Our team
•Sangeeta Shukramani-India
•Jonas Backelin-Sweden
•Rodd Lucier -Canada
•Havva Zeybek Sentas-Turkey
•Mehtap Kilic-...
Aim
•The project in aimed at empowering
students to make meaningful contributions
in eradicating poverty through the
devel...
Collaboration
• Work together
 Students work in groups
 Student use OneNote to share their story drafts and give each ot...
Knowledge Building
•Interpreting, analyzing, synthesizing or
evaluating
 Students construct knowledge by using details fr...
Knowledge Building
•Interdisciplinary
 Art, Literature, Media Studies, Geography, History, Language, Communication and Me...
Self-regulation
•Long-term activities
•Plan their own work
•Revise work based on feedback
Real-world problem-solving and innovation
•Problem-solving
•Real-world problem
•Innovate
Ict tools
•MS-tools
Skype
OneNote
P.I.L
Photostory
PPt
Chronozoom
The use of ICT for learning
•Student use of ICT
 As part of project –based learning to give students hands-on opportuniti...
Skilled communication
•Extended communication
•Multi-modal
•Requires supporting evidence
•Design their communication for a...
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Slidedeck for the 'Poverty' region of Microsoft One World Network, launched at Barcelona in 2014

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  1. 1. Our team •Sangeeta Shukramani-India •Jonas Backelin-Sweden •Rodd Lucier -Canada •Havva Zeybek Sentas-Turkey •Mehtap Kilic-Turkey •Yi-lan Su-Taiwan
  2. 2. Aim •The project in aimed at empowering students to make meaningful contributions in eradicating poverty through the development of life skills and citizenship skills.
  3. 3. Collaboration • Work together  Students work in groups  Student use OneNote to share their story drafts and give each other feedback for reflection • Substantive decisions  Work together with in other countries to develop a joint website • Work interdependent  Student teams decide their own work plan in the team  Work together to plan the fundamental layout of their presentation and end products (may vary) • Shared responsibility  Students research on ways they can eradicate poverty and discuss what works well for their country on the basis of the research and survey  They work together to produce a booklet and badges will be awarded
  4. 4. Knowledge Building •Interpreting, analyzing, synthesizing or evaluating  Students construct knowledge by using details from the story to infer the reasons for poverty  Students share and research about reasons for poverty in different countries  Conduct survey to find out the percentage of the people below the poverty line in different countries  Students investigate local environmental factors to determine the most likely reasons for poverty  Students compare the status of economic growth and poverty
  5. 5. Knowledge Building •Interdisciplinary  Art, Literature, Media Studies, Geography, History, Language, Communication and Media Studies, Science…… •Interdisciplinary Approach  Maths to make necessary calculations Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems.  Science to make students understand .about malnutrition  Social Studies to make study the location of different countries they are collaborating  Languages-Reading and Writing :Students read and understand a variety of materials. Students apply thinking skills to their reading, writing, speaking, listening and viewing
  6. 6. Self-regulation •Long-term activities •Plan their own work •Revise work based on feedback
  7. 7. Real-world problem-solving and innovation •Problem-solving •Real-world problem •Innovate
  8. 8. Ict tools •MS-tools Skype OneNote P.I.L Photostory PPt Chronozoom
  9. 9. The use of ICT for learning •Student use of ICT  As part of project –based learning to give students hands-on opportunities with technology, search the internet for relevant sites, use computers to write publications, brochures, conduct surveys and analyse data, represent the findings graphically. Collaborate and connect with students through blog, wiki, learning communities, e mail, skype etc. •Support knowledge construction •ICT is required for knowledge •Students are designers of an ICT product
  10. 10. Skilled communication •Extended communication •Multi-modal •Requires supporting evidence •Design their communication for a particular audience

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