Critical thinking reflection
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For a critical thinking project, the group focused on how critical thinking is involved in the classroom under Pillar #1. They recommend hands-on projects that use outside sources rather than just note-taking to connect information. As an example, students created a WebShow, which allows live internet broadcasts and can be beneficial. Doing a WebShow on any subject encourages creativity and critical thinking, which is important for students and teachers.
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The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
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This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
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Critical thinking aims to get students to analyze problems and construct their own answers rather than relying on textbooks. It is important because it helps students learn better by looking more deeply for answers and thinking critically about solutions rather than being given answers explicitly. In the 21st century, technology like blogs, webquests, and social media can be used to promote critical thinking by engaging students in interactive activities that require analysis and creative problem solving. For example, students can be split into groups to brainstorm and prioritize issues in a story using an online tool called GroupMap that allows collaborative mind mapping.
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Critical thinking aims to get students to analyze problems and construct their own answers rather than relying on textbooks. It is important because it helps students learn better by looking more deeply for answers and thinking critically about solutions rather than being given answers explicitly. In the 21st century, technology like blogs, webquests, and social media can be used to promote critical thinking by engaging students in interactive activities that require analysis and creative problem solving. For example, students can be split into groups to brainstorm and prioritize issues in a story using an online tool called GroupMap that allows collaborative mind mapping.
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The document discusses project based learning and its benefits for students. Project based learning engages students through authentic learning activities that solve problems similarly to real world work. It allows students to explore various topics through cooperative multi-media presentations. When students are able to help define their learning goals and roles, they become more engaged and empowered. The 7 key dimensions of project based multi-media learning are ensuring it covers core curriculum, makes real world connections, extends the time frame, allows student decision making, incorporates collaboration, includes assessments, and utilizes multi-media.
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Abstract unit plan
This unit plan focused on teaching fourth grade students about the September 11, 2001 terrorist attacks. The plan involved teaching students about the buildings attacked, response departments, and incorporating technology like videos and social media. Students were able to interview family members who experienced 9/11 firsthand. The goal of increasing student knowledge about the significant historical event was achieved.
Critical thinking reflection
For a critical thinking project, the group focused on how critical thinking is involved in the classroom under Pillar #1. They recommend hands-on projects that use outside sources rather than just note-taking to connect information. As an example, students created a WebShow, which allows live internet broadcasts and can be beneficial. Doing a WebShow on any subject encourages creativity and critical thinking, which is important for students and teachers.
Critical thinking
Critical thinking is the study of clear, reasoned thinking and making well-thought out judgments. It involves skills like rationality, self-awareness, and open-mindedness. Critical thinking is important for success in today's world as it enhances skills like language, creativity, and self-reflection. Implementing technologies like robotics, digital imaging, podcasting, and webquests requires critical thinking to consider aspects like goals, audience, and ensuring activities flow seamlessly. Developing a web show also requires critical thinking as students must consider elements like scripting, camera angles, and editing to effectively convey a story.
Assure friday
A 4th grade classroom with 20 students from various racial and ethnic backgrounds will demonstrate their knowledge of September 11, 2001 by presenting family interviews to the class. Students can earn extra credit by scanning QR codes and will listen to a podcast if they missed the prior week's lesson. Students will present projects using PowerPoint or posters and scan QR codes using technology devices. A reflection will help the teacher improve future lessons by incorporating different technologies to increase participation.
Assure thursday
A 4th grade classroom with 20 students from diverse ethnic backgrounds will build their knowledge about September 11, 2001 through a series of activities. The students will interview family members about their experiences on 9/11, respond to a tweet, watch a short video presentation, and complete an individual webquest assessing different perspectives on 9/11 with 90% accuracy. The teacher hopes these activities will help the students fully understand the tragic events of that day and demonstrate what they have learned through class discussions and the webquest assignment.
