Pregled Aktivnosti
Dio toga što je student čini pogreške. Ponekad će studenti biti izazov ili suočeni s preprekama. Lako je pretvoriti prepreke u izgovore, ali prevazići ih bit će važna vještina za život. Prepoznavanje grešaka samo je prvi dio; učenje od njih je važnije. Studenti se mogu zadržati na svojim pogreškama, čak i ako drugima izgledaju beznačajno, pa to može uzrokovati da ne žele riskirati ili pokušati nešto novo. Važno je vježbati i shvatiti da su pogreške dio života.
U ovoj aktivnosti učenici će pogreške pretočiti u iskustvo učenja. Pojedinačno, učenici mogu koristiti vlastite pogreške jer će njihovu knjigu pregledavati samo nastavnik i učitelj, ali ako se to koristi kao grupna ili partnerska aktivnost, učenici će možda željeti stvoriti primjere izvan vlastitog iskustva. U ovom slučaju učitelju može biti korisno pružiti nekoliko pogrešaka koje učenici mogu odabrati i razgovarati o tome kako svaku od njih pretvoriti u pozitivno iskustvo učenja.
Upute o Predlošku i Klasi
(Ove su upute potpuno prilagodljive. Nakon što kliknete "Kopiraj aktivnost", ažurirajte upute na kartici Uredi zadatka.)
Upute za studente
Napravite ploču s knjigama koja će vam pokazati naučene lekcije prilikom svakodnevnih grešaka ili prepreka.
- Kliknite "Pokreni dodjelu".
- Označite svaki stupac Prepreke / pogreške i lekcije .
- U svakoj ćeliji pogreške / prepreke prikazati uobičajenu grešku ili problem koji ste doživjeli vi ili tinejdžeri uopće.
- U svakoj ćeliji lekcije prikazati lik koji uči iz ove pogreške ili prepreke.
- Spremite i pošaljite zadatak.
Referentni Plan Lekcije
Rubrika
(Također možete stvoriti vlastiti na 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. |
Pregled Aktivnosti
Dio toga što je student čini pogreške. Ponekad će studenti biti izazov ili suočeni s preprekama. Lako je pretvoriti prepreke u izgovore, ali prevazići ih bit će važna vještina za život. Prepoznavanje grešaka samo je prvi dio; učenje od njih je važnije. Studenti se mogu zadržati na svojim pogreškama, čak i ako drugima izgledaju beznačajno, pa to može uzrokovati da ne žele riskirati ili pokušati nešto novo. Važno je vježbati i shvatiti da su pogreške dio života.
U ovoj aktivnosti učenici će pogreške pretočiti u iskustvo učenja. Pojedinačno, učenici mogu koristiti vlastite pogreške jer će njihovu knjigu pregledavati samo nastavnik i učitelj, ali ako se to koristi kao grupna ili partnerska aktivnost, učenici će možda željeti stvoriti primjere izvan vlastitog iskustva. U ovom slučaju učitelju može biti korisno pružiti nekoliko pogrešaka koje učenici mogu odabrati i razgovarati o tome kako svaku od njih pretvoriti u pozitivno iskustvo učenja.
Upute o Predlošku i Klasi
(Ove su upute potpuno prilagodljive. Nakon što kliknete "Kopiraj aktivnost", ažurirajte upute na kartici Uredi zadatka.)
Upute za studente
Napravite ploču s knjigama koja će vam pokazati naučene lekcije prilikom svakodnevnih grešaka ili prepreka.
- Kliknite "Pokreni dodjelu".
- Označite svaki stupac Prepreke / pogreške i lekcije .
- U svakoj ćeliji pogreške / prepreke prikazati uobičajenu grešku ili problem koji ste doživjeli vi ili tinejdžeri uopće.
- U svakoj ćeliji lekcije prikazati lik koji uči iz ove pogreške ili prepreke.
- Spremite i pošaljite zadatak.
Referentni Plan Lekcije
Rubrika
(Također možete stvoriti vlastiti na 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. |
Više Storyboard That Aktivnosti
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