minds on” and “hands on”.

4.     The task was broken down in good steps except it felt that it was a little scattered. One thing that would’ve helped was if there were screenshots of steps we should be on.

5.     The executive function skills we used were attention, time management, and goal achievement. 

6.     We used create, analyze, and understand. We had to first learn what we were doing and then apply it.

7.     Verbal linguistic was used because we discussed with each other. Logical and spatial were also main skills for this.

 

It focused on the process of learning and discovering through our experiences although digital.  It was through sight and sound mostly.

We liked this center because we got to have a sensory experience when watching the videos of the lizards and the effects on their populations.

 It was active as the students were engaged in the natural selection process with visual representations of the Lizards paper (cut-outs of the Lizards). It was meaningful as it helped the students understand natural selection. It nurtured relationships as the students had to work together in order to complete the assignment.

Yes, it was very clear what we were supposed to do when.

We used attention, organization and time management.

The skills that were incorporated were understand, analyze, and evaluate.

The logical/mathematical skill is incorporated.

3.  It was meaningful and useful. It wasn’t very active because it was sedentary. It was very connected with others as we practiced together. We worked together with our groups to figure it out.
4. Yes, the tasks started out with watching the video which was well paced and could be rewinded for learners who need more time. The video included the numbers we were learning written down in both the Hebrew and English alphabet, which made completing the tasks of speaking the number and spelling it out much easier than it would’ve been otherwise.
5. This center incorporated the executive function skills of attention, organization and goal achievement. Our attention was drawn to learning the Hebrew numbers, which we organized according to previous assimilation we had, and we had the goal to go through the first 100 Hebrew numbers.
6. We think that the skills that were incorporated into this activity are remember and understand. Learning the numbers 1-100 in Hebrew requires some memorization and you need to be able to identify how the numbers connect to one another in order to learn them. 
7. The Multiple Intelligence skill that was incorporated was verbal/linguistic. We learned and used new words and language as we learned to count in Hebrew.