- The document provides guidelines for students working in groups of 3-5 on an exhibition project about the transdisciplinary theme of "Sharing the Planet".
- Students will be required to maintain an exhibition journal to document their process. The journal must include reflections, plans, research findings, and resources.
- Groups will be responsible for developing an inquiry question, research, planning activities and action, and presenting their work. They must meet regularly with their teacher and mentor.
- Students will be assessed on both the exhibition process and their final presentation, which must include information about their group, theme, questions, evidence of learning and action taken.
Techniques from the presentation "101 Interactive Training Techniques to Increase Learning" by Crystal Schimpf, Kieran Hixon & Nancy Trimm at the Colorado Association of Libraries 2011 Conference.
Techniques from the presentation "101 Interactive Training Techniques to Increase Learning" by Crystal Schimpf, Kieran Hixon & Nancy Trimm at the Colorado Association of Libraries 2011 Conference.
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
Many educators heard and use UbD. However, more than often teachers are not trained well in designing high quality UbD units. In may latest review of teacher generated UbD units, I found that most of them lack the ability to understand the stages well. In this workshop, teachers are re-introduced to UbD in terms of unit planning focusing on key determinant issues in UbD unit planning. Teachers are then engaged in redesigning their unit plans in light of the new findings.
25 pointsDoes the assignment meet the minimum length and form.docxjesusamckone
25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r.
25 pointsDoes the assignment meet the minimum length and formcargillfilberto
25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r ...
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Art of a Medical Research (Art of making an Original Research Article)Prof. Dr. Hironmoy Roy
This describes the path from conceive to birth of a medical research paper, describes how an author can plan the entire way of making an original research article.
Many educators heard and use UbD. However, more than often teachers are not trained well in designing high quality UbD units. In may latest review of teacher generated UbD units, I found that most of them lack the ability to understand the stages well. In this workshop, teachers are re-introduced to UbD in terms of unit planning focusing on key determinant issues in UbD unit planning. Teachers are then engaged in redesigning their unit plans in light of the new findings.
25 pointsDoes the assignment meet the minimum length and form.docxjesusamckone
25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r.
25 pointsDoes the assignment meet the minimum length and formcargillfilberto
25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r ...
25 pointsDoes the assignment meet the minimum length and form.docxeugeniadean34240
25 points:
Does the assignment meet the minimum length and formatting requirements? Is your own image of the work included? Have you included the artist’s name, title, date, medium, and dimensions?
__20____
25 points:
Have you described the work’s elements in enough detail so as to give the reader a clear impression of what you are talking about? Have you done so in a logical order that the reader can follow? How do these elements contribute to the overall form or composition?
__15____
25 points:
Have you limited yourself to focusing on specific features, rather than writing a list of formal qualities?
__16____
25 points:
Have you analyzed these features in a way that coherently works to draw a conclusion about the object, its context, intention, or making? Did you make an argument?
__15____
66%
This paper is not a page long as assigned. The core of this paper should be a visual analysis with any conclusion or argument coming from what you observed in the artwork. I would like to see some more clear arguments connected to visual evidence that you see within the art. Some of your sentences are unclear, or structured in a way that makes it harder to understand your ideas.
1
MA Program: Tourism & Sustainability
School of Business and Economics
Department of Organisation & Entrepreneurship Tourism Studies
LINNAEUS UNIVERSITY
Autumn semester, 2017 (October 9)
COURSE DESCRIPTION
Tourism Studies IV
4TR505 Tourism and Sustainability in the Anthropocene (15 credits)
Course leader & examiner: Dr. Marianna Strzelecka
Email: [email protected]
(1) Intended learning outcomes
After completing the course you are expected to be able to:
account for different perspectives on sustainability
critically process tourism as a social phenomenon in perspective of sustainability
summarize current tourism research with focus on sustainability
discern implications and consequences of tourism in relation to global sustainability,
planetary boundaries and the Anthropocene
consider societal and ethical aspects of tourism sustainability
The learning outcomes provide the framework in which you are supposed to develop your own
appropriate learning strategies. The assignments in this course are both individual and in group,
and they are also overlapping in time. This demands coordination, planning, and time-budgeting
of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you
are expected to demonstrate your ability, and willingness, to carry out tasks independently and to
contribute to class collective learning environment.
