SlideShare ist ein Scribd-Unternehmen logo
1 von 30
Downloaden Sie, um offline zu lesen
EDUC 4762 – Problem Solving with Communication Technologies,[object Object],Problem-based learning project,[object Object]
Project overview,[object Object]
The Project,[object Object],In practice, this problem-based learning project would serve as a culminating task for the Science 9 Unit D: Electrical Principles and Technologies.,[object Object],The task outlined ahead would only be one of many options students could choose from in order to use and demonstrate the knowledge and skills they acquired throughout the unit.  ,[object Object]
The Project,[object Object],This particular task requires students to complete research on two or more energy sources and their associated technologies and present their research.,[object Object],Their guiding question will be:,[object Object],“ What are the advantages and disadvantages of selected energy sources?”,[object Object],This presentation can be completed using any method they chose, but the research process and essential information will be documented using an online wiki. ,[object Object]
The Project,[object Object]
Project Rationale,[object Object],By completing this culminating task, students will demonstrate an understanding of the science unit as well as use the scientific process of inquiry and research.,[object Object],Energy sources are among one of the most discussed topics in 21st century academia and politics  which makes the task relevant and student presentations and publications make the task authentic.,[object Object],Student choice within the task will also allow students to use previous skills and skills learned outside the classroom. ,[object Object]
Context,[object Object],Grade: 9,[object Object],Class: Science (with possible cross-curricular links to Social Studies, Mathematics, and English Language Arts),[object Object],Unit: Electrical Principles and Technologies,[object Object],Students should have prior understanding of :,[object Object],forms of energy and energy transformation and transmission,[object Object],generation of electrical energy,[object Object],electric charge, current and storage,[object Object],circuits,[object Object],measures and units of electrical energy,[object Object],electrical resistance and Ohm's law,[object Object],renewable and nonrenewable energy,[object Object]
Learner outcomes,[object Object],What are the primary objectives for the project? Are there secondary ones?,[object Object]
Learner Outcomes,[object Object],Only the BOLDED UPPERCASE outcomes listed ahead would be part of summative assessment with the chosen project; although, many of the outcomes listed from the Alberta Program of Studies would be included in the problem-based project.,[object Object]
Learner Outcomes,[object Object],Science ,[object Object],Knowledge & Understanding Outcomes,[object Object],IDENTIFY AND EVALUATE SOURCES OF ELECTRICAL ENERGY, INCLUDING OIL, GAS, COAL, BIOMASS, WIND AND SOLAR,[object Object],identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy,[object Object],investigate and describe evidence of energy transfer and transformation,[object Object],identify the forms of energy inputs and outputs in a device or system,[object Object],describe the by-products of electrical generation and their impacts on the environment,[object Object],identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use,[object Object]
Learner Outcomes,[object Object],Science,[object Object],Skill Outcomes (focus on problem solving),[object Object],Students will: WORK COLLABORATIVELY ON PROBLEMS; AND USE APPROPRIATE LANGUAGE AND FORMATS TO COMMUNICATE IDEAS, PROCEDURES AND RESULTS,[object Object],work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise,[object Object],communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use charts to present data on the voltage, current (amperage) and resistance found in series and parallel circuits),[object Object],defend a given position on an issue or problem based on their findings (e.g., develop and defend a proposal on the appropriateness of an alternative energy source in a given application),[object Object],Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., demonstrate interest and become involved in decision making that requires full-group participation; consider alternative ideas and interpretations suggested by members of the group; share the responsibility for difficulties encountered in an activity),[object Object]
