1.6. LOGO EXPLANATION
•
0 likes•77 views
Logotipo zure aurpegia da. Aitortzen zaitu. Zure nortasuna, zure balioak eta printzipioak islatzen ditu. Logotipoaren diseinua zure identitatea ezartzen du. Zure logotipoa zure irudia sortzen du. A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image 1. MULTIPLE INTELLIGENCES 1.6. Logo and T-Shirt
Report
Share
Report
Share
Download to read offline
Recommended
DESIGN THINKING FOR EDUCATORS
The toolkit offers you new ways to be intentional and collaborative when you are designing new solutions for your classroom, school, and community.
It hones your skills and empowers you to create desirable solutions. In this toolkit, we have layed out a series of steps that can help you develop new, innovative solutions designed with people at the center.
DESIGN THINKING FOR EDUCATORS DESIGNERS WORKBOOK
Welcome to the Designer’s Workbook. This workbook includes step-bystep instructions for completing a design challenge using the design thinking process. this workbook is a quickstart guide
to the design thinking process and is best used in combination
with the design thinking toolkit for educators.
The Design Thinking Toolkit for Educators contains in-depth
instructions and explanations as highlighted by each step in
this workbook the toolkit also provides you with examples
from educators, like yourself, of how they’ve been using design
thinking in their work. This workbook is an accompaniment
to the Design Thinking for Educators toolkit, available for free at
designthinkingforeducators.com.
5.2.4. NEXT STEPS
5. EVOLUTION / OROKORTZEA eta TRANSFERITZEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio bateratzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.2.4. NEXT STEPS
The implementation of an idea requires a different approach from its generation. When your idea has evolved into a solid concept, it’s time to plan the next steps. With your partners and team, create a timeline for bringing the concept to life.
5.1. 2. PROJECT DESIGN OVERVIEW
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
5.1.3. INDICATORS OF SUCCESS
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.3. INDICATORS OF SUCCESS
Essential Project Design Elements Checklist.The Essential Project Design Elements Checklist can be used for a quick evaluation of a project's design, to see if it includes all the essential elements of rigorous, effective PBL.
The project must meet these criteria to be Gold Standard PBL.
5.1.4. ICT RUBRIC
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.4. ICT RUBRIC
ICT rubric discusses about the basics of assessment practices and explores how various technology tools can be integrated effectively for assessing student learning. The chart below gives an overview of how ICT can be used and assessed.
5.1.1. PROJECT DEVELOPMENT ASSESMENT
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.1. PROJECT DEVELOPMENT ASSESSMENT
4.3.2. PROJECT SELF EVALUATION
4.3. WORK EVALUATION / LANAREN EBALUAZIOA
Prozesua eta Ikaskuntza ebaluatzen da. Ebaluazio-irizpideen betetze-maila egitarazten da eta Ikasleen parte-hartzea(autoebaluazioa eta koebaluazioa) ezinbestekoa da.
Fase hau amaitzeko, beharrezkoa da ikasleek lortutako emaitzaren eta ondorioen berri emango duten jarduerak egitea. Proposatutako ataza burutu ondoren, komeni da ikasleek ebaluazio prozesuan (autoebaluazioa eta koebaluazioa) parte hartzea; izan ere, prozesu horiek lagunduko diete honako hauek egiten:
• Burututako prozesuaren eta esperotako emaitzaren arteko
aldeez jabetzen.
• Ebaluazio-irizpideak barneratzen.
• Esperotako emaitzaren hainbat ikuspegiren arteko aldeak ikusten.
• Akatsak kudeatzen eta haiek hobetzeko eta gainditzeko ekintzak planifikatzen.
4.3.2. PROJECT SELF EVALUATION
This is a self-assessment rubric that can be used with elementary students to assess their level of cooperation in group activities. This is great to use with any cooperative learning activity or work station.
Recommended
DESIGN THINKING FOR EDUCATORS
The toolkit offers you new ways to be intentional and collaborative when you are designing new solutions for your classroom, school, and community.
It hones your skills and empowers you to create desirable solutions. In this toolkit, we have layed out a series of steps that can help you develop new, innovative solutions designed with people at the center.
