Tegevuste Ülevaade
Selleks, et õpilased mõtleksid otsuse ees seistes kõigepealt tagajärgedele, peavad nad otsustamisprotsessi harjutama. Nende ajus on välja töötatud tasusüsteem, kuid teismeliste seas mitte tagajärgede aspekt. Vahetu vaevatasu reguleerib nende vaatenurka. See otsuste tegemise skeem aitab neil asju perspektiivi viia.
Paluge õpilastel ajurünnakuid teha mõni nende enda hiljuti tehtud otsus või otsus, millega nad varsti silmitsi seisavad. Selles tegevuses täidavad õpilased malli ja kirjeldavad oma otsuseid ning seda, kuidas nad valiku tegid .
Esimene samm: loetlege valikud
Teine samm: kaaluge tagajärjed
Kolmas samm: kui võimalik, otsige ressursse
Neljas samm: valige lahendus
Viies samm: mõelge otsusele
Selle järeltegevuseks võib olla "mõtle-paar-jaga" harjutus. Lubades õpilastel eakaaslaste otsustusprotsessis mõtiskleda, aitab luua mõttekeskkonna, mille tagajärg on kõige parem, ning nad võivad olla võimelised ka üksteiselt inspiratsiooni ammutama.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge süžeeskeem, mis näitab reaalse või kujutletud otsuse otsustusmudelit.
- Klõpsake nuppu "Alusta määramist".
- Tippige võimalik otsus keskmisesse tiitlikasti.
- Loetlege ülemises tiitlikasti otsustusmudeli esimene samm ja ülejäänud pealkirjaväljades järgmised toimingud.
- Looge iga sammu visuaalne näide, kasutades sobivate stseenide, märkide ja üksuste kombinatsiooni.
- Kirjeldage lühidalt kirjelduste lahtrites igas lahtris toimuvat.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | 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. |
Tegevuste Ülevaade
Selleks, et õpilased mõtleksid otsuse ees seistes kõigepealt tagajärgedele, peavad nad otsustamisprotsessi harjutama. Nende ajus on välja töötatud tasusüsteem, kuid teismeliste seas mitte tagajärgede aspekt. Vahetu vaevatasu reguleerib nende vaatenurka. See otsuste tegemise skeem aitab neil asju perspektiivi viia.
Paluge õpilastel ajurünnakuid teha mõni nende enda hiljuti tehtud otsus või otsus, millega nad varsti silmitsi seisavad. Selles tegevuses täidavad õpilased malli ja kirjeldavad oma otsuseid ning seda, kuidas nad valiku tegid .
Esimene samm: loetlege valikud
Teine samm: kaaluge tagajärjed
Kolmas samm: kui võimalik, otsige ressursse
Neljas samm: valige lahendus
Viies samm: mõelge otsusele
Selle järeltegevuseks võib olla "mõtle-paar-jaga" harjutus. Lubades õpilastel eakaaslaste otsustusprotsessis mõtiskleda, aitab luua mõttekeskkonna, mille tagajärg on kõige parem, ning nad võivad olla võimelised ka üksteiselt inspiratsiooni ammutama.
Mall ja Klassi Juhised
(Need juhised on täielikult kohandatavad. Pärast "Kopeeri tegevus" klõpsamist värskendage juhiseid ülesande vahekaardil Redigeerimine.)
Õpilaste juhised
Looge süžeeskeem, mis näitab reaalse või kujutletud otsuse otsustusmudelit.
- Klõpsake nuppu "Alusta määramist".
- Tippige võimalik otsus keskmisesse tiitlikasti.
- Loetlege ülemises tiitlikasti otsustusmudeli esimene samm ja ülejäänud pealkirjaväljades järgmised toimingud.
- Looge iga sammu visuaalne näide, kasutades sobivate stseenide, märkide ja üksuste kombinatsiooni.
- Kirjeldage lühidalt kirjelduste lahtrites igas lahtris toimuvat.
- Salvestage ja saatke tööülesanne.
Tunniplaan Viide
Rubriik
(Oma saate luua ka Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | 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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