Update: Lego for learning
In an earlier post entitled “3 ways to use Lego for learning in A Level Psychology” (posted August 5th 2012) I suggested 3 ways Lego could be used as a classroom resource inspired by an article on the Psychology of Lego by Jon Sutton (@legopsych) which featured in the BPS publication The Psychologist.
Here are some more ways to potentially use everyone’s guilty pleasure (Lego) to engage students and let their fingers do the thinking.
Unit 3 (AQA Psychology A): Perception
3D Lego Illusions
Psychologist Richard Wiseman, a great source for entertaining and quirky offerings, has posted a number of Lego illusions on his site. Show students these illusions as an introduction to Perception (see earlier post on creating a “science meets art” gallery/exhibition) or after studying theories of perceptual organisation. Ask students to apply their knowledge and explain why we might see something that is not there. Students could have a go at recreating the illusions using Lego.
Giant Lego man
Ask students to build a Lego house with a set of provided bricks, in small groups. Give each group a Lego person and a digital camera (most mobile phones will suffice). Challenge students to create a picture in which the tiny Lego person appears a number of times larger than the house. Students will need to think about how visual cues act as an indicator of size. The challenge here will be to make the viewer believe that the items are adjacent to each other rather than the house looking like it is in the distance. Students could research the Ames Room illusion to help them achieve this.
AS Research Methods: Sampling
I recently came across a short video on You Tube called “Lego Sampling : D”, which demonstrates a number of sampling methods (AQA A, AS Unit 1, Research Methods) with the help of some Lego characters. Use this, or produce your own, to teach concepts that need a bit a visualising with your tongue placed firmly in your cheek.
Build concepts for revision
Produce a set of key-concept or key-term cards and ask students to build them using Lego, against the clock, in a team based “Pictionary” style revision game. The rest of the team have to guess what has been represented with Lego to win points for their team.