Engaging Math Projects
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The document provides examples of engaging math projects for students: 1) A "Balance the Budget" project where students coordinate a project within a set budget. 2) A "Fill the Bathtub" project where students determine if more water is used showering or bathing through experimentation. 3) Engaging projects put students in charge of their own learning on topics they care about.
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PROJECT METHOD
There are number of students in your classroom who are good in solving the problems from the mathematics textbook. You will find most of them are unable to solve the real life problems where the solution remains similar. Take an example, students are familiar to solve the problems on profit and loss from the text book, but they fail to apply the same knowledge during marketing. The reason is the way of teaching mathematics in the classroom. Students are made to spend many hours of the day in learning and repeating subjects from textbooks without understanding their value in daily life. In reality, learning mathematics prepares a child for life by making him live in reality and provide him opportunities where he/she can exercise his/her ability of thinking and skills of doing. Therefore, learning through project is an important aspect for getting real experiences.
Project method is of American origin and is an outcome of Dewey’s philosophy or pragmatism. However, this method is developed and advocated by Dr.Kilpatrick.
Technology
This document provides training ideas and resources for teachers to engage students in exploring real-world issues using digital tools as outlined in NETS(T) Standard 1. It lists the websites TechLearning, EduHound, and Edutopia which offer current events articles, videos, polls, and classroom curriculum focused on topics like the environment, immigration, and government that can be incorporated into lessons. Edutopia also has articles on setting student goals and teachers' technology tools.
New Designs for Assesssment
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
What is a WebQuest?
The document discusses WebQuests, which are inquiry-oriented lesson plans that use mostly online resources. WebQuests focus on having students use and analyze information, rather than just look for it. They aim to promote higher-level thinking skills. The document outlines the key elements of a good WebQuest, including an introduction to engage students, a task for them to complete, a process describing the steps to complete the task, an evaluation rubric, and a conclusion for reflection. It also notes pitfalls to avoid, such as those that involve only fact-finding without analysis. Overall, the document provides guidance on creating and using effective WebQuests in the classroom.
ePortfolio for student assessment
This document discusses the use of ePortfolios for student assessment. It defines an ePortfolio as a digital collection of student work and artifacts that can be used to track student growth over time. The document outlines various purposes and advantages of ePortfolios, such as enabling flexible assessment of skills, facilitating student self-assessment and reflection, and allowing teachers to easily access student work. It also notes some potential disadvantages, such as the need for technology skills and the time required to implement ePortfolios.
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Web 2.0 and Information Literacy: EMAlink March 2009
The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
What Is A Webquest
This document provides an overview and explanation of what a WebQuest is. It defines a WebQuest as an inquiry-oriented lesson that uses mostly online resources where students analyze, synthesize and evaluate information to complete an assigned task. The document outlines the key elements of a WebQuest, including an introduction, task, process, resources, evaluation and conclusion. It also discusses the benefits of using WebQuests in the classroom to develop students' problem-solving and critical thinking skills.
PBL: Intensive Workshop
The document discusses Project-Based Learning (PBL) as integrated into the NAF curriculum. It defines PBL as involving student-driven inquiry projects that teach central concepts through solving realistic problems. The NAF curriculum incorporates PBL through culminating projects at the end of each course that encourage cross-disciplinary collaboration. The document outlines essential elements of high-quality PBL projects and steps instructors can take to plan and support successful student-driven PBL in the classroom.
EDUC 4762 Assignment 4.3
This project requires grade 9 science students to research two or more energy sources and present their findings on the advantages and disadvantages of each. Students will document their research process and share summaries of their findings on a class wiki. The goal is for students to demonstrate their understanding of electrical energy sources and use inquiry skills like collaboration and online research. Teachers will facilitate the problem-solving process and encourage use of technologies like wikis, blogs and multimedia for the presentations.
InstructionsProject based learning is being recognized as a metho.docx
Instructions:
Project based learning is being recognized as a method of instruction which leads to students developing deeper level thinking. Developing and delivering a project based lesson is different than the process utilized for traditional lessons. This assignment is designed to introduce you to the concept and provide practice developing a lesson which will use project based learning.
In this assignment you will develop a project based lesson plan by either transforming a current lesson, or creating a new lesson plan using the project based approach. Be sure to include the seven components of successful Evidence Based Practice (EBT) included in the Edutopia’s link included in the assignment resources. Also, please be sure to review this and other resources provided, from these you will learn more about project based learning, help guide you and give examples of successful project based lesson plans.
Project based lessons consider a real life concept or problem for which students work with one another to derive a solution. As such, students are likely to derive different solutions since they are in charge of their learning.
Use the resources for the assignment as well as the many available on the web for project based learning and lesson planning
Include at the end a reflection on the learning expected by students from the plan you developed, and your understanding for how project based lesson will improve student learning in general.
Length: 3-5 pages depending on the project lesson or unit, not including title and reference pages.
APA Format
References: minimum of 3 scholarly resources.
Your lesson plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current
APA standards
. Be sure to adhere to Northcentral University's Academic Integrity Policy. Review NCU's
Academic Integrity Tutorial
to refresh your knowledge of how to achieve academic integrity.
Upload your assignment using the Upload Assignment button below.
Seven components of project-based learning to the lesson plan
http://www.aems-edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducationFineArtsPolicy/index.html
1
Define the Content.
What do you want students to learn by the end of the assignment? Expectations should correspond with students' current research and reasoning skills.
2
Identify the Context.
Brainstorm a list of real-life activities in which learners could apply the intended content. Be aware of any time or location constraints in these situations.
3
List Possible Problems.
Create a list of problems or projects that could occur in each context from Step Two. Select the problem or project that best presents the content objectives and that will be appealing and relevant to learners.
4
Describe Potential
Solution
s.
Fully describe the most viable solution to the proble.
Differentiated Instruction
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
Similar to Engaging Math Projects (20)
Web 2.0 and Information Literacy: EMAlink March 2009
Web 2.0 and Information Literacy: EMAlink March 2009
InstructionsProject based learning is being recognized as a metho.docx
InstructionsProject based learning is being recognized as a metho.docx
Engaging Math Projects
- 1. Engaging Math Projects How to Get Students to Engage in Learning
- 2. A Few Examples to Start
- 5. What Makes a Project Engaging?
- 7. Use Projects That Students Care About
- 8. When in Doubt: Ask the Experts…
- 9. Students Know Best When it Comes to What’s Interesting: