by Angela Pezzano | Mar 19, 2020 | Life Lab
It does spark joy when young children are grasping concepts, sharing mature responses and can add ‘Polarity’ to their vocabulary – and actually know what it means. Their LEGO builds during this lesson embodied the multiple perspectives of polarities. Unexpectedly the...
by Mark Harling | Mar 3, 2020 | Life Lab
There was somewhat hesitation writing the learning intention for a group of 7-year old’s this week; asking them to identify the difference between a problem and a polarity, understanding with a polarity, it’s not about a solution but a balance of the 2 parts they are...
by Angela Pezzano | Feb 24, 2020 | Life Lab
Whilst our Life Lab program was going to use LEGO® Serious Play® every now and then as a tool for students to debrief and further understand their learning, it’s apparent now if I don’t bring the LEGO® to my next session, there may well be a mutiny. We had planned an...
by Angela Pezzano | Feb 21, 2020 | Life Lab, Uncategorized
The Problem Henchmen presented an example in class this week, when our junior students learned and used Clarifying skills to define what a problem is and is there anything we can do about it? Their shared and agreed problem to use as an example was; When people break...
by Mark Harling | Feb 12, 2020 | Life Lab, UK
More happenings on our Life Lab pilot: this week, Angela Pezzano saw a difference between 5 year olds who jumped on the task with unburdened colour and energy, and 12 year olds who have been moulded by school constraints… Here is her account: “Pushing the...
by Mark Harling | Feb 10, 2020 | Life Lab
This post describes the genesis of the Life Lab School Program and the intention behind it. Half of my experience in industry was spent finding ways to solve problems – mostly technical ones with a sprinkle of human ones. I dealt with complex issues and revelled...
