Module 2 activity cooperative learning
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The document describes how cooperative learning techniques will be used in a unit plan. It indicates that students will be organized into groups of four and the class may also work as a whole group. The first cooperative learning technique that will be used is Jigsaw, where students will research different aspects of atomic structure and particles in expert groups and then share their findings. The second technique is Ready, Set, Recall, where students will take turns listing everything they remember about different energy sources to generate a shared list.
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Cooperative learning
The document describes how a teacher plans to organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into groups of three for the first activity and groups of four for the second.
- For the first technique, "jigsaw cooperative learning", each group member will research a different social order in the Middle Ages and become an expert to share findings and create a group presentation.
- For the second technique, "1-2-4 cooperative learning", students will answer a question individually, then share with a partner to improve the answer before sharing with the other group pairs to develop a final group response.
Module 2 activity cooperative learning
The document describes how to incorporate cooperative learning techniques into a unit plan. It recommends organizing students into groups of four. Two cooperative learning techniques are described: jigsaw technique and small group discussion/whole group. For the jigsaw technique, each student researches a different part of the topic and then shares their expertise with their home group. The small group discussion technique has student groups discuss and debate the truth of several statements and then share their conclusions with the whole class.
Developing Synthesis
This document describes a lesson on developing synthesis skills. It explains that synthesis involves deconstructing information by identifying key details, then reconstructing it to gain new understanding. Examples provided include using synthesis to understand the meaning of an image showing a geography lesson, and working out the highest common factor of several numbers by listing their common factors. Later activities involve using synthesis to interpret images and newspaper headlines from different subject perspectives. Students are asked to develop a standard operating procedure for applying synthesis that could help with their end-of-term assessments across all subjects.
Module 2 task 2 laura vilar
The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
Module 2. COOPERATIVE LEARNING
The document describes how a teacher will organize students into groups of four and use two cooperative learning techniques in a unit on plants. The first technique is Jigsaw, where students in expert groups will read different texts on plants and report back to their original groups. The second technique is Round Robin, where each student in a group of three will take turns sharing something new about plants, describing different flowers and where they can be found. The goal of these techniques is to have students learn from each other.
The chart about cooperative learning - Module 2
The document provides instructions for a unit plan using cooperative learning techniques. It describes organizing students into whole groups, pairs, and groups of three. For pairs, students will discuss possible aid needs for basic requirements and who could provide that aid. For groups of three, each group will read a short case and answer questions about it, using a dictionary to define vocabulary. They will then need to decide how to present their case to the other groups.
Lesson 10 group work
1) The teacher used a concept frame tool to have students work in groups to research and present on topics related to light and color as part of a unit on why the sky is blue.
2) Students used the concept frame, which included sections for explanation, example, demonstration, and importance, to research their topic and prepare a two-page document and five-minute presentation.
3) The activity appeared successful, with students producing quality work within the allotted time and listening respectfully to peer presentations, engaging normally disruptive students. The teacher noted minor adjustments that could be made, such as providing websites to start research.
DLP- DEV. OF PT.docxWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW...
The document provides a detailed lesson plan for an 8th grade science class on the development of the periodic table. The objectives are for students to be able to identify scientists who contributed to the periodic table, create a timeline of its development, and understand the importance of the periodic table. The lesson plan outlines activities for students to review the previous lesson, engage with a treasure hunt activity to introduce the topic, explore the concepts through a group activity to rebuild cut pictures, and discuss the development of the periodic table by identifying scientists and their contributions.
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Cooperative learning
The document describes how a teacher plans to organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into groups of three for the first activity and groups of four for the second.
- For the first technique, "jigsaw cooperative learning", each group member will research a different social order in the Middle Ages and become an expert to share findings and create a group presentation.
- For the second technique, "1-2-4 cooperative learning", students will answer a question individually, then share with a partner to improve the answer before sharing with the other group pairs to develop a final group response.
Module 2 activity cooperative learning
The document describes how to incorporate cooperative learning techniques into a unit plan. It recommends organizing students into groups of four. Two cooperative learning techniques are described: jigsaw technique and small group discussion/whole group. For the jigsaw technique, each student researches a different part of the topic and then shares their expertise with their home group. The small group discussion technique has student groups discuss and debate the truth of several statements and then share their conclusions with the whole class.