(2) Assessment
The assessment of your achievement of the learning outcomes for this course consists of the
following three assignments: (a) reading seminar participation; (b) collaborative group project; (c)
individual project.
(a) Seminar participation & reaction paper (3 credits)
In this course the reading seminars are student led, which means that you will be assigned to take
r.
This workshop, which was delivered at ALT-C 2010 in Nottingham, aims to stimulate constructive dialogue around curriculum planning, allow collaboration and creativity, and help participants plan a student-centred curriculum design model.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Task This is a group presentation. Each group will consist o.docxssuserf9c51d
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. For the Exhibition you will be working in groups of 3 - 5 on an
issue of your choice related to the Transdisciplinary theme,
‘Sharing the Planet’.
Groupings
3. You will be required to maintain an exhibition journal, which will
need to be kept tidy and neat. This journal will be on display during
the group’s presentation and should show your entire journey
through the exhibition unit.
Exhibition Journal
The Journal will include:
A reflection on the learner profile, attitudes and
key skills
A section for the central idea, lines of inquiry and
activities you plan to carry out
Ongoing reflections on individual and group
progress
Records of each mentor meeting using
the provided sheet
A section for each part of the inquiry
cycle that contains all of your
research and findings
A resources section
Assessments
4. As a group you must:
Meet every morning to identify what the jobs for the day are and identify who will be
responsible for each of these tasks
Brainstorm solutions to problems your group is having
Check the exhibition timeline
Remind each other of the mentor meeting times for the week
Group Briefings
5. Your group will be responsible for:
Writing one of the lines of inquiry that is specific to your issue
Writing a variety of questions about the issue, linked to your inquiry points and
organised under concept headings
Planning
Following the inquiry model
Planning activities for each line of inquiry
Planning appropriate action for your issue
Research using primary and secondary sources
Organising the final presentation of your work
6. Your class teacher will also assess you and each person in the
group will also be responsible for self assessing and peer assessing
using the Exhibition Rubric.
Assessment
You will be assessed on the process of the exhibition and the final
presentation.
7. During class time you will be required to:
Complete any tasks your group has identified for that day and week
Participate in any workshops offered by the class teachers that could help you
develop skills for the exhibition
Class time
Attend mentor meetings if they have been scheduled
Complete a variety of maths activities related to data handling as well as activities
that reinforce the work with number that we have already completed.
Continue participating in lessons that focus on specific writing text types and
reading comprehension strategies.
8. Chinese – Your Chinese teacher will direct you to complete activities related to
your Exhibition topic.
Music - Each group will work with Mr. Clothier to create a piece of music and
lyrics related to their topic.
Specialist Lessons
Visual Art – Each group will spend time together planning and completing a piece of
art related to their issue.
PE – During your PE lessons groups will be creating an interpretive dance related to
the central idea of the unit.
9. As a group you must:
Attend a minimum of 1 mentor meeting per week and record these on a mentor
meeting form
Be responsible for knowing the time of your meetings
Mentor Meetings
Meet your mentor at the correct time
Take all exhibition supplies to each meeting
Talk to your mentor about what you plan to do that week
Listen to the suggestions offered by your mentor
Submit all draft copies of your work to your mentor to be checked
Send your teacher a copy of all the emails you send to your mentor.
10. For the final presentation of your exhibition you will be given a table,
2 display boards and a small space to present your issue. You can use
the boards, table and space however you like.
Final Presentation
On the following page are requirements and suggestions for each
area. If you think of something that is not on this list, talk to your
teacher about whether your idea is appropriate.
You will have access to a computer and an iPad or iTouch for your presentation.
11. On the day, your presentation must include:
An oral presentation of the exhibition process
and your understandings to the audience
All members ready to present work
Evidence of the theme ‘Sharing the Planet’
Opportunity for discussion and questions and
answers with the audience
The opportunity to show work in your
journals
Use of technology to explain and demonstrate
your learning
Things you must include:
Names of members of your group
Photos of your group in action
The transdisciplinary theme
Central Idea
Lines of Inquiry
Questions relevant to your inquiry
Evidence of the action you have taken
Resources relevant to the information on the
board
Data or statistics relevant to the issue
Evidence of your Arts choice
A QR Code linked to your music video
Final Presentation