Assure wednesday
A 4th grade classroom with 20 students from diverse ethnic backgrounds will discuss the buildings attacked on September 11, 2001. Students will comment on a classroom blog and Facebook post about the topic, with the goal of understanding the events with 90% accuracy. The teacher will use an overhead projector and smart board to show pictures as students discuss their opinions on laptops. At the end of the lesson, students will converse with classmates about reflections on September 11th while the teacher evaluates students' timely responses online and through a final written reflection.
Assure Tuesday
The document summarizes a 4th grade classroom lesson plan focused on teaching students about the fire department. The class has 20 students from diverse racial and ethnic backgrounds. Students will watch a YouTube video about 9/11 and the fire department, discuss it with classmates, view a digital image, and finish with an Arts and Bots video. The teacher will use an overhead projector and smart board to facilitate viewing of the digital materials and assess student understanding through a short quiz and feedback on the educational technology used.
Assure monday
The teacher will lead a lesson on September 11, 2001 for their 4th grade class of 20 students from diverse backgrounds. Students will watch a video about reporters' experiences on 9/11, discuss what they would do in that situation, and complete a web quest individually to assess their understanding. The teacher aims to help students describe and understand the impacts of 9/11 through multiple activities with a goal of 90% accuracy on the web quest.
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The document outlines a lesson plan to teach 4th grade students about various holiday traditions. There are 20 students total, with various religious and ethnic backgrounds represented. As part of the lesson, students will recite facts about different holidays after watching videos, singing songs, and completing an online quiz. They will also present on how their family celebrates a specific holiday, bringing in objects or music. The goal is for students to learn about new traditions and be able to discuss the major aspects of various holidays through hands-on and group activities using technology.
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This document provides instructions for a WebQuest assignment about the events of September 11, 2001. Students are asked to take on the perspective of a family member, first responder, or survivor and create a timeline of their experiences and feelings from that day. They will describe three key events and their reactions. Additional sources for research are provided. Students will be evaluated on their research, work ethic, and creativity. The assignment concludes with students writing a reflective letter that will be placed in a time capsule as a memorial and means to remember this historical event.
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This document outlines a lesson plan for a 4th grade classroom to learn about the events of September 11, 2001. The class has 20 students from diverse racial and ethnic backgrounds. Over the course of a week, students will read articles and view materials about 9/11, learn about the response efforts, research the locations attacked, and interview a family member about their memories of that day. Technology such as an Elmo, computers, and PowerPoint will be used to support the lessons. The goal is for students to describe the impacts of 9/11 with 90% accuracy.
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The document outlines a lesson plan for a 2nd grade classroom to learn about the September 11th attacks. Over the course of a week, students will learn the history of the World Trade Center and Pentagon, the response efforts of different organizations, how to help victim's families, America's response after the attacks, and visit the 9/11 memorial. Technology such as an Elmo, computers, and PowerPoint will be used.
Assure practice
The document outlines a lesson plan for a 4th grade class to teach students about various holiday traditions. There are 20 students in the class, including 11 girls and 9 boys, as well as 2 Muslim students, 3 Jewish students, and 2 African American students. As part of the lesson, students will learn about holidays by looking at posters, singing songs, watching videos, and making projects in groups of four about their favorite holiday. Each group will then present on the holiday to the class to share what they learned through their research.
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- 1. Critical Thinking Project: For our group project we concentrated on Pillar #1 of Critical Thinking. We tried to focus mainly on how critical thinking is involved in the classroom. Without critical thinking students do not strive to be the best they can be and achieve for the sky. I would recommend students to do a lot of hands on projects in the classroom that do not involved just note taking but instead using outside sources to connect their information. As with our technology specific project students were asked to create a WebShow. A WebShow is aired on the internet and allows for individuals to watch it live. These shows are still done to this day and can be very beneficial. Students were asked to design a WebShow about any particular subject they wanted. With a WebShow students can be as creative as they want to be or stay strictly to the guidelines provided. Critical thinking is used in all classroom around the world and should be continued in the future. Critical thinking gets not just the students minds thinking in other direction, but also keeps the teacher on their toes as well.