Developing Synthesis
This document describes a lesson on developing synthesis skills. It explains that synthesis involves deconstructing information by identifying key details, then reconstructing it to gain new understanding. Examples provided include using synthesis to understand the meaning of an image showing a geography lesson, and working out the highest common factor of several numbers by listing their common factors. Later activities involve using synthesis to interpret images and newspaper headlines from different subject perspectives. Students are asked to develop a standard operating procedure for applying synthesis that could help with their end-of-term assessments across all subjects.
Module 2 task 2 laura vilar
The document describes how a class will be organized and two cooperative learning techniques that will be used in a unit plan. The class will initially work as a whole group and then be split into pairs and groups of four. For the first technique, called Circumlocution, students will work in pairs to describe logos to each other without saying the logo name. For the second technique, which combines Think-Pair-Share and Numbered Heads Together, students will work first individually and then in groups of four to design a logo for a simulated company based on provided conditions.
Module 2. COOPERATIVE LEARNING
The document describes how a teacher will organize students into groups of four and use two cooperative learning techniques in a unit on plants. The first technique is Jigsaw, where students in expert groups will read different texts on plants and report back to their original groups. The second technique is Round Robin, where each student in a group of three will take turns sharing something new about plants, describing different flowers and where they can be found. The goal of these techniques is to have students learn from each other.
The chart about cooperative learning - Module 2
The document provides instructions for a unit plan using cooperative learning techniques. It describes organizing students into whole groups, pairs, and groups of three. For pairs, students will discuss possible aid needs for basic requirements and who could provide that aid. For groups of three, each group will read a short case and answer questions about it, using a dictionary to define vocabulary. They will then need to decide how to present their case to the other groups.
Lesson 10 group work
1) The teacher used a concept frame tool to have students work in groups to research and present on topics related to light and color as part of a unit on why the sky is blue.
2) Students used the concept frame, which included sections for explanation, example, demonstration, and importance, to research their topic and prepare a two-page document and five-minute presentation.
3) The activity appeared successful, with students producing quality work within the allotted time and listening respectfully to peer presentations, engaging normally disruptive students. The teacher noted minor adjustments that could be made, such as providing websites to start research.
DLP- DEV. OF PT.docxWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW...
The document provides a detailed lesson plan for an 8th grade science class on the development of the periodic table. The objectives are for students to be able to identify scientists who contributed to the periodic table, create a timeline of its development, and understand the importance of the periodic table. The lesson plan outlines activities for students to review the previous lesson, engage with a treasure hunt activity to introduce the topic, explore the concepts through a group activity to rebuild cut pictures, and discuss the development of the periodic table by identifying scientists and their contributions.
Module 2 activity cooperative learning_raquel serrano
The document describes how a teacher plans to organize students into groups of four and sometimes pairs to incorporate cooperative learning techniques into a unit plan. The teacher will use the 1-2-4 technique where students first complete an exercise individually, then compare answers with a partner, then in groups. The task involves identifying different bodies of water from pictures. The second technique is team mind mapping, where students work together to fill in a mind map by taking turns selecting words from a word bank to fill gaps and explaining their choices to their group. The task here has students completing a mind map about changes in the state of water.
Teaching Reading Power Point
The document discusses strategies for teaching reading skills using cooperative learning methods. It provides an introduction to cooperative learning strategies and their benefits, such as promoting positive interdependence and active learning. Several specific cooperative learning activities are described, including forming groups, assigning roles, conducting tasks, sharing information, and evaluating learning. Resources for further information on cooperative learning techniques are listed at the end.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docx
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRUCTIONS
Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
Module 2 activity cooperative learning. ferran barba padrós.
The document describes how a teacher will organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into 7 groups of 3 and 1 group of 4 to complete tasks.
- The first technique, Round Robin, will be used with groups taking turns sharing about color's effect on emotions and forms, colors, and compositions in pictures.
- The second technique, Rally Robin, will have students working in pairs alternating oral responses about steps for oral presentations and describing pictures.
Map It
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
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This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map, such as discussion questions, games, and group projects. Learners are encouraged to create their own 4 Cs map for an upcoming class and try some of the suggested activities.
Module 2 activity cooperative learning josep
The document describes how to incorporate cooperative learning techniques into a unit plan for teaching students about separating mixtures. It recommends organizing students into groups of 6 and using two cooperative learning techniques: 1) A jigsaw activity where each student researches a different separation technique and becomes an "expert" to teach their groupmates, and 2) A round robin activity where students take turns sharing their views and strategies for separating a mixture of sea water and sand in a lab report presentation. The document provides detailed instructions for implementing these techniques.
