creating engaging students (ii)

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For Budapest eTwinning Conference 2011

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Page 1: Creating engaging students (II)

• Subjects:

Cross-curricular (Maths, Science, ICT, languages,..)• Syllabus contents:

Statistics, Functions, Energy, Ecology• Number of students:

25-30• Age:

15• Duration:

1 month

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Title: Be money smart, be ecological!

Page 2: Creating engaging students (II)

• Objectives of the project:o learning to interprete the energy billso being able to compare among different energy sourceso Developing responsible energy consumption habits

by means of:o gathering real energy consumption data (at home)o comparing the cost of the different domestic energy sourceso finding out whether there are equations which model the

energy consumptiono identifying the energy consumption of the different electrical

equipment at home, and the standby consumptiono after asking partners about climate, amount of daylight,

lifestyle, formulating hypotheses on their estimated domestic energy consumption

o verifying the stated hypotheses

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Page 3: Creating engaging students (II)

What for?• To deal with a real problem, significant to the community, about which

students care

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Starting with the end in mind

What? Contents, skills, habits• Go through the curriculum and identify where a project fits

• Choose two or three curricular items to focus on

Assessment• Learning skills, collaboration skills, critical thinking, knowledge

acquisition…

• Set up clear criteria to measure achievements

Page 4: Creating engaging students (II)

• What for?

o Energy is a key factor in domestic economy but we don’t always understand its implications well enough

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Page 5: Creating engaging students (II)

• What?

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Contents

•Power units

•Percentages

•Statistics

•Functions

•Everyday life Maths

•Ecology awareness

Skills

•Teamwork

•Formulating and testing hypothesis

•Interpreting, comparing and relating real data

•Using ICT in a variety of tasks

•Capacity to overcome difficulties and reorient work

•Communicating in own and foreign language

Habits

•Curiosity and Initiative

•Self-confidence

•Self-awareness of own skills and things to improve

•Perseverance

•Critical thinking

•Commitment to the community

Page 6: Creating engaging students (II)

• Short• Real• Meaningful• Motivating• It must answer the question “What for?” in every stage of the

project

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

The driving question

Page 7: Creating engaging students (II)

•Energy is money. How can we save both at home?

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

The driving question

Page 8: Creating engaging students (II)

• What will be assessed in early, middle and late stages?

• What criteria will be considered?

• What tools will be used?

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Assessment

Page 9: Creating engaging students (II)

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Early stages

•Initiative

•Teamwork contributions

•Quality of searched info

•Ability to predict and formulate hypotesis

Middle stages

•Decision-making after checking hypotheses

•Ability to overcome difficulties and reorient work

•Use of appropriate language to communicate (vocabulary, graphics,..)

•Ability to communicate in a foreign language (if necessary)

•Use of ICT to help solve the main question

•Giving reasonable answers to questions arising

Final stage

•Fulfillment of the task (answer to the driving question)

•Quality and originality of products

•Presentation of results

Page 10: Creating engaging students (II)

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Assessment criteria: rubrics

1 2 3 4

Problem solvingLittle or no ability to reorient strategies

Some of the difficulties are overcome; little reorientation of strategies

Most of the difficulties are overcome and lead to reorienting strategies

Great ability to overcome difficulties and reorient strategies

Presentation

The reader is unable to follow the steps taken in the solution

Solution is difficult to follow at times

Solution is presented in a logical manner

Solution is presented in an easy follow step-by-step model

Page 11: Creating engaging students (II)

What do your students need to know?

• Things they already know

• Things to be learnt before getting started

• Things to learn during the project

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Mapping the project (1)

Page 12: Creating engaging students (II)

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Already known

•Basic statistics

•Linear functions

•Info search resources (Internet, library,..)

•Basic ICT: spreadsheet, email, chat, forum,…

•Level of foreign language enabling communication

Before getting started

•How to read a bill

•Suggestions on teamwork: making task lists, assigning roles, distributing tasks, project diary,…

•Joint reflection on assessment

During the project

•Comparison among different kind of energy resources

•Basic statistical data processing

•ICT tools that seem to be useful as one goes along

Page 13: Creating engaging students (II)

Milestones

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Mapping the project (2)

• Set up a concrete series of milestones to fine tune the project

• Be flexible

• Assess, rethink, refine

Page 14: Creating engaging students (II)

Milestones:

• Bring real bills to class: electricity, gas,…. Interprete them. Look for equations which fit the costs. Learn about power units

• Compare the costs of the different energy sources and heating systems, as well as of the different electrical appliances

• Compare data (in groups), measuring both the pros and cons

• Draw first conclusions: Factors affecting the domestic energy consumption: kind of house, orientation, number of

people living, thermal isolation, peak hours,… Which system would you choose? present results (tables, graphics, spreadsheets, lists,

…)

Measuring progress. Tuning

• Communicate with partners (chat, videoconference, forums) in order to know what their energy consumption determining factors are

• Formulate hypotheses about their partners’ monthly energy expenses

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Page 15: Creating engaging students (II)

• Verify the hypotheses with partners (chat, etc)

• Explain possible differences between the hypotheses and the real data

Measuring progress. Tuning

• Show final products (written report, model, list of energy saving measures, video,…)

• Draw conclusions: Which steps can we take to save energy and money?

Measuring results

• Evaluate the project: What are the benefits for us and the community? Things I would change/improve

• Project epilogue: apply energy saving measures at home and check their efficiency in money saving after a couple of months

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Page 16: Creating engaging students (II)

Address different learning needs:• SEN students

• At-risk students

• Gifted students

• Variety of learning styles

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Mapping the project (3)

Evaluating the whole project:• Class discussion

• Reports

• Individual / group evaluation…

Page 17: Creating engaging students (II)

• Class discussion on the project. Fishbowl.

• Student reports: logs, wiki, polls, personal reflections in blogs…

• Group /Individual evaluations

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Project Evaluation

Page 18: Creating engaging students (II)

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Despedida y agradecimiento por la atención prestada

www.etwinning.esProyectos de Colaboración Escolar en Europa

Instituto de Tecnologías EducativasTorrelaguna 58, 28027 Madrid. Tfno: +34 913778383

Thanks for your attention