Learner Outcomes,[object Object],ICT Outcomes (Division 3),[object Object],C.5 - STUDENTS WILL USE TECHNOLOGY TO AID COLLABORATION DURING INQUIRY.,[object Object],C.1 - Students will access, use and communicate information from a variety of technologies.,[object Object],C.2 - Students will seek alternative viewpoints, using information technologies.,[object Object],C.4 - Students will use organizational processes and tools to manage inquiry.,[object Object],F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.,[object Object],P.1 - Students will compose, revise and edit text.,[object Object],P.3 - Students will communicate through multimedia.,[object Object],P.5 - Students will navigate and create hyperlinked resources.,[object Object],P.6 - Students will use communication technology to interact with others.,[object Object]
Learner Outcomes,[object Object],Social Studies,[object Object],Skill Outcomes,[object Object],MAKE CONNECTIONS AMONG RELATED, ORGANIZED DATA, AND ASSEMBLE VARIOUS PIECES INTO A UNIFIED MESSAGE ,[object Object],determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue ,[object Object],access and operate multimedia applications and technologies from stand-alone and online sources ,[object Object],participate in and predict outcomes of problem-solving and decision-making scenarios ,[object Object],articulate clearly a plan of action to use technology to solve a problem ,[object Object],identify the appropriate materials and tools to use in order to accomplish a plan of action ,[object Object],evaluate choices and the progress in problem solving, then redefine the plan of action as appropriate,[object Object],organize and synthesize researched information ,[object Object],include and organize references as part of research ,[object Object],refine searches to limit sources to a manageable number ,[object Object]
Learner Outcomes,[object Object],There are also many English Language Arts and Mathematics outcomes that are tied to this project, but are too numerous to list. ,[object Object]
Methods & technology,[object Object],What teaching methods and technology will be used?,[object Object]
Description,[object Object],The learning project will be student-centered and the teacher will act mostly to facilitate the problem solving process and make suggestions for technology and resources suitable to research and presentation.,[object Object],The student hand-out will include instructions and suggestions as well as a grading rubric.,[object Object],The activity is left open-ended enough so that students can pose their own questions on their topic and continually formulate new questions as they complete their research.,[object Object],Students are encouraged to use this opportunity to not only demonstrate their knowledge and understanding of the topic, but also to showcase and build upon their artistic and technology skills.,[object Object]
Technology,[object Object],All students are required to use technology in the following ways:,[object Object],Discussion forums – students working within groups or as individuals will use online discussion forums to record their problem solving steps, collaboration techniques and reflections on the research and presentation process. ,[object Object],Wikis – students will post summaries of research to be shared on a class wiki that group members can each edit and add to and the remainder of the class can view.,[object Object]
Technology,[object Object],Students will be using technology throughout the research process via:,[object Object],Web search engines,[object Object],Library searches,[object Object],Word processors for keeping notes,[object Object],Blogs for reflection,[object Object],Digital collaborative thought webs,[object Object],Students will have the option to use technology as part in their product by creating:,[object Object],Word-processed reports,[object Object],Videos,[object Object],Slideshows,[object Object],Prezis,[object Object],Digital Posters,[object Object],Websites,[object Object],Other student-suggested formats,[object Object]
wikis,[object Object],Why use wikis for this project?,[object Object]
‘Wiki’  by bobobluemonkey1             http://www.youtube.com/watch?v=GL3wnvMoT0E,[object Object]
What’s a Wiki?,[object Object],“A collaborative website which can be directly edited using only a web browser, often by anyone with access to it.”,[object Object],	[http://en.wiktionary.org/wiki/wiki],[object Object]
Rationale,[object Object],The pedagogical potential for wikis can be viewed as:,[object Object],Opportunities for learning:,[object Object],Students create content: knowledge production and synthesis,[object Object],Ownership and autonomy – Authentic Learning Tasks,[object Object],Linking patterns and contextualising,[object Object],Sharing, collaboration and group work,[object Object],Reflection ,[object Object],Dialogue through discussion pages,[object Object]