DESIGN THINKING FOR EDUCATORS DESIGNERS WORKBOOK
Welcome to the Designer’s Workbook. This workbook includes step-bystep instructions for completing a design challenge using the design thinking process. this workbook is a quickstart guide
to the design thinking process and is best used in combination
with the design thinking toolkit for educators.
The Design Thinking Toolkit for Educators contains in-depth
instructions and explanations as highlighted by each step in
this workbook the toolkit also provides you with examples
from educators, like yourself, of how they’ve been using design
thinking in their work. This workbook is an accompaniment
to the Design Thinking for Educators toolkit, available for free at
designthinkingforeducators.com.
5.2.4. NEXT STEPS
5. EVOLUTION / OROKORTZEA eta TRANSFERITZEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio bateratzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.2.4. NEXT STEPS
The implementation of an idea requires a different approach from its generation. When your idea has evolved into a solid concept, it’s time to plan the next steps. With your partners and team, create a timeline for bringing the concept to life.
5.1. 2. PROJECT DESIGN OVERVIEW
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.2. PROJECT DESIGN OVERVIEW
This is a two-part planning form for a project. The Project Design: Overview summarizes the project's key features, and the Project Design: Student Learning Guide helps teachers plan scaffolding and formative assessment, aligned to standards and a project's final major products.
5.1.3. INDICATORS OF SUCCESS
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.3. INDICATORS OF SUCCESS
Essential Project Design Elements Checklist.The Essential Project Design Elements Checklist can be used for a quick evaluation of a project's design, to see if it includes all the essential elements of rigorous, effective PBL.
The project must meet these criteria to be Gold Standard PBL.
5.1.4. ICT RUBRIC
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.4. ICT RUBRIC
ICT rubric discusses about the basics of assessment practices and explores how various technology tools can be integrated effectively for assessing student learning. The chart below gives an overview of how ICT can be used and assessed.
5.1.1. PROJECT DEVELOPMENT ASSESMENT
5. EVOLUTION / OROKORTZE ETA TRANSFERITZE FASEA
Fase honetan, ikasleek eskuratutako ikaskuntzak integratzen eta, aurrez jasotako beste ikaskuntza batzuekin batera, ikaskuntza horiek mobilizatzen ikasten dute, egoera konplexu berriak konpontzeko. Unitatearen azken fase hau oso garrantzitsua da, zeren prozesua ixteko laburpen bat egin behar baita; hala, unitatean zehar landu diren edukiak eta konpetentziak laburbildu eta erlazionatu egin behar dira laburpen horretan. Fase honetan, egoera zehatz batean jasotako ezagutza orokortu daitekeen jakintza bihurtu daiteke, antzeko egoeretan erabili daitekeena.
Orokortzea ezin da abstrakzio-prozesu bakar batean egin, baizik eta konpetentzia bat testuinguru askotan erabili behar da eta horri esker pasa daiteke ezagutza testuinguru batetik beste batera.
Irakasleei dagokienez, orokortze eta transferentzia faseak ebaluazio batutzailerako balio du; izan ere, taldearen eta ikasle bakoitzaren aurrerapena jakin daiteke. Ikasleei dagokienez, ikaskuntza-prozesuaz jabetzeko balio du, baita ikasitakoa beste egoera batzuetan aplikatzeko ere.Fase bakoitzean adierazitako irakaskuntza- eta ikaskuntza-jarduerak ez dira inola ere unitate didaktikoan elkarren segidan egin beharreko pauso edo uneak, baizik eta askotariko gurutzatzeak, artikulazioak eta ordenamenduak onartzen dira, egitura malgu, mugigarri eta ebolutibo baten barruan. Izan ere, egitura horrek forma berriak hartzen ditu; betiere, ezarritako helburuen arabera garatzen den heinean.
Evolution is the development of your concept over time. It involves planning next steps, communicating the idea to people who can help you realize it, and documenting the process. Change often happens over time, and reminders of even subtle signs of progress are important.
5.1.1. PROJECT DEVELOPMENT ASSESSMENT
4.3.2. PROJECT SELF EVALUATION
4.3. WORK EVALUATION / LANAREN EBALUAZIOA
Prozesua eta Ikaskuntza ebaluatzen da. Ebaluazio-irizpideen betetze-maila egitarazten da eta Ikasleen parte-hartzea(autoebaluazioa eta koebaluazioa) ezinbestekoa da.
