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

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...

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...

The wiki on classroom management 7.2.4

Building knowledge together is a very fulfilling experience. As you embark on this hilarious task, you get to know that the proverbial two heads are actually better than one! What your eyes could have missed, can be captured by one of those many eyes that are working with you to bring the wiki (that is if you are using a wiki) to its final glorious state. It is important, though, that you know your role in the activity; more as an inspiration than a sole source for ideas and knowledge. Your content could have been written with 'careful consideration' and may appear to be 'without flaw' until someone actually comes and, probably, erases it or 'edits' it for the 'better'. Inasmuch as it may seem a blow to your ego, it is worth considering this new view point as fresh insight, with new perspectives and matter, that could be valuable and relevant; before jumping to unrealistic conclusions of doing uncalled for 'edits'. Many at times, after reading t...