Cooperative learning examples
The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
1. Team Pair Solo for a total training session, where students first work as a team, then pairs, then individually to develop fitness skills.
2. Jigsaw technique for a warm up session, where students are assigned topics in expert groups and must teach their original group, with a focus on aerobic, mobility, strength, speed and flexibility exercises.
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Module 2 activity cooperative learning
Here there are two prepared activities to work the topic PROTEINS, using cooperative learning techniques.
Module 2_activity cooperative learning
The document describes how a teacher plans to organize students and use cooperative learning techniques in a unit plan. The teacher will organize students in pairs, groups of four, and as a whole group. Two cooperative learning techniques are described: Jigsaw, where students are assigned colors and meet in expert groups to share information before returning to original groups, and 1-2-4, where students answer questions individually, in pairs, and finally in groups of four, contributing to a definitive answer.
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This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and classification. Students participate in group activities applying these concepts.
Ece141day3class
This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and logical grouping. Students participate in example activities in groups applying these concepts.
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The document discusses the constructivism approach to teaching and learning. Constructivism believes that students actively construct knowledge through experiences and interactions. It emphasizes higher-order thinking, critical analysis, and problem-solving. Lesson plans follow the "5Es" model - engage, explore, explain, elaborate, and evaluate - to promote active, student-guided inquiry and meaning-making. An example lesson plan walks through applying the 5Es to teach story elements using the story of Little Red Riding Hood.
Cooperative learning
This document provides instructions for using cooperative learning techniques in a unit plan for teaching students about healthy food. Students will be organized into groups of 3-4. They will use the jigsaw technique where each student becomes an expert on a different topic and shares their knowledge with their home group. They will also work as "poster makers" where each student takes responsibility for a task like writing, finding images, or design. The goal is for students to work together to create a poster with advice about healthy eating.
Module 2 cooperative learning monica rojo
This document describes how a teacher plans to incorporate cooperative learning techniques into a unit plan. The teacher will organize students into whole class, groups of 3-5, and pairs depending on the activity. For one activity, students will work in pairs with one worksheet to fill gaps and identify true/false statements about farming, requiring them to discuss answers. A second activity will use "jigsaw" with home groups reading different texts on industries, expert groups sharing information, and home groups teaching each other.
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This document outlines short term activities for three different classes at the Muslim Hands School of Excellence in Balakot.
The first activity is for a 5th grade Islamic studies class on the topic of "Musawat". It involves students visiting the library to read about the historical backgrounds of Muslim migration from Makkah to Madina. Students will then work in pairs and groups to define "Musawat", provide evidence from the Quran and life of Muhammad, and discuss how to implement equality in their society.
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Module 2 activity cooperative learning_raquel serrano
The document describes how a teacher plans to organize students into groups of four and sometimes pairs to incorporate cooperative learning techniques into a unit plan. The teacher will use the 1-2-4 technique where students first complete an exercise individually, then compare answers with a partner, then in groups. The task involves identifying different bodies of water from pictures. The second technique is team mind mapping, where students work together to fill in a mind map by taking turns selecting words from a word bank to fill gaps and explaining their choices to their group. The task here has students completing a mind map about changes in the state of water.
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The document discusses strategies for teaching reading skills using cooperative learning methods. It provides an introduction to cooperative learning strategies and their benefits, such as promoting positive interdependence and active learning. Several specific cooperative learning activities are described, including forming groups, assigning roles, conducting tasks, sharing information, and evaluating learning. Resources for further information on cooperative learning techniques are listed at the end.
14 PEER RESPONSES DUE IN 16 HOURS - EACH SET OF 2 HAS ITS OWN INSTRU.docx
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Long Term Planning
Respond to at least two classmates’ postings.
ROSEMARY’S POST:
Of the eight instructional unit types introduced in this chapter, choose one, describe it, and tell why it is your preferred choice.
I will be using a project/problem-based learning unit. With this instructional unit, the students will play detective and help them become engaged in learning. The instructional unit focuses on the students, and more specifically, students working together in smaller groups. Hansen, Buczynski, & Puckett (2015) states, “PBL typically group students into teams to respond to real-world questions, problems, or challenges through an extended inquiry process and then to construct a presentation to share their product or findings.”