Fase hau amaitzeko, beharrezkoa da ikasleek lortutako emaitzaren eta ondorioen berri emango duten jarduerak egitea. Proposatutako ataza burutu ondoren, komeni da ikasleek ebaluazio prozesuan (autoebaluazioa eta koebaluazioa) parte hartzea; izan ere, prozesu horiek lagunduko diete honako hauek egiten:
• Burututako prozesuaren eta esperotako emaitzaren arteko
aldeez jabetzen.
• Ebaluazio-irizpideak barneratzen.
• Esperotako emaitzaren hainbat ikuspegiren arteko aldeak ikusten.
• Akatsak kudeatzen eta haiek hobetzeko eta gainditzeko ekintzak planifikatzen.
4.3.2. PROJECT SELF EVALUATION
This is a self-assessment rubric that can be used with elementary students to assess their level of cooperation in group activities. This is great to use with any cooperative learning activity or work station.
4.3.1. DESIGN THINKING CONTENTS
4.3. WORK EVALUATION / LANAREN EBALUAZIOA
Prozesua eta Ikaskuntza ebaluatzen da. Ebaluazio-irizpideen betetze-maila egitarazten da eta Ikasleen parte-hartzea(autoebaluazioa eta koebaluazioa) ezinbestekoa da.
Fase hau amaitzeko, beharrezkoa da ikasleek lortutako emaitzaren eta ondorioen berri emango duten jarduerak egitea. Proposatutako ataza burutu ondoren, komeni da ikasleek ebaluazio prozesuan (autoebaluazioa eta koebaluazioa) parte hartzea; izan ere, prozesu horiek lagunduko diete honako hauek egiten:
• Burututako prozesuaren eta esperotako emaitzaren arteko
aldeez jabetzen.
• Ebaluazio-irizpideak barneratzen.
• Esperotako emaitzaren hainbat ikuspegiren arteko aldeak ikusten.
• Akatsak kudeatzen eta haiek hobetzeko eta gainditzeko ekintzak planifikatzen.
4.3.1. DESIGN THINKING CONTENTS
Design Thinking Contents knowledge suggests how it can be fostered and evaluated. Design thinking can be developed through the purposive selection and sequencing of design problems as well as through the reflection and understanding of design contents. These processes can also support the long-term development of the desired dispositions to engage in design work. The development of design thinking can also be supported through a multi-prong approach where design perceptions, design processes, and design outcomes are being evaluated.
4.2.3. BUILD A QUESTION GUIDE
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.3. Build a Question Guide
A good feedback conversation is a mix of spontaneous reactions to your prototype as well as structured questions designed to compare various peoples’ opinions about the same topic. Prepare a question guide that helps you navigate both sides.
4.2.2.3. PLAN INTERACTIONS and LOGISTICS
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.2. Select Feedback Participants
4.2.2.3. Plan Interactions and Logistics
Discuss how to improve your prototype and capture ideas for a next iteration immediately.
4.2.2.1. FEEDBACK REPORT
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.1. Identify Sources of Feedback
Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement.
4.2.2.1. Feedback Report
Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement.
4.1.8.2. WRITE A QUESTIONNAIRE
The document provides guidance on writing an effective questionnaire to collect feedback on prototypes and ideas. It recommends including open questions, questions framed to encourage constructive feedback and building on the idea, and organizing the questionnaire to start with general impressions, ask for specific feedback, and then open up broader discussion. An effective questionnaire structure the feedback conversation and allows for comparing opinions while exploring new areas. It should be organized with an eye towards timing and in a readable format to guide the conversation.
4.1.3. DIAGRAM
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.3. Diagram
It is a diagram that shows all possible logical relations between project´s ideas.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
1.6. T- SHIRT
A logos is the "face" of your team. It shows your identity, and through colors and fonts and images it provides essential information about your team and allows students to identify your team.
Logotipoak zure taldearen "aurpegia" da. Zure nortasuna erakusten du, eta koloreak eta letra-tipoak eta irudiak erabiliz, zure taldeari buruzko funtsezko informazioa ematen du eta zure taldea identifikatzeko aukera ematen du.
