Tag Archives: full pilot

Students receive additional and/or deeper knowledge from an out-of-school expert of a relevant field. In addition to a video interview, the expert may be involved in following teamwork and commenting on it. Continue reading →

You divide the class into small teams of 4-5 learners that are optimal for collaboration. Each team has their own topic of inquiry that is related to the theme of the course. You let the learners suggest topics they are interested in and use the TeamUP tool to match learners and topics, using information stored in mental notes. Continue reading →

Independently working individual learners or teams of learners post periodic status updates for other learners and you to be able to follow the independent activities and progress. Continue reading →

Learners view each other’s work and provide feedback, praise, and criticism. Peer feedback can be used when students present their project outcomes, but it can also be used as part of a knowledge building activity, when students are discussing about a challenging topic. Continue reading →

You record mental notes about learners. These notes are based on your observations of their working habits, personality traits, social connections, hobbies, and special skills. The mental notes aid in forming functional teams and also support your interactions with your students. You use the TeamUP tool to record your notes. Continue reading →

Students go outside of school to collect data. The data can either be in the form of multimedia or scientific observations. Either the entire class goes outside, or only some of the students. Continue reading →

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 →