My plan for my 21st century competency dealt with critical thinking and …
My plan for my 21st century competency dealt with critical thinking and creativity in designing a personal skill related fitness plan in my Physical Education 8 class. The assignment I had the students complete was a personal plan in an area, of a sport or activity, that they struggled in. Students were encouraged to develop skills in an activity or sport they enjoyed. This was determined in order to develop a physical education program that was designed for their needs. In order to develop this skill plan, students were taught about the components of skill related fitness, different types of muscle fibers, and different planning methods (i.e. F.I.T.T.) in class one. They were then given two classes to work on their plan. Throughout the year, they were given class time to work on their own plans and practice what they had put down on paper.
Intro This course was meant to help explain phenomena that happen every …
Intro This course was meant to help explain phenomena that happen every day, all around us. Typically, we used math and equations in this course. However, there are many ways to explain our world, and one of them is to capture an image of a scientific phenomenon (event, occurrence, etc) related to physics or chemistry.
The Task To capture an image(s) that shows a scientific phenomenon. This can be done by photographing something that shows physics or chemistry in the world, creating an optical illusion, or another form of art approved by me. Then, you will need a 2-page, double spaced, 12pt font write-up in your own words explaining the science behind your phenomenon.
This year my major plan for integrating critical thinking and collaboration included …
This year my major plan for integrating critical thinking and collaboration included a major classroom change. I was rearranged my classroom into pods and I started presenting my lessons in a flipped form. The pods and flipped classroom provided an opportunity for critical thinking and collaboration. The students were to watch the videos and write down any questions they had on the material. They then met up as a group to go over the material. I found the students would have impressive conversations on the material. They then also worked in their pods to complete the daily practice. I found it was great for the students to be able to work together through problems and struggles. I was constantly happy to hear the students offer their own explanations to each other.
This resource is a student's review from the ELA year. Students are …
This resource is a student's review from the ELA year. Students are able to discuss where they feel they have improved, areas they need more help in, most memorable assignments, etc.
The grade 6 students completed their unit of study on principles of …
The grade 6 students completed their unit of study on principles of flight. As an end of unit project, they were asked to create a working prototype of a flying object. The students were given a couple of examples from the textbook (page 208 & 213) of objects they could create. These examples were given to encourage the students to think of ideas and gear them on the right track. Therefore, they were asked not to use these examples (although the students that had trouble thinking of their own project were able to use them). As a class, we agreed upon the required performance criteria. The students were then given a handout to fill in as they built their prototype. This handout was to be handed in once the project was completed. An assessment rubric was also given. The students were asked to write a paragraph on each of the assessment rubric categories, explaining how their prototype met that particular category. Next the students were given a few classes to work on their prototype. Once completed, the students were asked to give a presentation where they would describe their project and demonstrate it. The project was assessed using the criteria set out by the students and the rubrics in the teacher’s guide.
In this PBL students were given the role of meteorologists. Students need …
In this PBL students were given the role of meteorologists. Students need to track weather locally and from around the world, create weather instruments, collect local weather data using the instruments they created, and present their findings in a mock weather broadcast. Students needed to collaborate and think critically to create devices, to decide on what data to track and how to present their weather forecast to the public
Science Background: Any chemical reaction that results in atoms having their oxidation …
Science Background: Any chemical reaction that results in atoms having their oxidation numbers changed is called a redox (reduction-oxidation) reaction. Oxidation describes either the loss of electrons or hydrogen, or the increase of oxygen or oxidation state of a molecule. Reduction describes the gain of electrons or hydrogen or the loss of oxygen or decrease of the oxidation state of a molecule. It is not entirely accurate, but the reaction can be roughly described by saying that the Oxidizing agent (potassium permanganate) “wants” more electrons and accepts them from the Reducing agent (glycerol) which wants to give them up. Materials: potassium permanganate, glycerin, crucible or watch glass
On November 25th, the Grade 1-2’s invited their parents in to participate …
On November 25th, the Grade 1-2’s invited their parents in to participate in a simulated tour through the rainforest, which was set up in our classroom. The kids created models of all the animals we studied in our unit, and helped me create a rainforest canopy, and river in our room. We strategically placed the animals, turned off the lights (rainforests are dark), and played a rainforest soundtrack to help with the simulation. The kids carried flashlights while touring their parents around the room. Afterwards, they were asked to sit down with their parents and go through a “King of the Rainforest” Questionnaire (which was really a study guide).
In small groups, students were to create a piece of art out …
In small groups, students were to create a piece of art out of recycled materials. Students were given creative freedom to design, plan, and build their projects.
Congratulations! You have just graduated from a Master’s program in Genetic Counseling, …
Congratulations! You have just graduated from a Master’s program in Genetic Counseling, one of the most prestigious degree in Canada! You have been hired to work as part of a team of 4 genetic counselors. As part of a new and rapidly changing field of work, you know that this will naturally come with a bit of research. Your task is to research the area of your specialty.
The students will direct their own learning that incorporates collaboration, critical thinking, …
The students will direct their own learning that incorporates collaboration, critical thinking, and technology to research, gather facts, and prepare a presentation to their peers on a country of their choice.
Observe, illustrate, and analyze living organisms within local ecosystems as part of …
Observe, illustrate, and analyze living organisms within local ecosystems as part of interconnected food webs, populations, and communities Analyze how ecosystems change in response to natural and human influences, and propose actions to reduce the impact of human behavior on a specific ecosystem
The Resiliency Thought Bubbles project provides an opportunity for students to demonstrate …
The Resiliency Thought Bubbles project provides an opportunity for students to demonstrate their knowledge of Microsoft Word. The assignment requires students to use critical thinking and creativity in writing their own original idea that demonstrates both Fixed Mindset and Resiliency. Students were shown a series of videos that demonstrate the meaning of Resiliency then challenged to use critical thinking when they wrote their own examples. Finally, I selected one student example from each of my six PAA Multimedia classes and created a bulletin board display; the display includes a Brain illustration that was a collaborative and creative endeavor between a grade ten student and a grade twelve student.
To work collaboratively in small groups and as a whole class, to …
To work collaboratively in small groups and as a whole class, to compose a list of leveled questions to ask Austin. Students will use Bloom’s Taxonomy Flip Chart for Critical Thinking to assist in leveling questions. -Come up with 3 questions that you could ask, based on what we have studied in our rocks and minerals unit. -Write down the level of question you believe it is. -In groups of 3, use your flip charts to discuss each of your questions from Step 1. -You must agree on what level you are going classify each question as. -After leveling questions, take your sheets to the charts posted at the front of the room. Put a checkmark under the level of question that you designated each as. (9 checkmarks/group)
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