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Exploring elements of design

  • 25 April 2018
  • Posted by: Sirica Thomas
  • Number of views: 1646
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 Exploring elements of design
Students’ age range: 12-14
Main subject: Arts education
Topic: Exploring Design
 
Description: Exploration
Students will
1. Explore careers in Picture Making, appreciating various work of art
2. Using a variety of media to create interesting pictures
Once a student in the circle has spoken, a student from outside the circle may come and tap that seat and return to the outside observation seats. The new entrant may not be tapped until he or she has spoken at least once.
Explanation
- Students will be involve in a discussion about picture Making technique and the variety of resources that are suitable to utilize.

Elaboration/Extension
Students will draw an animal on ½ sheet of coloured cartridge paper based on demonstration and explanation

For students to be able to understand and appreciate the work of others while giving credit as well as obeying the laws that govern fair use and copy right

  • 25 April 2018
  • Posted by: Shanee Peters-Henry
  • Number of views: 58
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For students to be able to understand and appreciate the work of others while giving credit as well as obeying the laws that govern fair use and copy right
Students’ age range: 12-14
Main subject: Not specified
Topic: Copy Right and Fair Use
 
Description: 1. Engagement: Students will be asked to watch a YouTube video entitled copyright and fair use animation after which they will be asked to define the terms “Copyright” and “Fair Use”.
2. Exploration: Students will be asked to create a semantic map outlining the fair use another person’s work and how to avoid plagiarism; students will be selected randomly to share with the class after which there will be a class discussion.
3. Explanation: Students will be asked to view a PowerPoint presentation on copyright right and fair use law after which they will explain what they understand base on what they have read, the teacher will clear up any misconception.
4. Elaboration: Student will be engaged in game where they will be asked to look under their seat for words that falls in the category of copyright and fair use; they will use these words to write complete sentences, students will be awarded for completing the task.
5. Evaluation: Students will be given a short answer activity where they will explain in their own words what copyright and fair use is without looking back at the notes that was given. They will be asked to share their answers with the rest of the class.

Active Learning

  • 24 April 2018
  • Posted by: Sabrina Lemonius
  • Number of views: 139
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Active Learning
Students’ age range: 16-18
Main subject: Not specified
Topic: Active Learning vs Didactic Learning Approach
 
Description: Active Learning Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing. While this definition could include traditional activities such as homework, in practice, active learning refers to activities that are introduced into the classroom. The core elements of active learning are student activity and engagement in the learning process. Active learning is often contrasted to the traditional lecture where students passively receive information from the instructor. In the traditional approach to college teaching, most class time is spent with the profesor lecturing and the students watching and listening. The students work individually on assignments, and cooperation is limited. Such teacher-centered instructional methods have repeatedly been found inferior to instruction that involves active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. Active Learning vs Diadactic Learning Approach 1. Teacher centered: based on the assumption that the teacher is the primary agent in learning. A 1. Problem centered: based on the assumption that the student is the primary agent in learning. D 2. Teacher's role: to impart the results of experience, personal study, and reflection. A 2. Teacher's role: to uncover the question that the answer hides. To be a co-learner. D 3. Primarily deductive: the usual methods are lecture, story-telling, use of analogy, and aphorism. A 3. Primarily inductive: the usual methods discussion, dialogue, and problem solving. D 4. Test of truth: authority and experience. A 4. Test of truth: reason and evidence. D 5. Learning is the reception of ideas. A 5. Learning is a conflict of ideas: a thesis, antithesis, and a synthesis that results in new knowledge. D 6. Student's role: to be passive, open, receptive, trusting, and unquestioning. A 6. Student's role: to be active, questioning, critical, and discriminating learning to trust one's own judgment (independent thinking). D 7. Evaluation is factual recall of data commonly in the form of objective tests right and wrong answers. A 7. Evaluation is application of understanding interpretation of data commonly in an essay, speech, journal, or a review. D 8. Ultimate goal: wisdom viewed as the internalization of truths and beliefs. A 8. Ultimate goal: wisdom viewed as an informed ignorance (knowing what one does not know the Socratic paradox). D Example "active leaning" activities class discussion, small group discussion, debate, posing questions to the class, think-pair-share activities, short written exercises and polling the class (Bonwell and Eison, 1991). A class discussion may be held in person or in an online environment. It is best that these discussions be centered on an open-ended (occasionally controversial) topic...