Using the formatting for a PBL unit plan provided in table 7.1 in your textbook, outline your own PBL unit.
Name of Project:
Identify the Thirteen Colonies
Subject/Course/Grade Level:
Social Studies/6-8th grade
Unit Duration & Timeline:
3-4 weeks
Teacher Team Members:
Teachers, Librarians, Parents, etc.
Goals & Objectives Necessary to Accomplish the Goals:
The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.
Similarities and differences between colonial economies, politics, and ways of life.
Physical and human characteristics of national colonial regions.
Verbally identify 3 motives for exploring the colonial regions, e.g., religion, expansion, trade, and wealth, with 80% accuracy.
Distinguish between New England, Middle, and Southern Colonies by coloring and identifying the colonial regions on a 100% map.
Understand the emergence of significant regional differences in the colonies by completing a bulleted graphic organizer based on lecture notes with 90% accuracy.
Given a graphic organizer, students will contrast the economies of the three major colonial regions: New England, Middle, and Southern with 80% accuracy.
Given a graphic organizer, students will compare geography’s impact on the three major colonial regions’ economies. Understand how settlers’ backgrounds influenced their values, priorities, and daily lives.
Create a historical fiction blog or infogram or digital (postcard) that identifies a colonial region’s unique traits and describes life in that region. Students projects will include:
Three reasons why you moved to the colonial region.
Two reasons why you did not settle in the other region.
Writing that is free of spelling and grammatical errors.
A colorful image depicting at least one of the colonial region’s best features.
Standards/CCSS/21st Century Competencies:
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Project Summary:
Students will be working together in three or four groups to research the Thirteen Colonies and how they came to be. Each team or group will choose a colony from t.
Module 2 activity cooperative learning. ferran barba padrós.
The document describes how a teacher will organize students into groups and use cooperative learning techniques in a unit plan. Specifically:
- Students will be organized into 7 groups of 3 and 1 group of 4 to complete tasks.
- The first technique, Round Robin, will be used with groups taking turns sharing about color's effect on emotions and forms, colors, and compositions in pictures.
- The second technique, Rally Robin, will have students working in pairs alternating oral responses about steps for oral presentations and describing pictures.
Map It
This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map. Trainers are encouraged to fill in their map with content and details, use it as a guide during instruction, and gather feedback on their map from others. The goal of the 4 Cs map is to engage learners and help them retain information through active participation at each stage of the learning process.
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This document provides guidance on using a "4 Cs map" to design effective instruction. The 4 Cs map divides instruction into four sections: Connections, Concepts, Concrete Practice, and Conclusions. The map is meant to be used as a visual guide during teaching. Several example activities are provided that can be used within each section of the map, such as discussion questions, games, and group projects. Learners are encouraged to create their own 4 Cs map for an upcoming class and try some of the suggested activities.
Module 2 activity cooperative learning josep
The document describes how to incorporate cooperative learning techniques into a unit plan for teaching students about separating mixtures. It recommends organizing students into groups of 6 and using two cooperative learning techniques: 1) A jigsaw activity where each student researches a different separation technique and becomes an "expert" to teach their groupmates, and 2) A round robin activity where students take turns sharing their views and strategies for separating a mixture of sea water and sand in a lab report presentation. The document provides detailed instructions for implementing these techniques.
Cooperative learning examples
The document provides guidance for using cooperative learning techniques in a unit plan. It describes organizing students into pairs, groups of 3-4, or the whole class. Two cooperative learning techniques are proposed:
1. Team Pair Solo for a total training session, where students first work as a team, then pairs, then individually to develop fitness skills.
2. Jigsaw technique for a warm up session, where students are assigned topics in expert groups and must teach their original group, with a focus on aerobic, mobility, strength, speed and flexibility exercises.
Marzano Identifying Similarities and Differences
This document discusses identifying similarities and differences, which is a higher-order thinking skill. It explores comparing, classifying, creating metaphors, and creating analogies. Specific steps and graphic organizers are provided for each technique to help students identify patterns and make connections between concepts. Examples and activities are included to demonstrate how to teach these skills in a structured way beginning with teacher-directed instruction and progressing to more student-directed approaches.
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Module 2 activity cooperative learning
Here there are two prepared activities to work the topic PROTEINS, using cooperative learning techniques.