Rationale,[object Object],Opportunities for differentiated activities:,[object Object],Group project work,[object Object],Building shared repositories,[object Object],Conference style presentations,[object Object],Critical peer review,[object Object],Debating course topics,[object Object]
Rationale,[object Object],Benefits of writing for wikis:,[object Object],Improve the most challenging phase of the writing process: revision,[object Object],Increase flexibility to consider other ways of saying things,[object Object],Build an awareness of a wider, more authentic audience,[object Object],Stimulate discussion and reflection about the writing process,[object Object],Help students articulate different conceptualizations of the same content,[object Object]
Activation Matrix,[object Object]
Strategies,[object Object],Students will likely be involved in many problem solving strategies throughout the project, here is a short list:,[object Object],Creating Subgoals,[object Object],Students will break down the problem into more manageable pieces to keep their research focused and to avoid being overwhelmed with too much information. ,[object Object],Brute force - Trial and Error,[object Object],Some students may wish to use trial and error as a means of brainstorming presentation ideas or to do decide what pieces of information are most important.,[object Object],Hill climbing,[object Object],If students  have an idea at the beginning of the project of how they would like to proceed with their research and what their product might look like, this strategy is one that they will be using. ,[object Object],Acquisition of content knowledge,[object Object],Most students should already have enough background knowledge, but some may need to go back and review unit content, or complete a broader scope of research so that they become more knowledgeable about the topics before they narrow their scope. ,[object Object]
Strategies,[object Object],Pattern recognition,[object Object],As students complete their research, they will recognize patterns in how previous published materials were organized. They will likely choose to follow those patterns in an effort to maximize efficiency. ,[object Object],Elaboration,[object Object],The use of discussion forums and wikis throughout the research process will likely lead to new questions that students must elaborate externally and communicate that elaboration to their peers. ,[object Object],Chunking ,[object Object],This is similar to creating sub-goals in this case as students break down the problem into smaller ones .  They will hopefully be doing this using the discussion boards or  graphic organizers. ,[object Object],Organizational instruments,[object Object],The end product itself, is a means to understand the problem. Students will be creating some form of organized presentation, thus this strategy will be used throughout the entire process. ,[object Object]
Student Resources,[object Object],http://laveryscience.wikispaces.com/,[object Object],The wiki space for students to post their information and discuss the project with peers (not fully developed),[object Object],http://www.alternative-energy-news.info/,[object Object],An up-t0-date site on news regarding alternative energy,[object Object],http://www.eia.doe.gov/kids/,[object Object],A great informative site from the U.S. Energy Information Administration,[object Object]
Conclusion,[object Object],Using these types of technologies in the classroom is not something I’ve had the opportunity to try yet... but...,[object Object],“Reports that say that something hasn’t happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there known n; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.”,[object Object],- Donald Rumsfeld,[object Object],Known knowns: institutional barriers, pedagogy, current student competencies, my own competencies,[object Object],Known unknowns: impact of web 2.0 (quality and trust), direction of e-learning, next generation learners,[object Object],Unknown unknowns: ???,[object Object]
References,[object Object],Mah, K. (2002). Science in Action. Toronto:  Addison Wesley Publishing.,[object Object],Wetzel, D. (2009, June 10). 5 Strategies for Using 	Wikis in a Classroom. Retrieved December 1, 	2010, from Suite 101: http://www.suite101.com/content/5-strategies-for-using-wikis-in-the-classroom-a124331,[object Object],Wikiquote. (2010, November 1). Donald Rumsfeld. 	Retrieved December 1, 2010, from WikiQuote: http://en.wikiquote.org/wiki/Donald_Rumsfeld,[object Object]

