Tag Archives: cycle2

Students document their overall learning outcome, summarise the comments and explain possible future steps, in an audiovisual or other multimedia piece. Students share their work with others to transfer their learning, to communicate the background of their project, to let others know about the possibility to remix their work, and to receive feedback for improvement. This includes work in progress and final outcome. Continue reading →

Students write their findings, the information and the data they collected on pieces of paper and post-it notes, and visually group them. This is a professional method used to analyze collected information and data, and to identify relationships between findings. Continue reading →

Good quality peer feedback is a merit to the student providing the feedback, as well as those receiving it. Students view each others’ work and provide feedback, praise, and criticism. Peer feedback can be used for project outcomes, or as an iterative activity during the pilot. Continue reading →

Your students record, post and share periodic short updates about their work progress, perceived challenges, and future plans so you and other students can follow their progress. Recording short audio or video updates of their learning experience allows students to practice presentation and speaking skills, reflection, and planning. The recordings help them to quickly resume working in upcoming sessions. You can follow all student activities by investing a small amount of time after each reflection activity. Continue reading →

Developing 21st century skills includes building the ability to use the internet in a focused way to find relevant information from meaningful sources. In this activity, the students use the internet in a structured way to collect information about a specific topic, and to locate online learning resources that they can be critically used in their inquiry. Continue reading →

Your students collaborate with individual students or teams of students from other iTEC schools. The subject area, age group, language and country may be the same or different than your own. Collaboration is driven by the students, and only guided by the teacher. Ad-hoc and serendipitous collaboration is encouraged. Do not instruct your students to contact students they already know in other schools. Continue reading →