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Risk-Takers – IB Attribute in the classroom

The Grand Prize MethodGeometry in the 6th gradeThe 6th-grade students participated in the contest Der Grosse Preis (the grand prize), in their Geometry class. The competition covered questions and tasks on Geometry. With great dedication, the students answered the questions and performed the tasks in German. With this, they could reach between 10 and 50 […]


In 23 of August of 2018

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The Grand Prize Method
Geometry in the 6th gradeThe 6th-grade students participated in the contest Der Grosse Preis (the grand prize), in their Geometry class. The competition covered questions and tasks on Geometry. With great dedication, the students answered the questions and performed the tasks in German. With this, they could reach between 10 and 50 points per question. According to the risk motto, students would first and preferably choose 50-point questions. They were delighted when they won the points, but their disappointment was even greater when they lost points to the opponent. It was wonderful to see the joy and motivation of the students during the activity.

 

5th-Grade – Group C of Sachkunde
The Grand Prize consists of five categories with five questions each. As we performed the game in Sachkunde (General Knowledge) class, we used the five themes that we elaborate on in the 5th-grade classroom as the categories: gravity and balance, pumpkin, professions, World Cup and First Aid.

Each category had five questions. For a correct answer to the easiest question, students were able to achieve 10 points and 50 points for the correct answer to the most challenging question. The class was divided into five groups of 3 students each. The teams had to choose the questions they wanted and after a short time of discussion, answer them together.

It was interesting to note the difference in the willingness to take risks each member of the team had, and how they came to an agreement on which questions to answer. Even the groups` strategies were different. One group risked everything, choosing only tough questions. Other groups decided to choose a topic in which they selected as many questions as possible.

It is difficult to assess the most successful strategy because, in the end, three groups with the same number of points shared the victory.

2nd-Grade Group B
Through The Grand Prize methodology, 2nd-grade group B students worked on the Risk-Takers attribute. In addition to developing the ability to risk, the class reviewed their Mathematics content.

At first, the students were divided into groups of four and gave their team a name. Then the presentation of The Grand Prize was designed so that it was visible to all groups. Behind each of the numbered fields was a hidden question. With each round of the game, the groups were able to choose a field and had a chance to answer the question. During the activity, the students could discuss the questions within their group, seeking solutions to the problems. In the end, the group with the highest score received the Grand Prize!

It was a moment of change and relaxation!

 

Preschool Class (Infantil IV B)
We can define `risk taker` as courageous attitudes to face new and uncertain situations, as well as expose and defend their opinions.

We, from preschool (Infantil IV B), worked this attribute throughout the 2nd quarter guided by the book `mutig, mutig` by Lorenz Pauli and Kathrin Schärer.

During this project, the children were stimulated and challenged to discover new flavors, aromas, textures and experiences. We encouraged the children to perceive the same outside of school. Throughout the project, we observed several realizations in the children, especially delight and satisfaction in reaching the goal.

Various activities were offered in order to learn with the hands, head and heart.

 

We went to the woods several times to play and stimulate confidence and autonomy on the log pathway. The achievements were gradual, always respecting individuality and the time of each child.

 

We saw how important it was for the children to be part of this project and we discovered that this attribute was also being applied outside the classroom. The children were confronted with some of their habits and their emotions and showed great joy in being MUTIG!

During the project, we had several moments of reflection and exchange of experiences. The children were able to share their achievements and at the end of the project received a medal for effort and dedication.