* Upon power
on, students’ Micro:bits
display “AB” while teacher’s “T”.

* Suppose boy
presses button A to choose role A (receiver),

girl presses button B to choose role B (sender).

* Teacher goes
through the list of polygons by pressing button A and button B.

* Suppose
teacher chooses a right triangle,

he then shakes his Micro:bit
to transfer his choice to students’ Micro:bits.

* Micro:bit with role B (i.e. girl) will display teacher’s choice.

* Micro:bit with role A (i.e. boy) will display a dot showing the current
location,

which can be controlled to navigate
by pitching/rolling his Micro:bit.

* The students
do not see each other’s Micro:bit.

* The girl
starts telling the boy what the pattern is.

* Base on
these verbal instructions, the boy re-constructs the pattern,

by pressing button A to toggle between
on/off of the dot

while pitching/rolling
his Micro:bit.

* The boy
cannot ask any question.

If he is successful, his Micro:bit will display a flashing pattern.

* Students can inter-change their roles to repeat the activity.

What
can possibly be learnt by the students?

â Think before scrolling down. â

What can
possibly be learnt by the students?

The information gap between
students and the specific roles played by them create the need to use precise
language in order to convey messages correctly and efficiently.

The three basic levels are
terminology, sentence and conjunction.

1. Terminology

Each body of knowledge
consists of terms and definitions, with which participants use to communicate
meanings without ambiguity. The mastering of this terminology is a
pre-requisite of practicing in the body. For the case of triangles in
mathematics, the list is right, acute … isosceles, equilateral … height, base …
adjacent side, hypotenuse … Very often students are found using their own ways
based on everyday words such as line, point, up, etc., even after classroom
learning of the topic. This activity can help as a revision of the terminology,
and more importantly reminding students the importance of using it in
communication.

2. Sentence

Sentence structure can be
simple, compound … There shouldn’t be assumption that students can handle it
themselves. This activity can help to expose students’
weakness in using sentences for communication, and
bringing out the opportunity of correcting it.

3. Conjunction

Sentences are seldom
independent of each other. The use of appropriate conjunctions can make the
meaning more complete. For example, “It is a right triangle. It is an isosceles
triangle.” is less understood as “It is a right triangle. It is __also__ an
isosceles triangle.” Similar to the above, this activity can help to expose
students’ weakness in using conjunctions, and bringing
out the opportunity of correcting it.

hex
file (student) can be downloaded here.

hex file
(teacher) can be downloaded here.

If you want to implement
these or other activities in your classroom, please contact us for assistance.

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