Learning Adventure Outlining

EDIT COURSES NEXT SEMESTER

  • Flyer for EDIT courses
  • There is a certificate “Educational Psychology and Instructional Technology Interdisciplinary Certificate”

PART ONE. Critical Thinking, Problem Solving, and Decision Making

Here’s the NETS for problem solving (and other related areas):

Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.

PART TWO. LEARNING ADVENTURE PROJECT

Questions/Ideas

Let’s look at more examples from previous semesters (example 1 & example 2).

After looking at the student examples, what questions do you have? How do you think the adventure could have been improved? Do you notice any missing elements of  the adventure that could have made it better? Think on this – maybe as we work through the project, you will want to go about it differently. That’s okay! Just be sure to talk with me to let me know your ideas.

Rubrics

Let’s look at the grading rubric so you’ll understand what needs to be included in each section.

STEP ONEWhat is an essential question?

You’ll want to get students interested in your topic by starting with an essential question. We’re going to try and write a few ourselves today.

  1. On an index card, write a question related to a topic about which you enjoy learning. For example, “what happened to the dinosaurs?”, “why did the Titanic sink”, etc.
  2. Get in a group with 3 other classmates, and use a tubric to turn your question into an essential question.
  3. How good is your question? Use the essential question development checklist on the last page of this handout to see how well you did.

Share at least one good question with the class. Then, as a class, we’ll form a definition of essential questions and talk about how you can use these in your Learning Adventures.

STEP TWO: Backwards design – project-based learning and the “Show What You Know” section

Sometimes the best way to figure out what you want to teach is to first figure out what you want students to be able to do. When you’re cooking, most of the time you decide what you want to eat BEFORE you get together your ingredients. At least, in the more successful times that you are cooking. So, let’s figure out what kinds of projects your students might complete – then next week we’ll working on organizing resources to help them create their projects. Just as we choose a recipe by looking at pictures, a lot of kids will choose your adventure based on the project they will complete.

STEP THREE:Brainstorm project ideas

Now it’s time to brainstorm project ideas. What kinds of projects might your student do? Will they create a glogster poster to show how the define a hero? Or will they create a stop animation video to talk about recycling? Maybe you’ll encourage your student to start a blog to help other middle schooler’s learn how to make and keep their friends. Here’s a long list of project ideas. Read about Twenty Ideas for Engaging Projects for more ideas. This is a great place to use some of the tools you’ve learned about this semester.

Once you have a question and a project in mind, it’s time to figure out how you’re going to help students come up with an answer to your question and show you what they know (i.e. what they believe the answer is) with some type of project.

STEP FOURSubmit the Form

Submit this form when you are ready to respond

FOR TUESDAY.

1. We will create a Learning Adventure Website and create two menus; Hook and Activities. You should have a clear plan for your learning adventure project before coming to the class.

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