CROSS-CULTURAL COMMUNICATION PROJECT
The gifts from your Taiwanese partners are on the way. The class leader just sent them out yesterday, so hopefully we will get them in two weeks!
Do you have any question or difficulties in responding to the discussion questions for this week? Feel free to ask any questions. Again, if you want to try the Google Hangout, please let Michael or me know. Thanks!
CRITICAL THINKING AND PROBLEM SOLVING
Here is the NETS standard for problem solving.
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:
- identify and define authentic problems and significant questions for investigation.
- plan and manage activities to develop a solution or complete a project.
- collect and analyze data to identify solutions and/or make informed decisions.
- use multiple processes and diverse perspectives to explore alternative solutions.
In the textbook we used before, they defined problem solving ability this way.
“Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of a decision: choosing a solution and then evaluating it.” (p 155)
“Problem-based learning (PBL) is a teaching approach that combines critical thinking, problem-solving skills, and inquiry as students explore real-world problems. It is based onunstructured, complex, and authentic problems that are often presented as part of a project.” (p 156)
If you type the words into the word cloud software, you will get a wordle like this.
LEARNING ADVENTURE PROJECT
We are going to start a new project, the Learning Adventure. This is our final project in which yo will demonstrate what you have learned this semester. Think about what we have done this semester. Personal website, infomercial, image editing and film making, interactive whiteboard…so now it’s time to integrate everything into one project.
Simply put, this project is asking you to create a website for students, parents and other teachers who are interested in doing similar projects. By doing this project, you need to guide a student through an adventure of your choosing (of course, it’s nice to offer them choices within your adventure as well).
Let’s take a look at some examples.
If these are not enough or clear to you, here are two more examples.
Please take some time to browse these examples to help you understand more about this project.
After looking at the 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 about 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.
Partners and Groups
I would prefer you worked with ONE partner for this project. It’s okay if you find yourself planning an adventure in a subject or grade level that is different than the one you identified at the beginning of the semester. I am open to people working alone, but you need to be forewarned that this can be a lot of work – being able to share the work load will help you stay on target.
You need to let me know who your partner is before you leave today.
Open this UGA EDIT 2000 Learning Adventure Rubric. Talking through the rubric will help you understand what is expected of you throughout the project. It also contains a time line so you can keep on target. You will notice that the criteria for receiving full credit is part of the rubric. Let’s look at this together. If we have enough time, we will also be creating our own criteria for the project as a class.
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.
- 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.
- How good is your question? Use the essential question development checklist on the last page of this handout to see how well you did.
GETTING STARTED FOR THE PROJECT
For the remainder of today’s class, you’ll want to work to come up with ideas for your essential question.
You’ll also want to create a new Google site (not a new page in your current site) and do the following:
- Make sure the title of your site reflects the nature of your adventure.
- Make sure your navigation bar reflects the sections in the rubric distributed in class today.
04/12 Details about the Rubric and decide which ESSENTIAL question you will work on (Inquire)/ “Show What You Know”
04/15 ”Hook” and ”Explore”
04/17 ”Organize” and ”Apply”
04/19 “Parent-Teacher Letter” and “Author Introduction”
- Look at the examples of Learning Adventure
- Make sure that you have no question about the Learning Adventure Rubric
- Think about an ESSENTIAL question/ problem that you and your partner want to work on
- Choose TWO of the following articles to read and then write a reflection on your experience in playing with SmartBoard and Smart Notebook.
- Here are the guiding questions:
- What did you learn from the reading materials?
- Do you think SmartBoard is a good tool for teachers and presenters? Why or Why not?
- If you didn’t have SmartBoard in your dream classroom, will you choose to add one now? Why or Why not?
- In what ways can SmartBoard enhance communication?
- In what ways can SmartBoard enhance collaboration?
- What are the defects of SmartBoard?
- Do you change your thought about buying SmartBoard for schools? Do you still think it is worthy? Why or why not?
This reflection is due next Friday (April 12).
- Work on your weekly discussion in VoiceThread.