Module 2_activity cooperative learning
The document describes how a teacher plans to organize students and use cooperative learning techniques in a unit plan. The teacher will organize students in pairs, groups of four, and as a whole group. Two cooperative learning techniques are described: Jigsaw, where students are assigned colors and meet in expert groups to share information before returning to original groups, and 1-2-4, where students answer questions individually, in pairs, and finally in groups of four, contributing to a definitive answer.
Ece141day3class
This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and classification. Students participate in group activities applying these concepts.
Ece141day3class
This document contains the notes from an early childhood education class. It discusses apologizing for moving too quickly through an activity in the previous class. It then provides instructions for an assignment including formatting expectations and content that should be covered in paragraphs. Examples are provided for parts of the assignment. The document also includes discussion of science and math concepts like discrepant events, one-to-one correspondence, and logical grouping. Students participate in example activities in groups applying these concepts.
The Constructivism Approach To Learning: Reforming the
The document discusses the constructivism approach to teaching and learning. Constructivism believes that students actively construct knowledge through experiences and interactions. It emphasizes higher-order thinking, critical analysis, and problem-solving. Lesson plans follow the "5Es" model - engage, explore, explain, elaborate, and evaluate - to encourage inquiry-based learning and promote understanding. An example lesson plan uses the story of Little Red Riding Hood to teach students to identify story elements like characters, plot, conflict, and theme.
The Constructivism Approach To Learning: Reforming the
The document discusses the constructivism approach to teaching and learning. Constructivism believes that students actively construct knowledge through experiences and interactions. It emphasizes higher-order thinking, critical analysis, and problem-solving. Lesson plans follow the "5Es" model - engage, explore, explain, elaborate, and evaluate - to promote active, student-guided inquiry and meaning-making. An example lesson plan walks through applying the 5Es to teach story elements using the story of Little Red Riding Hood.
Cooperative learning
This document provides instructions for using cooperative learning techniques in a unit plan for teaching students about healthy food. Students will be organized into groups of 3-4. They will use the jigsaw technique where each student becomes an expert on a different topic and shares their knowledge with their home group. They will also work as "poster makers" where each student takes responsibility for a task like writing, finding images, or design. The goal is for students to work together to create a poster with advice about healthy eating.
Module 2 cooperative learning monica rojo
This document describes how a teacher plans to incorporate cooperative learning techniques into a unit plan. The teacher will organize students into whole class, groups of 3-5, and pairs depending on the activity. For one activity, students will work in pairs with one worksheet to fill gaps and identify true/false statements about farming, requiring them to discuss answers. A second activity will use "jigsaw" with home groups reading different texts on industries, expert groups sharing information, and home groups teaching each other.
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Islamiat lesson plan
This document outlines short term activities for three different classes at the Muslim Hands School of Excellence in Balakot.
The first activity is for a 5th grade Islamic studies class on the topic of "Musawat". It involves students visiting the library to read about the historical backgrounds of Muslim migration from Makkah to Madina. Students will then work in pairs and groups to define "Musawat", provide evidence from the Quran and life of Muhammad, and discuss how to implement equality in their society.
The second activity is for a 4th grade art and craft class on CD decoration. Students will observe and describe CDs, then work in groups to design and decorate their own CDs using various materials
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This document discusses using web tools for educational tasks and provides an example of a presentation task created with the web tool Genially. It recommends the website Artefactos Digitales for finding different web tools to create tasks for students. As an example, it describes a presentation task made with Genially that uses an interactive whiteboard to introduce a unit to students through a wall chart covering topics like schedule, resources, and assessment. The document provides the Genially link for the presentation task as well as tutorial links for how to use the Genially tool.
Modul 4 task 2
The document discusses using the "Think Pair Share" thinking routine for a unit on electricity. Students will be put into groups of four to conduct experiments with electrical components and materials from a bag. They will first take time alone to think about the solution, then turn to their neighbor to share thoughts before sharing with the other pair. Conducting the experiments and discussing predictions and results with peers is intended to help students develop an understanding of electrical concepts like circuits, Ohm's law, and symbols through explanation.
Peer assess
This document contains templates for peer and self-assessment of project work. The peer assessment template lists the names of four partners being evaluated and has a maximum points field of 90 points for each. The autonomous work assessment provides descriptors to evaluate skills like planning, using learning strategies, developing critical thinking, confidence, and time management. Ratings are on a 1-10 scale. The cooperative work assessment similarly provides descriptors to evaluate skills like collecting and sharing information, responsibility, listening/participating, cooperation, and decision making. Ratings are also on a 1-10 scale.
