Project based learning 2
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Jessica Owens created a project-based learning lesson for her math class centered around students running a coffee stand. Over 4 weeks, students will research other school coffee stands, decide what coffee to sell, gather materials, and set up their own stand. They will take on roles like barista to operate the stand. The goals are for students to apply math, economics, and social skills while learning about coffee, costs, supply and demand, and running a business. This project aims to engage students with disabilities and connect them with other parts of the school community.
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Project based learning
This document outlines a project-based learning activity for primary school students to investigate the process of making paper and debate its pros and cons. Students will visit a textile museum, take notes on paper making using iPads, and collaborate to create an online wiki about an exhibition. The goals are for students to understand paper production and its environmental impact while practicing language and research skills across multiple subjects.
Giving children ownership of their learning Srividya Mouli
The document discusses a holistic assessment process adopted by TVS Academy in Hosur, India to give students ownership of their learning. The process involves setting goals, getting feedback, analyzing performance, and making corrections. Students engage in self-assessment, peer assessment, and teacher assessment. They create portfolios to track their progress and present their learning at student-led conferences. The process aims to develop students' 21st century skills and help them take responsibility for their own learning and progress. Challenges in implementing the process and solutions to address them are also outlined.
Benefits of Project-Based Learning
Dawn Bartz is a project manager and theme coach who focuses on implementing project-based learning. Her research shows that project-based learning engages students by presenting real-world problems for them to solve through research and developing original responses, rather than memorizing abstract facts. It builds on the theories of educational pioneers who found that students learn best through hands-on experiences that connect classroom concepts to the real world. By requiring students to gather information through inquiry and create solutions, project-based learning prepares them for challenges in their future careers while giving them ownership over their work.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Project Based Learning
Project Based Learning (PBL) is a teaching method where students investigate and respond to a question or problem to gain knowledge and skills. An example for first grade students is a project on animals in different climates and environments. Students choose an animal and create a video reporting on how their animal survives in its environment. They research the animal's classification, habitat, endangered status, diet, adaptations, lifespan, and three interesting facts. Students also research their animal's climate and create a backdrop for their video report. The goal is for students to have fun while learning through an engaging, interactive, and motivating project.
Project based learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
Project Based Learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or challenges over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, promotes lifelong learning, and accommodates different learning styles. In project-based learning, students use technology like creating posters, videos, blended presentations, and wikis to demonstrate their learning. For example, students may create robots that reenact stories to incorporate critical thinking skills.
project based learning
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Recommended
Project based learning
This document outlines a project-based learning activity for primary school students to investigate the process of making paper and debate its pros and cons. Students will visit a textile museum, take notes on paper making using iPads, and collaborate to create an online wiki about an exhibition. The goals are for students to understand paper production and its environmental impact while practicing language and research skills across multiple subjects.
Giving children ownership of their learning Srividya Mouli
The document discusses a holistic assessment process adopted by TVS Academy in Hosur, India to give students ownership of their learning. The process involves setting goals, getting feedback, analyzing performance, and making corrections. Students engage in self-assessment, peer assessment, and teacher assessment. They create portfolios to track their progress and present their learning at student-led conferences. The process aims to develop students' 21st century skills and help them take responsibility for their own learning and progress. Challenges in implementing the process and solutions to address them are also outlined.
Benefits of Project-Based Learning
Dawn Bartz is a project manager and theme coach who focuses on implementing project-based learning. Her research shows that project-based learning engages students by presenting real-world problems for them to solve through research and developing original responses, rather than memorizing abstract facts. It builds on the theories of educational pioneers who found that students learn best through hands-on experiences that connect classroom concepts to the real world. By requiring students to gather information through inquiry and create solutions, project-based learning prepares them for challenges in their future careers while giving them ownership over their work.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Project Based Learning
Project Based Learning (PBL) is a teaching method where students investigate and respond to a question or problem to gain knowledge and skills. An example for first grade students is a project on animals in different climates and environments. Students choose an animal and create a video reporting on how their animal survives in its environment. They research the animal's classification, habitat, endangered status, diet, adaptations, lifespan, and three interesting facts. Students also research their animal's climate and create a backdrop for their video report. The goal is for students to have fun while learning through an engaging, interactive, and motivating project.
Project based learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
Project Based Learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or challenges over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, promotes lifelong learning, and accommodates different learning styles. In project-based learning, students use technology like creating posters, videos, blended presentations, and wikis to demonstrate their learning. For example, students may create robots that reenact stories to incorporate critical thinking skills.
project based learning
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Project based learning updated 2
This is a PowerPoint presentation that elaborates on the Project-Based Learning 21st Century pillar.
