Browse Public Designs
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¿QUIÉNES ERAN ESAS PERSONAS?
Description:
Nuestras calles, nuestros edificios,… ¿por qué se llaman así?
El proyecto va dirigido a un grupo de alumnos de 6º de primaria. La mayoría de los alumnos viven muy cerca del colegio por lo que conocen bastante bien las calles y edificios que rodean al centro.
Con este proyecto trataremos de saber algo más de quienes eran las personas que han dado nombre a las calles y a los edificios más cercanos (en este caso se trata de los institutos a los que nuestros alumnos están suscritos)
Intended Learning Outcomes:
- • Con este proyecto esperamos que los alumnos no sólo conozcan su barrio y calles más intensamente, sino que conozcan a las personas que han dado nombre a las calles.
- • Se tratarán diversas áreas: Lengua y literatura, Historia religiosa, Historia, Ciencias.
- • Deseamos que los chicos se impliquen en el desarrollo del trabajo: buscando información, tratando esa información y presentarla al resto del grupo. Pueden utilizar diversos soportes, tanto digitales
- • Ser capaces de trabajar en grupo, desempeñando cada uno su rol, y respetar el trabajo del resto de los compañeros
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Creating rich and caring environments to promote intergenerational and family learning
Description:
Adults as educators are the key for Lifelong Learning. They are the first source of learning, within the family for children, and they can also, as senior volunteers, be the support of children to enrich their informal, out of school, spaces of learning.
However, it is not easy to enter in a such complex and private world, that goes from the family to the interactions between children's care and education institutions and cultural institutions for adults education.
Within the context of the advanced training course "Adults Learning for Intergenerational Creative Experiences", this module aims to discuss about the forms of generating rich intergenerational learning environments, where adults play a role as educators, but also benefit with learning and joy from interactions with children.Intended Learning Outcomes:
- To understand the problem of early child care, and the general problem of adults qualifications to give support to this critical phase, beyond the schooling system
- To know and to reflect upon the question of parental education, as part of a welfare strategy not only adopted in situations of risk and vulnerability but also regarding the support to the family, w
- To know and to reflect upon the question of the concept (the meaning) of intergenerational learning as guiding principle of change and innovation policies in a growing old society
- To know and to reflect on the several tools and methodologies that can be implemented to build enriched, caring environments for the interaction of generations
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Iterative Problem Solving
Description:
The design is based on the premise that solving relevant problems can help learners integrate conceptual knowledge with practical skills and that this process can be well supported through collaboration with other learners. In this design the teacher chooses a problem and breaks it down into manageable parts, and then assists student groups to make decisions and proceed through solving the problem. The design consists of cycles of small group problem-based learning followed by an individual capstone task in which learners can draw together what they have learned.
This design can be customised for any problem-based learning task. It is suited to large problems that can be broken into sequential steps (eg. the steps in undertaking a research project), but can be adapted to other types of problems (eg. with multiple components that can be solved in any order).
Intended Learning Outcomes:
- enables students to develop practical skills together with related conceptual knowledge in a relevant area
- enables students to synthesise and justify solutions to a problem
- enables students to directly experience group problem solving in the context of a relevant problem to their area of study
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Australian Colonies
Description:
This learning design provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspective, empathy and significance. These concepts may be investigated within a particular historical context - The Australian Colonies - to facilitate an understanding of the past ad to provide a focus for historical inquiries. THe history content at this year level involves two strange: HIstorical Knowledge and Understanding; and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts.
Intended Learning Outcomes:
- Students develop knowledge and understanding bout the nature of history and the key changes and developments from the past
- Students develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical inquiry.
- Students describe the significance of people, groups, places and events to the development of the Australian nation
- Students describe the principles of Australian democracy
- Students describe and explain the struggles for rights and freedoms in Australia
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Predict Observe Explain
Description:
The Predict Observe Explain strategy is used to help students understand phenomenon of process (particularly scientific or mathematical). The key feature of this design is the opportunity for students to predict the outcome of the phenomena/process. It is assumed that this will help students more closely observe and be able to articulate the explanation for their prediction and/or the actual outcome of the phenomenon/process. In this design students watch the initial part of a stimulus scenario of a phenomena/process then work collaboratively in pairs to discuss and record their prediction for the outcome. Students then watch the remainder of the scenario to observe the actual outcome before finally explaining the differences between their prediction and the outcome.
The predict-observe-explain learning design is based on the notion that students learn and solve problems by working through potential contradictory ideas or concepts (eg., their prediction and the actual observed phenomenon/process) and through discussion with their peers.
Intended Learning Outcomes:
- to articulate, justify and critically reflect on preconceptions
- to become aware of alternative conceptions
- to use discipline appropriate language
- to develop process skills (predict, observe, explain)
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