Weitere ähnliche Inhalte

Was ist angesagt?

PLTW Parent Night Presentation
PLTW Parent Night PresentationPLTW Parent Night Presentation
PLTW Parent Night PresentationCurtis Hunter
 
Workshop: Educational Technology Opportunities for KFUPM
Workshop: Educational Technology Opportunities for KFUPMWorkshop: Educational Technology Opportunities for KFUPM
Workshop: Educational Technology Opportunities for KFUPMBrandon Muramatsu
 
Learning portfolios workshop: a structured approach
Learning portfolios workshop: a structured approachLearning portfolios workshop: a structured approach
Learning portfolios workshop: a structured approachRaynauld Jacques
 
Planning electives and advanced courses to meet the needs of high performing ...
Planning electives and advanced courses to meet the needs of high performing ...Planning electives and advanced courses to meet the needs of high performing ...
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
 
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...the nciia
 
Creating and Using OER
Creating and Using OER Creating and Using OER
Creating and Using OER Robert Farrow
 
Courses to meet the needs of the students under srl
Courses to meet the needs of the students under srlCourses to meet the needs of the students under srl
Courses to meet the needs of the students under srlThanikachalam Vedhathiri
 
Planning industry relevant engineering programs to meet the needs of industr...
Planning industry relevant engineering programs  to meet the needs of industr...Planning industry relevant engineering programs  to meet the needs of industr...
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
 
Understanding OER and Innovation
Understanding OER and Innovation Understanding OER and Innovation
Understanding OER and Innovation Robert Farrow
 
Meda5400TechnologyIntegrationPlanning(TIP)Model
Meda5400TechnologyIntegrationPlanning(TIP)ModelMeda5400TechnologyIntegrationPlanning(TIP)Model
Meda5400TechnologyIntegrationPlanning(TIP)ModelMichelle Childress
 
1936 teaching material_and_energy_balances_to
1936 teaching material_and_energy_balances_to1936 teaching material_and_energy_balances_to
1936 teaching material_and_energy_balances_tochandro57
 
Into The Future Thompson
Into The Future ThompsonInto The Future Thompson
Into The Future ThompsonWCET
 
Tunxis CC, Vaughn College, Montclair State University
Tunxis CC, Vaughn College, Montclair State UniversityTunxis CC, Vaughn College, Montclair State University
Tunxis CC, Vaughn College, Montclair State UniversityJiyeon Lee
 
Planning^j designing^j and developing the instructional aids
Planning^j designing^j and developing the instructional aidsPlanning^j designing^j and developing the instructional aids
Planning^j designing^j and developing the instructional aidsThanikachalam Vedhathiri
 

Was ist angesagt? (20)

PLTW Parent Night Presentation
PLTW Parent Night PresentationPLTW Parent Night Presentation
PLTW Parent Night Presentation
 
Workshop: Educational Technology Opportunities for KFUPM
Workshop: Educational Technology Opportunities for KFUPMWorkshop: Educational Technology Opportunities for KFUPM
Workshop: Educational Technology Opportunities for KFUPM
 
Co jan22
Co jan22Co jan22
Co jan22
 
Session 2 jan17
Session 2 jan17Session 2 jan17
Session 2 jan17
 
ABET / EAC - Proposed Revisions to Criteria 3 and 5
ABET / EAC - Proposed Revisions to Criteria 3 and 5ABET / EAC - Proposed Revisions to Criteria 3 and 5
ABET / EAC - Proposed Revisions to Criteria 3 and 5
 
ABET Study
ABET StudyABET Study
ABET Study
 
Learning portfolios workshop: a structured approach
Learning portfolios workshop: a structured approachLearning portfolios workshop: a structured approach
Learning portfolios workshop: a structured approach
 
Planning electives and advanced courses to meet the needs of high performing ...
Planning electives and advanced courses to meet the needs of high performing ...Planning electives and advanced courses to meet the needs of high performing ...
Planning electives and advanced courses to meet the needs of high performing ...
 
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...
Purdue U - Investigating Impact Entrepreneurship Edu on Engineering Students ...
 
Creating and Using OER
Creating and Using OER Creating and Using OER
Creating and Using OER
 
Courses to meet the needs of the students under srl
Courses to meet the needs of the students under srlCourses to meet the needs of the students under srl
Courses to meet the needs of the students under srl
 
Planning industry relevant engineering programs to meet the needs of industr...
Planning industry relevant engineering programs  to meet the needs of industr...Planning industry relevant engineering programs  to meet the needs of industr...
Planning industry relevant engineering programs to meet the needs of industr...
 