The Caribbean Man and Regional Integration

  • 23 April 2018
  • Posted by: Jacqueline Lewis
  • Number of views: 530
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The Caribbean Man and Regional Integration
Students’ age range: 12-14
Main subject: Social studies
Topic: Living Together
 
Description: Engagement: Students will participate in an activity where various word cards will be posted on the whiteboard containing the definition of a term to be used throughout the lesson. There will also be a section on the board where key concepts/terms will be written. Students will volunteer to pick a card from the board and read aloud to the class what is written on it. The remainder of the class will listen attentively in order to identify which word from the list is being defined. This will continue until all definitions are read and misconceptions clarified. Student will then match the words with their correct meaning in their notebooks.
Students will then be involved in a discussion about the sharing of household duties such as cooking, washing, cleaning and taking turns with looking after their younger siblings. This will assist in bringing out the term integration which means cooperation.
Exploration: Students will use their atlases to name countries in the Caribbean after which, they are expected to classify the different countries in the region e.g. Greater Antilles, Mainland Caribbean etc. They will create a table in their notebook to reflect the information gathered. Students work will be supervised.
Explanation: Students will be paired and given handouts highlighting areas of regional integration in the Caribbean. Students are expected to read through the handout together and identify at least two areas of regional integration in the Caribbean. Groups will then share their answers with the class to foster a discussion. Through discussions, students will be asked to discuss a benefit and an obstacle to regional integration. This discussion will be guided and additional information given where applicable. Students are expected to take short notes.
Exploration: Students will research the requirements of being a Caribbean citizen for assignment. Based on information gathered, they will use their creativity to design a brochure titled ‘I AM CARIBBEAN.’ The brochure should have a suitable definition for Caribbean Citizen, the country they are a citizen of and what qualifies a person to become a citizen of the region.

Fundamentals of Hardware and Software

  • 23 April 2018
  • Posted by: Nathalie Stone
  • Number of views: 317
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Fundamentals of Hardware and Software
Students’ age range: 12-14
Main subject: Technology education
Topic: The Central Processing Unit
 
Description: Introductory Activity: A picture of the brain will be placed on the board. The students will be asked to share with the class what they think the picture represents and what are some of its functions. Responses will be recorded in a selective manner while undesirable responses will be addressed by asking the other students to critique the response given by providing evidence in their response. (10 minutes)

Step 1: Students will view a section of a video that was downloaded from Youtube using the following link https://www.youtube.com/watch?v=AkFi90lZmXA. The video will be stopped at two minutes and thirty-two seconds (2:32).

Step 2: After viewing the video, students will state which part of the computer is referred to as the brain and what they learnt about the CPU while watching the video. They will be asked to make comparisons between the functions of our human brain that of the computers brain. The student’s responses will be recorded on the board in a selective manner. Undesirable responses will be addresses by asking the other students to critique the response given by providing evidence in their response. (10 minutes)

Step 3: Students will be engaged in a form of discovery learning as some students will be provided with the terms associated the Central Processing Unit, while other students will be provided with the definitions. The students will then be required to find the person who has their term/definition and report to the teacher. After this activity has been completed, the class will be engaged in a discussion about the Central Processing Unit and its associated terms. (7 minutes)

Step 4: Students will view a video presentation downloaded from Youtube using the following link https://www.youtube.com/watch?v=L0cA72gNzaM&t=11s from which they will learn more about the Central Processing Unit and its components. Students will be engaged in a discussion about each part after they have recorded the notes afterwhich we will look back at the initial matching of terms to see if the students were correct in their matching of terms to definitions. (15 minutes)

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