- Design Your Team's T-shirt. It Must Include The Following Items:
Team´s Name
Logo
Signatures
1. MULTIPLE INTELLIGENCES
1.6. Logo ans T-Shirt
2.2. CRETATE A PROJECT PLAN
Students have to fill in the following template to develop a calendar for the project
2. HASIERAKO FASEA / GETTING STARTED
2.2. Create a Project Plan
2.3. PROJECT DESCRIPTION
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.3. PROJECT DESCRIPTION
A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture
thoughts on why this is a problem, and what the opportunity for design will be.
2.3. PROJECT DESCRIPTION
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.3. PROJECT DESCRIPTION
A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture
thoughts on why this is a problem, and what the opportunity for design will be.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the
problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
1.6. LOGO
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.6. Logo and T-shirt
A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image.
Logotipo zure aurpegia da. Aitortzen zaitu. Zure nortasuna, zure balioak eta printzipioak islatzen ditu. Logotipoaren diseinuak zure identitatea ezartzen du. Zure logotipoak zure irudia sortzen du.
1.4. SHARE WHO YOU ARE
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.4. Share Who You Are
Spend time as a team getting to know each other. Make this a casual and friendly experience. Give everyone a few minutes to write down his or her skills in Post Its , then share back with the team. After this exercise, write down each member's biography.To write a biography it is important to share how are you and in what intelligences are you good and bad.
Pasa ezazu denbora elkarren ezagutzen. Egin esperientzia atsegina eta inoizkakoa. Eman diezaiokezu minutu batzuk bere Post-en gaitasunak idazteko, gero taldearekin partekatzeko. Ariketaren ostean, idatzi kide bakoitzaren biografia. Biografia bat idazteko, oso garrantzitsua da nola eta zertan ari zaren inteligentea eta txarra zarela partekatzea
1.2. MULTIPLE INTELLIGENCES SURVEY
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.2. Multiple Intelligences Survey
Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.
1.2. MULTIPLE INTELLIGENCES SURVEY
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.2. Multiple Intelligences Survey
Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.
1.1. MULTIPLE INTELLIGENCES GUIDE
1. Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.1. Guide
Hau da adimen anitzak garatzeko gida / This is a guide to teach through Howard Gardner´s 8 intelligences
More Related Content
More from Eguzkitza LHHI
4.3.1. DESIGN THINKING CONTENTS
4.3. WORK EVALUATION / LANAREN EBALUAZIOA
Prozesua eta Ikaskuntza ebaluatzen da. Ebaluazio-irizpideen betetze-maila egitarazten da eta Ikasleen parte-hartzea(autoebaluazioa eta koebaluazioa) ezinbestekoa da.
Fase hau amaitzeko, beharrezkoa da ikasleek lortutako emaitzaren eta ondorioen berri emango duten jarduerak egitea. Proposatutako ataza burutu ondoren, komeni da ikasleek ebaluazio prozesuan (autoebaluazioa eta koebaluazioa) parte hartzea; izan ere, prozesu horiek lagunduko diete honako hauek egiten:
• Burututako prozesuaren eta esperotako emaitzaren arteko
aldeez jabetzen.
• Ebaluazio-irizpideak barneratzen.
• Esperotako emaitzaren hainbat ikuspegiren arteko aldeak ikusten.
• Akatsak kudeatzen eta haiek hobetzeko eta gainditzeko ekintzak planifikatzen.
4.3.1. DESIGN THINKING CONTENTS
Design Thinking Contents knowledge suggests how it can be fostered and evaluated. Design thinking can be developed through the purposive selection and sequencing of design problems as well as through the reflection and understanding of design contents. These processes can also support the long-term development of the desired dispositions to engage in design work. The development of design thinking can also be supported through a multi-prong approach where design perceptions, design processes, and design outcomes are being evaluated.
4.2.3. BUILD A QUESTION GUIDE
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.3. Build a Question Guide
A good feedback conversation is a mix of spontaneous reactions to your prototype as well as structured questions designed to compare various peoples’ opinions about the same topic. Prepare a question guide that helps you navigate both sides.
