Skip to main content

6.4.4 The WQ challenge phase

I have kind of dragged in this phase; not getting the idea at first but as always, I have not given up. I need to do more reading, consultation and more practice - even when I am done with this section of the course/lesson. Coming up  with a clear introduction and task that captivates learners from the word go seems to be much more challenging that I imagined it would be. Despite the fact that I have put in a lot to come up with a world class WQ (that is webquest), the picture I envisaged doesn't seem to be coming. I push on and surely hope that I will be in position to see this section added to the list of those I have comprehended and am becoming more proficient in. Watch this space for more updates!!!!!

Comments

Post a Comment

Popular posts from this blog

Insight into my project work 6.2.4

In an attempt to state the curriculum objectives of the project with specific 21st Century skills and higher-order skills, I have written down the following: Objectives: Identify aquatic organisms in a water sample. (curriculum) Use sampling and counting techniques to estimate population size. (curriculum) Collaborate in groups to agree, with substantial reasoning, on the most appropriate sampling method to apply for each of the different water samples to be taken.(21st Century skill) Critically examine data on numbers of micro-organisms in the different samples and, considering other environmental factors observed, draw a conclusion about the patterns. (21st Century skill) Create a blog with content compiled by all learners, containing details of the story of the entire project, the observations made and the conclusions/hypothesis deduced.  (higher order thinking) Together influence the community to implement workable solutions which either guarantee the safe use of drink...
Post a Comment
Read more

6.5.4 Reflect: Role playing in PBL

It is in this lesson of the course that I have eventually come to fully comprehend what Project Based Learning is all about. Its about applying all the skills the teacher has learnt to ensure that there is full engagement of the learner during the teaching-learning process.  In order to engage learners we have to be creative, imaginative, and innovative. We strive to: Draw in the students' interest to the topic,Capture their imagination in the real-life scenario of the task, Engage them cognitively through real-life responsibilities and role playing. This is a very exciting teaching - learning experience in which both the learner and teacher are highly enthused in the process. It is needless to mention that the entire project will give the learner an early exposure into applying the skills, so far built in their school life, in real "work-like" experiences. For instance, a learner may get engaged in a real debate to pass a controversial law; participate in a human rights...
2 comments
Read more

How I would integrate search literacy and information literacy -- 4.6.4

Looking at how I would integrate search literacy and information literacy, I am drawn to believe that the first step would be to make an attempt to change the mindsets of those who are going to get involved in this integration. Change them to the mindset that will embrace the integration of course. This is because no clear achievement can be made in this line unless those I am going to work with (including myself) have the will power to see these innovations coming to pass. Once those minds are changed for the 'good' then we can get to work. It will be important to ensure that all skills needed to interact with computers and/or any media we are going to use are mastered and the learners are proficient in the use of these tools (I am assuming that the technology and facilities we need are already in place). Later, use of relevant applications and the browsers must also be mastered. The skills of the learners can be improved as they get along. Next is to ensure that the learn...
2 comments
Read more