Poland
Case Study - Minecraft Education - The Frog Prince - for Beginners
This case study explores the introduction of This case study explores how Minecraft Education was introduced to students, emphasizing its differences from the classic version. The teacher demonstrates the user interface, how to control the character, move, build, and utilize the tools and resources available, preparing students for completing tasks later in the lesson.
Context
The case study took place in a 4th-grade classroom at a primary school in Poland (Szkoła Podstawowa nr 1 im. Janusza Korczaka w Czersku). The class consisted of 20 students, aged 10 to 11 years. This lesson was part of a special educational initiative developed by Laboratory For The Future, which won a grant from the Ministry of Education. Their task was to implement and evaluate this lesson plan in primary schools across Poland. The goal was to integrate innovative learning methods and tools into the curriculum. The lesson plan, now easily accessible, is designed to be used in a variety of schools, allowing educators across the country to replicate the experience and support student engagement with modern learning techniques.
Problem/Challenges
The project encountered several challenges:
- Limited experience with Minecraft Education Game: Many students were new to this program, making it their first time using this method. The goal was to help them become familiar with the game.
- Time limitations: The project needed to be completed within a short timeframe (only 45 minutes), requiring students to quickly manage the learning curve associated with new methods.
- Equipment issues: Not every school is equipped with the necessary tools to use the game, which could make it difficult to implement this in IT lessons.
Solutions
To address these challenges, the following solutions were implemented:
- Introduction to Tools: Teachers prepared materials such as The Fairytale of the Frog Prince, a computer with internet access, Minecraft Education, and a sample tower to help students get started.
- Teamwork and Role Distribution: Students were given time to familiarize themselves with moving around and using the materials for building. They were also encouraged to find the best spot for their tower, such as near the water. If needed, they could ask the teacher or their classmates for help.
- Time Management and Milestones: The task was extended to a maximum of 2 class hours, as 45 minutes was insufficient to complete the project within the constraints.
- Demonstration: Students logged into their pre-prepared Minecraft Education accounts, launched a new world in creative mode, and spent time getting used to controlling their characters, exploring available resources, and building and destroying simple structures. This step helped familiarize them with the tools they would need for the main activity.
- Evaluation: The teacher conducted a formative evaluation by drawing a sad and smiling frog on the board. Students were then asked to write two responses on colored sticky notes: one about what they liked and why, and another about what they didn’t like and why. This feedback was gathered to assess engagement and identify areas for improvement, allowing the teacher to adapt future lessons to better meet student needs.