Project Based Learning
Project-based learning (PBL) engages students in extended inquiry projects that are student-influenced and structured around complex questions. PBL promotes collaboration by having students work in peer groups to share ideas and make project decisions together. In PBL, students take on roles and responsibilities such as setting goals, exploring questions, working well with peers, and being accountable for outcomes. The teacher's role is to facilitate student thinking, structure meaningful tasks, and help students set goals to produce high-quality work.
Project based learning
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
Project based learning
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
Project based learning
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
Project/Problem Based Learning Unit (audia marisol)
Problem-Based Learning turned into Project-Based Learning Unit.
Differentiating instruction, while providing students with voice and choice.
Project based learning
Project Based Learning (PBL) is a student-centered model that involves learners in projects rather than isolated skills activities. It engages students as stakeholders in self-directed learning activities. The role of the teacher is to guide students as problem solvers and decision makers as they discover and integrate information to present their findings. PBL allows for varied learning styles and develops real-world skills as students move from following orders to carrying out self-directed activities and assessments.
PYP Exhibition Workshop Mumbai Novermber 2009
The PYP Exhibition needs to demonstrate student learning throughout the PYP program. Planning should begin at the start of the year with activities to help students identify areas of interest. Students research topics, conduct interviews, and collaborate to develop a central idea. They apply transdisciplinary skills and concepts to inquire into the central idea and take action. The exhibition allows students to exhibit learner profile attributes and is assessed formatively and summatively.
The PYP Exhibition Parent Presentation
The PYP Exhibition is a culminating project for students in the Primary Years Programme (PYP) at the International School of Düsseldorf. It is a collaborative inquiry project where students explore a topic of personal interest related to their local community. Over the course of 8 weeks, students research their topic in groups, applying skills learned in previous years. They demonstrate their learning through a presentation and show how they can take positive action as a result. The Exhibition is assessed based on the process, not the product or end result. Students are evaluated on transdisciplinary skills and attitudes through self-assessment and teacher rubrics.
Project based learning powerpoint
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
Project based learning by susan granberg
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
Project based learning
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
Exhibition digital presentation
The Exhibition is the culminating project of the IB PYP program for 5th grade students. It involves students working in groups to conduct an open-ended inquiry into a real-world issue of their choosing. Over the course of 5 weeks, with guidance from mentors and teachers, students research their topic, develop their understanding of key concepts and skills, and create a final multimedia presentation to share their findings. The goal is for students to independently apply what they've learned over their PYP experience to an issue that interests them personally and globally. Progress and work is assessed using rubrics, with the focus being on the learning process rather than just the final product.
Project based learning in e twinning
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Project based learning
A powerpoint presentation on my current research on Project-Based Learning verses the traditional teacher-centered education
Project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for technology integration and prepares students for project-based careers by teaching these skills through hands-on projects. An example provided is an arts and bots project where students use technology like robots to demonstrate their understanding of stories.
Using Project Work
The document discusses project work, which is defined as a systematic plan involving multi-skill activities and resources to solve problems or daily activities. It involves steps like orientation, research, data processing, and presentation. Project work allows different types of projects like production, performance, collection, and informational projects. Teachers should provide basic materials, keep reference materials available, start with small concrete activities, teach learners project work skills, and decide evaluation criteria. Project work provides advantages like motivation, teamwork, learner-centered and autonomous skills practice, but can also have drawbacks like being time-consuming and causing noise or different group paces.
Problem/Project based learning
This document discusses problem-based learning (PBL) and project-based learning. PBL presents students with real-world problems and has them develop solutions, fostering skills like problem-solving and critical thinking. It outlines the steps of PBL, including presenting the problem and developing solutions. Project-based learning involves in-depth student-centered investigations over multiple class periods on authentic tasks. An example of each is given: for PBL, students determine how to care for a class pet rabbit, and for projects, second graders grow and observe different plants. Both approaches are said to improve student learning.
Introduction to the pyp exhibition
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
Robert Nappa M3U4A2 PBL
This document outlines the steps for a middle school community project using project-based learning. It involves students working in groups to identify issues in their local community, gather data on the issues, develop potential solutions to present to local government. The steps include setting the context, brainstorming issues, collecting evidence through photos, preparing presentations, and presenting their proposed actions to classmates and government. Students will then reflect on what they learned and what could be improved. The goal is for students to use critical thinking to develop ways to enact positive change in their own community.
