Tag Archives: cycle2

Prepare results

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

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Information grouping

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

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Peer feedback

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

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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

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Learning oriented browsing

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

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Ad-hoc collaboration

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

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Learning in teams

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Mathematics in a multicultural setting

As immigration and other demographic changes increase the diversity in classrooms, there is a requirement to find new ways in which students can participate in activities that bring them together and break down barriers. Technology can assist in this process creating multi-lingual collaborations which provide rich shared experiences and also offer opportunities for students to increase their engagement in schools and gain confidence. Continue reading

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Mathematics in a multicultural setting

I am a teacher in Spain, and the first language of many of my students is not Spanish. These additional-language students form teams (see activity 1), and begin their math course by starting a wiki, in which they enter explanations … Continue reading

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Forming teams

Divide the students in your class into teams of 4-5 students. Each team works on a separate topic of inquiry that is related to the theme of the course. The students suggest topics they are interested in and are grouped accordingly, taking also into account their differences to create functional heterogeneous teams.
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