Prototyping
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The document describes prototypes created by students for helping high schoolers recognize the soft skills they acquire. Prototype A involved students creating a skills map to track their progress. Some students said it would be too burdensome without time in school. Prototype B instead proposed students create art each period showing their skills growth. Students strongly preferred this as it resonated more emotionally and required deeper thinking than just filling out a map. They felt it would motivate students more to demonstrate their skills through art. Feedback noted art may still need a reflection piece to clarify which skills were being shown.
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This document outlines a project-based learning assignment for a 3rd grade class on bullying. The project will have students research bullying in Korean schools through interviews and data collection, analyze the problem, and collaborate to create an anti-bullying media presentation to educate other students. Students will develop communication, critical thinking, and other skills. They will be assessed on teamwork, the project quality, workload division, real-world applications, and use of resources. After presenting, students will evaluate the project's effectiveness and make improvements.
Promoting-Effective-Strategies-for-Integrating-Art-Theory-and.pptx
*Educators in professional degree programs are charged with multiple responsibilities in the classroom and in practice settings. We apply our professional knowledge in a variety of settings to serve our communities; we reflect on how to improve practice from our experiences in these settings; we observe our students engaging in learning experiences in the classroom; and we share with our students the knowledge we’ve gained from our experiences and our scholarship within our profession.
Prototype and test
A teacher named Rebecca Ward is frustrated with the current school assessment system and wants to redesign the school-to-work transition process. She conducted research including creating empathy maps and defining the problem. Her top proposed solutions were having students' grades partially judged by cross-age group projects or work experience. However, testing a prototype of cross-age projects received feedback that it may not have high impact or allow student strengths. Testing a modified prototype of student-selected assessments received positive feedback but could be improved with persona examples. Rebecca reflected that visualizing solutions and appealing to emotions is important when testing ideas.
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TIGed Empowering Student Voice - Session 3 Professional Learning Course
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Project-Based Learning Activity
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
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
CI 350 Project Based Learning
Project based learning is a teaching method where students gain knowledge and skills by investigating and responding to complex questions over an extended period of time. It develops 21st century skills like critical thinking, problem solving, collaboration, and communication. Students understand the need to learn concepts, ask questions, and present their work to a public audience. Project based learning allows different types of learning, helps students develop important work skills and builds their confidence. It also prepares students for the workplace by applying skills to subjects in school and later life.
Christoffel m week 6_projectapproach
The Project Approach is a teaching strategy that engages students in in-depth investigations of real-world topics. It is a three phase process where students first explore their prior knowledge on a topic, then investigate the topic further through questions and research, and finally present what they've learned. The approach aims to develop students' thinking, engagement, and creativity. When implemented well, it can highly motivate students and improve their learning, thinking skills, and ability to collaborate. However, teachers must be able to skillfully guide student inquiries through open-ended questions.
STEM Process and Project-Based Learning
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Workshop Two
This document outlines a workshop on co-operative learning. Participants will experience co-operative learning structures and roles, reflect on the experience, and consider how to apply these strategies in their own classrooms. The workshop introduces key principles of co-operative learning including positive interdependence, individual and group accountability, and face-to-face interaction. Participants work in groups using specific roles to create a representation of these principles and discuss how co-operative learning differs from traditional grouping approaches. The document emphasizes that co-operative learning encourages students to help each other learn and makes each member accountable for their own and the group's understanding.
Fall%202018%20 pdd%20presentation%20kids%20today
This document provides suggestions for connecting with and engaging Generation Z college students. It discusses adapting teaching methods to focus on structure, clarity, relevance, interaction and collaboration. Specific techniques are presented such as using a G-FAR lesson structure of goal, focus, apply, review. Other recommendations include updating syllabi, incorporating think-pair-share activities, relating content to real-world examples, and increasing opportunities for student interaction through discussion and collaborative assignments. The overall message is that small changes can improve engagement by addressing the learning preferences of today's digital native students.
Setting up PECS in the classroom
An overview of the Picture Exchange System and how it can be used to support young people with communication difficulties within a classroom
GDCI New Pedagogies Artefact
This document describes a project where students created photo blogs inspired by "Humans of New York" to tell people's stories. Students determined a theme, interviewed subjects, and shared stories on social media. They analyzed themes in the stories and reflected on skills learned. The project aimed to develop lifelong learning skills through student choice and connection to real people and issues. It increased student engagement and empathy while also improving their digital, social, and interviewing skills.
Roldan Eyo Soc Stud Portfolio.pptx
This social studies portfolio contains information about the author and various teaching resources and strategies. It includes sections on learner-centered strategies like inquiry-based learning, project-based learning, role-playing, small group discussions, and open-ended questioning. It also outlines formative assessment tools such as quizzes, homework, oral recitation, group discussions, and individual reporting. Summative assessment tools covered include periodical examinations, Venn diagrams, collage making, graphic organizers, journaling, and final reporting. The portfolio also provides examples of learning plans, sample videos, and discusses inclusive strategies like understanding students, varied instruction, collaborative planning, and developing a respectful classroom environment.
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Prototyping
- 2. Problem/Insight High school students need a way to realize that they are acquiring the soft skills they will need in the world of work because they don’t realize they’re getting those skills in school.
- 3. Prototype A Students create a soft-skills acquisition map that they fill out as they progress through high school, so they see they are in fact getting the skills they need to be successful in the work force
- 5. • School• Extra- curricular • Home• Work Worked as youth group leader in synagogue Babysat little sister on weekly basis Led group project on cell reproduction in Biology class Was stage manager for school play Quarter 4: Freshman Year Sample prototype:
- 6. SELF TEACHER PARENT EMPLOYER FEEDBACK LOOP Relevant parties help stakeholders refine their ideas about the soft skills they’ve acquired in this Feedback Loop
- 7. Response to Prototype A Two rising sophomore girls said they’d find the format doable only if they were given school time to complete the chart. It would be too burdensome to complete otherwise. Add surveys to the Feedback Loop They liked the format of both the Map and the Feedback Loop They like that the system brings what goes on outside of school into school
- 8. Idea Students create an art project of their own choosing that they add to each marking period in order to show how they’ve progressed in the acquisition of soft skills they and the school have decided are important. Students can choose from a list of art projects and do a different one each marking period, or they can complete the same kind of art project each marking period. They can even keep adding to the same medium all year.
- 10. Poems by Me How I Grew in Leadership, Confidence, Organization, and Collaboration The ME Channel YouTube videos showing how I grew in my soft skills A Mural by Me How I Grew in my Soft Skills, An artistic representation My Mask How I Can’t Hide the Soft Skills I’ve Acquired Stakeholders helped me to refine the prototype, so students had choices in how they presented their ideas and weren’t locked into one medium per year or marking period.
- 11. Response to Prototype B Students liked this prototype unequivocally better than the previous one, though they had liked Prototype A well enough before they saw Prototype B Students responded more emotionally and enthusiastically to Prototype B (confirming for me that students love art because it resonates with them emotionally and helps them form a bond with what they’re learning)
- 12. Response to Prototype B, cont. Interviewees confidently said students would want to do the art project more than the acquisition map Quote from one student: “You have to put in more effort and think about it more.” This again confirms my thinking that arts integration forces students to think more divergently about their work. Students agreed there might need to be a reflection piece with an art project, if it wasn’t clear from the medium how students had shown they had acquired the soft skills they were claiming to have obtained