Kala dgmp eis_full_document
This document presents a draft General Management Plan and Environmental Impact Statement for Kalaupapa National Historical Park. It examines four alternatives for managing the park and the environmental impacts of each. Alternative C is identified as the preferred alternative. It emphasizes stewardship of the park's resources through collaboration with partners. It supports visitation while continuing to limit numbers and changing some regulations. The draft is distributed for public review and comment over a 60-day period. Comments will help shape the future management of the historic park.
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Project based learning updated 2
This is a PowerPoint presentation that elaborates on the Project-Based Learning 21st Century pillar.
Project Based Learning
Project-based learning (PBL) engages students in extended inquiry projects that are student-influenced and structured around complex questions. PBL promotes collaboration by having students work in peer groups to share ideas and make project decisions together. In PBL, students take on roles and responsibilities such as setting goals, exploring questions, working well with peers, and being accountable for outcomes. The teacher's role is to facilitate student thinking, structure meaningful tasks, and help students set goals to produce high-quality work.
Project based learning
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
Project based learning
Project based learning is a teaching method where students investigate and respond to complex questions or challenges over an extended period of time. It is standards-based and asks students to address real-world problems across multiple subjects. Implementation of project based learning involves instructional design including identifying goals and analyzing learners, developing assessments, and revising based on evaluations. The process includes determining projects, developing completion steps and schedules, facilitating projects, and evaluating outcomes. Benefits include increased motivation, improved problem-solving and collaboration skills, and better resource management abilities. Potential weaknesses are that real-world problems may be complex, require significant time and costs, and extensive equipment.
Project based learning
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
Project/Problem Based Learning Unit (audia marisol)
Problem-Based Learning turned into Project-Based Learning Unit.
Differentiating instruction, while providing students with voice and choice.
Project based learning
Project Based Learning (PBL) is a student-centered model that involves learners in projects rather than isolated skills activities. It engages students as stakeholders in self-directed learning activities. The role of the teacher is to guide students as problem solvers and decision makers as they discover and integrate information to present their findings. PBL allows for varied learning styles and develops real-world skills as students move from following orders to carrying out self-directed activities and assessments.
PYP Exhibition Workshop Mumbai Novermber 2009
The PYP Exhibition needs to demonstrate student learning throughout the PYP program. Planning should begin at the start of the year with activities to help students identify areas of interest. Students research topics, conduct interviews, and collaborate to develop a central idea. They apply transdisciplinary skills and concepts to inquire into the central idea and take action. The exhibition allows students to exhibit learner profile attributes and is assessed formatively and summatively.
The PYP Exhibition Parent Presentation
The PYP Exhibition is a culminating project for students in the Primary Years Programme (PYP) at the International School of Düsseldorf. It is a collaborative inquiry project where students explore a topic of personal interest related to their local community. Over the course of 8 weeks, students research their topic in groups, applying skills learned in previous years. They demonstrate their learning through a presentation and show how they can take positive action as a result. The Exhibition is assessed based on the process, not the product or end result. Students are evaluated on transdisciplinary skills and attitudes through self-assessment and teacher rubrics.
Project based learning powerpoint
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
Project based learning by susan granberg
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
Project based learning
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
Exhibition digital presentation
The Exhibition is the culminating project of the IB PYP program for 5th grade students. It involves students working in groups to conduct an open-ended inquiry into a real-world issue of their choosing. Over the course of 5 weeks, with guidance from mentors and teachers, students research their topic, develop their understanding of key concepts and skills, and create a final multimedia presentation to share their findings. The goal is for students to independently apply what they've learned over their PYP experience to an issue that interests them personally and globally. Progress and work is assessed using rubrics, with the focus being on the learning process rather than just the final product.
Project based learning in e twinning
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Project based learning
A powerpoint presentation on my current research on Project-Based Learning verses the traditional teacher-centered education
Project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for technology integration and prepares students for project-based careers by teaching these skills through hands-on projects. An example provided is an arts and bots project where students use technology like robots to demonstrate their understanding of stories.
Using Project Work
The document discusses project work, which is defined as a systematic plan involving multi-skill activities and resources to solve problems or daily activities. It involves steps like orientation, research, data processing, and presentation. Project work allows different types of projects like production, performance, collection, and informational projects. Teachers should provide basic materials, keep reference materials available, start with small concrete activities, teach learners project work skills, and decide evaluation criteria. Project work provides advantages like motivation, teamwork, learner-centered and autonomous skills practice, but can also have drawbacks like being time-consuming and causing noise or different group paces.
