Wonderful Learning: Time, Play, and Inclusion

Froggy Jumps

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About this activity

Explore wonder in learning.

Created by

Megan Lewis

United States

Download the paper version to play

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Froggy Jumps Wonderful Learning: Time, Play, and InclusionOnline version Explore wonder in learning. by Megan Lewis 1 What two things are needed for adults and children to experience wonder? a Speed and noise b Time and space c Money and gadgets 2 What can creating and sensing wonder improve? a Memory and stamina b Well-being and imagination c Speed and strength 3 What is key in all plans and experiences offered to children? a Sustainability b Profit c Rush 4 How is wonder often experienced according to the text? a Through play b Only in lectures c During exams 5 Should wonder coexist with teaching in academic subjects? a No, only in arts b Only outside school c Yes, in any subject 6 How can wonder be described in terms of scope? a Small, quiet, simple or large, loud, busy b Only tiny and silent c Only big and loud 7 What is important to reflect on regarding wonder's reception? a Traditions b Inclusive environments c Marketing 8 Are projects starting in wonder more inclusive than those starting in interests? a Sometimes b No c Yes 9 How can children's interests be used in relation to wonder? a Limit to one idea b Ignore them entirely c To explore wonder in multiple ways 10 Why is sustainability mentioned in wonder-based planning? a To increase speed b To make plans and experiences eco-friendly c To reduce playtime

Froggy Jumps

Wonderful Learning: Time, Play, and InclusionOnline version

Explore wonder in learning.

by Megan Lewis

What two things are needed for adults and children to experience wonder?

Speed and noise

Time and space

Money and gadgets

What can creating and sensing wonder improve?

Memory and stamina

Well-being and imagination

Speed and strength

What is key in all plans and experiences offered to children?

Sustainability

Profit

Rush

How is wonder often experienced according to the text?

Through play

Only in lectures

During exams

Should wonder coexist with teaching in academic subjects?

No, only in arts

Only outside school

Yes, in any subject

How can wonder be described in terms of scope?

Small, quiet, simple or large, loud, busy

Only tiny and silent

Only big and loud

What is important to reflect on regarding wonder's reception?

Traditions

Inclusive environments

Marketing

Are projects starting in wonder more inclusive than those starting in interests?

Sometimes

Yes

How can children's interests be used in relation to wonder?

Limit to one idea

Ignore them entirely

To explore wonder in multiple ways

Why is sustainability mentioned in wonder-based planning?

To increase speed

To make plans and experiences eco-friendly

To reduce playtime

You can integrate the game into an LMS compatible with LTI 1.1 or LTI 1.3 such as Canvas, Moodle, or Blackboard. This way, the scores will be automatically saved into the platform’s gradebook.

Wonderful Learning: Time, Play, and Inclusion

Froggy Jumps

About this activity

Created by

Download the paper version to play

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Wonderful Learning: Time, Play, and InclusionOnline version

by Megan Lewis

What two things are needed for adults and children to experience wonder?

What can creating and sensing wonder improve?

What is key in all plans and experiences offered to children?

How is wonder often experienced according to the text?

Should wonder coexist with teaching in academic subjects?

How can wonder be described in terms of scope?

What is important to reflect on regarding wonder's reception?

Are projects starting in wonder more inclusive than those starting in interests?

How can children's interests be used in relation to wonder?

Why is sustainability mentioned in wonder-based planning?

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