4.2.2.3. PLAN INTERACTIONS and LOGISTICS
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.2. Select Feedback Participants
4.2.2.3. Plan Interactions and Logistics
Discuss how to improve your prototype and capture ideas for a next iteration immediately.
4.2.2.1. FEEDBACK REPORT
4. APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA
4.2.1. Identify Sources of Feedback
Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement.
4.2.2.1. Feedback Report
Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement.
4.1.8.2. WRITE A QUESTIONNAIRE
The document provides guidance on writing an effective questionnaire to collect feedback on prototypes and ideas. It recommends including open questions, questions framed to encourage constructive feedback and building on the idea, and organizing the questionnaire to start with general impressions, ask for specific feedback, and then open up broader discussion. An effective questionnaire structure the feedback conversation and allows for comparing opinions while exploring new areas. It should be organized with an eye towards timing and in a readable format to guide the conversation.
4.1.3. DIAGRAM
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.3. Diagram
It is a diagram that shows all possible logical relations between project´s ideas.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
4.1.2. STORYBOARD
4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA
Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala.
Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak.
Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da.
Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea.
4.1. MAKE PROTOTYPES
4.1.2. Storyboard
It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.
1.6. T- SHIRT
A logos is the "face" of your team. It shows your identity, and through colors and fonts and images it provides essential information about your team and allows students to identify your team.
Logotipoak zure taldearen "aurpegia" da. Zure nortasuna erakusten du, eta koloreak eta letra-tipoak eta irudiak erabiliz, zure taldeari buruzko funtsezko informazioa ematen du eta zure taldea identifikatzeko aukera ematen du.
- Design Your Team's T-shirt. It Must Include The Following Items:
Team´s Name
Logo
Signatures
1. MULTIPLE INTELLIGENCES
1.6. Logo ans T-Shirt
2.2. CRETATE A PROJECT PLAN
Students have to fill in the following template to develop a calendar for the project
2. HASIERAKO FASEA / GETTING STARTED
2.2. Create a Project Plan
2.3. PROJECT DESCRIPTION
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.3. PROJECT DESCRIPTION
A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture
thoughts on why this is a problem, and what the opportunity for design will be.
2.3. PROJECT DESCRIPTION
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.3. PROJECT DESCRIPTION
A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture
thoughts on why this is a problem, and what the opportunity for design will be.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the
problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
1.6. LOGO
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.6. Logo and T-shirt
A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image.
Logotipo zure aurpegia da. Aitortzen zaitu. Zure nortasuna, zure balioak eta printzipioak islatzen ditu. Logotipoaren diseinuak zure identitatea ezartzen du. Zure logotipoak zure irudia sortzen du.
1.4. SHARE WHO YOU ARE
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.4. Share Who You Are
Spend time as a team getting to know each other. Make this a casual and friendly experience. Give everyone a few minutes to write down his or her skills in Post Its , then share back with the team. After this exercise, write down each member's biography.To write a biography it is important to share how are you and in what intelligences are you good and bad.
Pasa ezazu denbora elkarren ezagutzen. Egin esperientzia atsegina eta inoizkakoa. Eman diezaiokezu minutu batzuk bere Post-en gaitasunak idazteko, gero taldearekin partekatzeko. Ariketaren ostean, idatzi kide bakoitzaren biografia. Biografia bat idazteko, oso garrantzitsua da nola eta zertan ari zaren inteligentea eta txarra zarela partekatzea
1.2. MULTIPLE INTELLIGENCES SURVEY
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.2. Multiple Intelligences Survey
Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.
1.2. MULTIPLE INTELLIGENCES SURVEY
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.2. Multiple Intelligences Survey
Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.
1.1. MULTIPLE INTELLIGENCES GUIDE
1. Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.1. Guide
Hau da adimen anitzak garatzeko gida / This is a guide to teach through Howard Gardner´s 8 intelligences
More from Eguzkitza LHHI (20)
1.6. LOGO EXPLANATION
- 1. Describe your logo. The description must include the following items:
- 2. OUR LOGO
- 3. SIMPLE It is simple because………….
- 4. MEMORABLE It is memorable because………….
- 5. TIMELESS It is timeless because
- 6. VERSATILE It is versatile because
- 7. APPROPRIATE It is appropriate because