Aktivitetsoversigt
En del af at være studerende er at lave fejl. Til tider bliver studerende udfordret eller står over for forhindringer. Det er let at gøre hindringer til undskyldninger, men at overvinde dem vil være en vigtig færdighed for livet. At erkende fejl er kun den første del; at lære af dem er vigtigere. Studerende kan dvæle ved deres fejl, selvom de forekommer ubetydelige for andre, og dette kan medføre, at de ikke ønsker at tage positive risici eller prøve noget nyt. At øve og indse, at fejl er en del af livet, er vigtigt.
I denne aktivitet vil studerende vende fejl ind i en læringsoplevelse. Individuelt kan studerende bruge deres egne fejl, da deres storyboard kun bliver vist af dem og læreren, men hvis dette bruges som en gruppe- eller partneraktivitet, kan studerende muligvis oprette eksempler uden for deres egen oplevelse. I dette tilfælde kan det endda være nyttigt for læreren at give flere fejl, som eleverne kan vælge imellem og diskutere, hvordan de kan ændre hver enkelt til en positiv læringsoplevelse.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard, der viser lektioner, når du laver hverdagens fejl eller forhindringer.
- Klik på "Start tildeling".
- Mærk hver søjle Hindring / fejl og lektioner .
- I hver fejl- / forhindringscelle skal du skildre en almindelig fejl eller et problem, du oplever eller af teenagere generelt.
- I hver lektionscelle skal du tegne tegnet, der lærer af denne fejl eller hindring.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing common mistakes, and three cells showing lessons learned. The cells where in a T-Chart formation with a title clearly differentiating the lessons from the mistake/obstacle. | Six cells were used with three cells showing common mistakes and three cells showing lessons learned. The cells where in a T-Chart formation with, but it was sometimes unclear to the reader whether or not the cell was a lesson or a mistake/obstacle. | There was fewer than six cells or the storyboard was unfinished. The cells where unclear in differentiating the lessons from the mistakes/obstacles. |
| Mistakes/Obstacle | Three or more cells were created to show common mistakes students could make. Each cell used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | Only two cells used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. |
| Lesson | Three or more cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | Only two cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a lesson teens learn throughout their experience. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aktivitetsoversigt
En del af at være studerende er at lave fejl. Til tider bliver studerende udfordret eller står over for forhindringer. Det er let at gøre hindringer til undskyldninger, men at overvinde dem vil være en vigtig færdighed for livet. At erkende fejl er kun den første del; at lære af dem er vigtigere. Studerende kan dvæle ved deres fejl, selvom de forekommer ubetydelige for andre, og dette kan medføre, at de ikke ønsker at tage positive risici eller prøve noget nyt. At øve og indse, at fejl er en del af livet, er vigtigt.
I denne aktivitet vil studerende vende fejl ind i en læringsoplevelse. Individuelt kan studerende bruge deres egne fejl, da deres storyboard kun bliver vist af dem og læreren, men hvis dette bruges som en gruppe- eller partneraktivitet, kan studerende muligvis oprette eksempler uden for deres egen oplevelse. I dette tilfælde kan det endda være nyttigt for læreren at give flere fejl, som eleverne kan vælge imellem og diskutere, hvordan de kan ændre hver enkelt til en positiv læringsoplevelse.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard, der viser lektioner, når du laver hverdagens fejl eller forhindringer.
- Klik på "Start tildeling".
- Mærk hver søjle Hindring / fejl og lektioner .
- I hver fejl- / forhindringscelle skal du skildre en almindelig fejl eller et problem, du oplever eller af teenagere generelt.
- I hver lektionscelle skal du tegne tegnet, der lærer af denne fejl eller hindring.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing common mistakes, and three cells showing lessons learned. The cells where in a T-Chart formation with a title clearly differentiating the lessons from the mistake/obstacle. | Six cells were used with three cells showing common mistakes and three cells showing lessons learned. The cells where in a T-Chart formation with, but it was sometimes unclear to the reader whether or not the cell was a lesson or a mistake/obstacle. | There was fewer than six cells or the storyboard was unfinished. The cells where unclear in differentiating the lessons from the mistakes/obstacles. |
| Mistakes/Obstacle | Three or more cells were created to show common mistakes students could make. Each cell used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | Only two cells used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. |
| Lesson | Three or more cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | Only two cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a lesson teens learn throughout their experience. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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