Published on March 14, 2014
Our team •Sangeeta Shukramani-India •Jonas Backelin-Sweden •Rodd Lucier -Canada •Havva Zeybek Sentas-Turkey •Mehtap Kilic-Turkey •Yi-lan Su-Taiwan
Aim •The project in aimed at empowering students to make meaningful contributions in eradicating poverty through the development of life skills and citizenship skills.
Collaboration • Work together Students work in groups Student use OneNote to share their story drafts and give each other feedback for reflection • Substantive decisions Work together with in other countries to develop a joint website • Work interdependent Student teams decide their own work plan in the team Work together to plan the fundamental layout of their presentation and end products (may vary) • Shared responsibility Students research on ways they can eradicate poverty and discuss what works well for their country on the basis of the research and survey They work together to produce a booklet and badges will be awarded
Knowledge Building •Interpreting, analyzing, synthesizing or evaluating Students construct knowledge by using details from the story to infer the reasons for poverty Students share and research about reasons for poverty in different countries Conduct survey to find out the percentage of the people below the poverty line in different countries Students investigate local environmental factors to determine the most likely reasons for poverty Students compare the status of economic growth and poverty
Knowledge Building •Interdisciplinary Art, Literature, Media Studies, Geography, History, Language, Communication and Media Studies, Science…… •Interdisciplinary Approach Maths to make necessary calculations Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. Science to make students understand .about malnutrition Social Studies to make study the location of different countries they are collaborating Languages-Reading and Writing :Students read and understand a variety of materials. Students apply thinking skills to their reading, writing, speaking, listening and viewing
Self-regulation •Long-term activities •Plan their own work •Revise work based on feedback
Real-world problem-solving and innovation •Problem-solving •Real-world problem •Innovate
Ict tools •MS-tools Skype OneNote P.I.L Photostory PPt Chronozoom
The use of ICT for learning •Student use of ICT As part of project –based learning to give students hands-on opportunities with technology, search the internet for relevant sites, use computers to write publications, brochures, conduct surveys and analyse data, represent the findings graphically. Collaborate and connect with students through blog, wiki, learning communities, e mail, skype etc. •Support knowledge construction •ICT is required for knowledge •Students are designers of an ICT product
Skilled communication •Extended communication •Multi-modal •Requires supporting evidence •Design their communication for a particular audience
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