Problem/Project based learning
This document discusses problem-based learning (PBL) and project-based learning. PBL presents students with real-world problems and has them develop solutions, fostering skills like problem-solving and critical thinking. It outlines the steps of PBL, including presenting the problem and developing solutions. Project-based learning involves in-depth student-centered investigations over multiple class periods on authentic tasks. An example of each is given: for PBL, students determine how to care for a class pet rabbit, and for projects, second graders grow and observe different plants. Both approaches are said to improve student learning.
Introduction to the pyp exhibition
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
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Project/Problem Based Learning Unit (audia marisol)
Project/Problem Based Learning Unit (audia marisol)
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Robert Nappa M3U4A2 PBL
This document outlines the steps for a middle school community project using project-based learning. It involves students working in groups to identify issues in their local community, gather data on the issues, develop potential solutions to present to local government. The steps include setting the context, brainstorming issues, collecting evidence through photos, preparing presentations, and presenting their proposed actions to classmates and government. Students will then reflect on what they learned and what could be improved. The goal is for students to use critical thinking to develop ways to enact positive change in their own community.
Kala dgmp eis_full_document
This document presents a draft General Management Plan and Environmental Impact Statement for Kalaupapa National Historical Park. It examines four alternatives for managing the park and the environmental impacts of each. Alternative C is identified as the preferred alternative. It emphasizes stewardship of the park's resources through collaboration with partners. It supports visitation while continuing to limit numbers and changing some regulations. The draft is distributed for public review and comment over a 60-day period. Comments will help shape the future management of the historic park.
M3 u4a1
This document outlines a project-based learning activity where students will create their own story and analyze its components. They will be provided a rubric, vocabulary list, and assessment sheet to understand the parts of a narrative, including setting, plot, characters, and structure. The goal is for students to enjoy expressing their creativity while seeing how technical literary terms apply to their own work through a concrete example.
M3U4A2 (Tasneem's Service Learning Project)
This is a description of a service-learning project I would like to implement in my high school classroom.
M3U4A2 PBL Folktales
Through a project-based lesson, students will analyze folktales to understand their moral messages. Students will watch several folktales at home and discuss the stories and their morals in class. Then, in groups, students will create their own folktale by choosing a problem and characters. They will write a draft of their story and illustrate it. Finally, students will present their completed folktales. The lesson aims to help students recognize the cultural values in folktales.
Fables folktales and fairytales
This document provides an overview and analysis of fables, folktales, and fairy tales as forms of traditional children's literature. It discusses their origins and characteristics, and analyzes several contemporary books that fall within these genres. The document examines how these stories can be used to help children connect with cultural heritage and explore themes in a developmentally appropriate way. It emphasizes the importance of storytelling and selecting stories based on goals and the needs of individual children.
Online Tools to Engage Students
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
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Project based learning 2
- 2. PROJECT BASED LEARNING It is sometimes hard to find a lesson that requires my students to be engaged due to their disabilities. I created a lesson surrounding a coffee stand. Learning how to create a coffee stand, the supply and demand of coffee and the financial aspects that are involved.
- 3. PBL • Name of project: I am a Barista! Running a coffee stand. • Subject/Course: Math • Teacher: Jessica Owens • Other subjects: social skills, economics, digital technology
- 4. PBL • Students will work collaboratively and apply their math knowledge to the task of running a coffee shop. • At the end of this unit students will know how to use economics to apply in a real world experience • They will understand the value of a dollar and the concept of supply and demand.
- 5. PBL • Students will have 4 weeks to research other school coffee stands. • Students will decide on what type of coffee to sell • Students will share ideas with the class. • Students will submit their plans. • Students will gather materials for their coffee stand. • Students will setup coffee stand • Students will designate different roles for all working the stand. • Students will write or use a communication device of their experiences and what they have learned.
- 6. ESSENTIAL QUESTIONS • Where does coffee come from? • How does someone make coffee? • How much does a coffee bean cost? • What flavors of coffee are there? • Ho do coffee get their different flavors?
- 7. MATH STANDARDS • MMF.A.2 Students will understand the characteristics of these functions as they relate to financial situations. • MMIG.DD.2 Students will determine optimal locations and use them to make appropriate decisions.
- 8. ECONOMIC STANDARDS • SSEF1 Explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments. • SSEF3 Explain how specialization and voluntary exchange influence buyers and sellers. • SSEMI2 Explain how the law of demand, the law of supply, and prices work to determine production and distribution in a market economy.
- 9. FINAL THOUGHTS This project based learning activity will get the students engaged with other teachers around the school. Teachers that they would not normally see on a regular basics. This would also get the students out in the community to buy the supplies that are needed for their coffee stand. Their social skills will flourish and they will more engaged within their school, while learning other academic lessons.