Self asses rubric
The document summarizes how a group has been working together. It lists aspects of their collaboration like showing interest in colleagues, being happy with group work, smooth communication, having contributions heard, complying with rules, actively contributing to tasks, achieving objectives, and involving all members. It then has a section to assess if these aspects happened Yes, Sometimes, or No, and a space to propose improvements like explaining work to someone who missed a day.
Rubric: Electricity:circuit board
This document provides a rubric to evaluate electric circuit board projects on three criteria: questions/answers, functionality, and presentation. For questions/answers, it evaluates the number and accuracy of questions covering previous projects. For functionality, it evaluates whether the circuit board works as intended when answering questions correctly. For presentation, it evaluates how clean, neat and professionally presented the circuit board is. Points are awarded on a scale from poor to excellent for meeting increasing levels of standards on each criteria.
Module 2 activity kwl_finished
The document discusses the importance of knowing what students already know (K), what the teacher wants them to learn (W), and what they should have learned by the end of a unit (L). It provides an example applying this K-W-L framework to a unit on electricity. Specifically, it notes that before the unit students knew electricity powers appliances but had to pay for it, the teacher wants them to learn about electrons, electric circuits, and energy sources and production, and by the end students should have learned about electrons, renewable and non-renewable energy sources, and the costs of electricity.
Module 2 activity communicative skills
This document provides guidance for identifying the communicative skills to develop in students through a unit plan using Content-Based Instruction (CBI). It includes charts to list the Content Language (vocabulary and structures), Basic Interpersonal Language (classroom language), and Scaffolded Language (language functions) that will be taught. The sample charts include terms and concepts related to energy sources and consumption, as well as example sentences to help students develop, work in groups, express opinions, and achieve other language skills through the unit content.
Module 1 activity clil unit plan template
This document outlines a CLIL (Content and Language Integrated Learning) unit plan for a Technology class on the topic of electricity. The unit will address why electricity bills can be expensive by covering topics like energy, renewable and non-renewable energy sources, electrical circuits, appliances and energy consumption. It identifies the easiest section as the introduction to energy concepts and the hardest as understanding energy consumption and bills. The unit aims to develop competencies around language, science, technology, learning skills, and citizenship as defined by Spanish education standards, while connecting to math, science and ethics. Soft skills like cooperation, critical thinking, communication and empathy will also be practiced.
Module 1 activity swot
This document presents a SWOT analysis of Content and Language Integrated Learning (CLIL). It identifies strengths such as improved language skills for students and opportunities to share experiences internationally, but also weaknesses such as many students and teachers having insufficient English literacy and threats such as potentially lower grades or students not getting involved due to language barriers. The analysis also notes that CLIL requires extra effort from teachers to modify lessons.
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Module 2 activity cooperative learning
- 1. Why not CLIL? TASK 2 Using Cooperative Learning in your Unit Plan. Once you have clear ideas about your topic it is time to think how are you going to teach it and work with your students. Complete the following chart to introduce Cooperative Learning. You are going to describe how are you going to organize your students in the class: pairs, groups of three or four, whole group, …… And then you have to choose two cooperative learning techniques you will introduce into your unit and tell us how you are going to work with them: what task are you going to use using them. Class Organization: It depends on the activity that we are going to do. It could be the whole group, because sometimes I need to give them some general explanations, it could be in groups of three or four on a “jigsaw” or a “round robin”, and also in pairs on a “hand up, stand up, pair up”. We can move our tables and chairs, the most common classroom organization it will be in groups of four students. Cooperative Learning Technique 1: The Jigsaw, home groups and experts groups. Task you are going to work: We are going to work the atomic theory, and the elementary particles: protons, neutrons and electrons. In groups of four, one student is going to search information about the atom structure, the second one is going to search information about electrons, and the same with protons and neutrons. Then, they put all the information in common and make an infographic. Cooperative Learning Technique 2: A Round Robin variation: Ready, Set, Recall. Task you are going to work: Every Energy source has a lot of topics, I think that a good way to remember and learn them it could be by doing this technique. Every student lists everything they can remember about for example, nuclear energy, and then the whole group generates a shared list. 1