Understanding OER and Innovation
Understanding OER and Innovation Understanding OER and Innovation
Understanding OER and Innovation
 
Pp02
Pp02Pp02
Pp02
 
Meda5400TechnologyIntegrationPlanning(TIP)Model
Meda5400TechnologyIntegrationPlanning(TIP)ModelMeda5400TechnologyIntegrationPlanning(TIP)Model
Meda5400TechnologyIntegrationPlanning(TIP)Model
 
1936 teaching material_and_energy_balances_to
1936 teaching material_and_energy_balances_to1936 teaching material_and_energy_balances_to
1936 teaching material_and_energy_balances_to
 
Itec tpack activities - tools
Itec  tpack   activities - toolsItec  tpack   activities - tools
Itec tpack activities - tools
 
Into The Future Thompson
Into The Future ThompsonInto The Future Thompson
Into The Future Thompson
 
Tunxis CC, Vaughn College, Montclair State University
Tunxis CC, Vaughn College, Montclair State UniversityTunxis CC, Vaughn College, Montclair State University
Tunxis CC, Vaughn College, Montclair State University
 
Planning^j designing^j and developing the instructional aids
Planning^j designing^j and developing the instructional aidsPlanning^j designing^j and developing the instructional aids
Planning^j designing^j and developing the instructional aids
 

Andere mochten auch (17)

Snake Bite Journal Case Histories
Snake Bite Journal Case HistoriesSnake Bite Journal Case Histories
Snake Bite Journal Case Histories
 
Wnf webinar gorilla 13 oktober 2016
Wnf webinar gorilla 13 oktober 2016Wnf webinar gorilla 13 oktober 2016
Wnf webinar gorilla 13 oktober 2016
 
WNF & social media
WNF & social mediaWNF & social media
WNF & social media
 
Reading Street
Reading StreetReading Street
Reading Street
 
Presentation1
Presentation1Presentation1
Presentation1
 
Social Media Fundraising: WNF 7heuvelenloop
Social Media Fundraising: WNF 7heuvelenloop Social Media Fundraising: WNF 7heuvelenloop
Social Media Fundraising: WNF 7heuvelenloop
 
Coagulopathy Following Snake Bite
Coagulopathy Following Snake BiteCoagulopathy Following Snake Bite
Coagulopathy Following Snake Bite
 
Snakebite%2025%20 August%202004
Snakebite%2025%20 August%202004Snakebite%2025%20 August%202004
Snakebite%2025%20 August%202004
 
Social media Guidelines WNF
Social media Guidelines WNFSocial media Guidelines WNF
Social media Guidelines WNF
 
WNF & Social Media KPI's
WNF & Social Media KPI'sWNF & Social Media KPI's
WNF & Social Media KPI's
 
Pim.jan2011
Pim.jan2011Pim.jan2011
Pim.jan2011
 
Reading Street
Reading StreetReading Street
Reading Street
 
Pbs Prepararion Using Wrights Stain
Pbs Prepararion Using Wrights StainPbs Prepararion Using Wrights Stain
Pbs Prepararion Using Wrights Stain
 
Snake Bite Management
Snake Bite ManagementSnake Bite Management
Snake Bite Management
 
Case Report On Dic & Dvt
Case Report On Dic & DvtCase Report On Dic & Dvt
Case Report On Dic & Dvt
 
Cancun, Mexico
Cancun, MexicoCancun, Mexico
Cancun, Mexico
 
Total Leukocyte Count By Hemocytometer
Total Leukocyte Count By HemocytometerTotal Leukocyte Count By Hemocytometer
Total Leukocyte Count By Hemocytometer
 

Ähnlich wie EDUC 4762 Assignment 4.3

Artículo Electricidad-y-electronica-industrial.pdf
Artículo Electricidad-y-electronica-industrial.pdfArtículo Electricidad-y-electronica-industrial.pdf
Artículo Electricidad-y-electronica-industrial.pdfmiguelangelquirozgar
 
Design and sketching
Design and sketchingDesign and sketching
Design and sketchingHCS
 
Moodle and the 3E Framework
Moodle and the 3E FrameworkMoodle and the 3E Framework
Moodle and the 3E FrameworkPhil Vincent
 
Moodle and the 3E Framework
Moodle and the 3E FrameworkMoodle and the 3E Framework
Moodle and the 3E FrameworkDaniel Mackley
 
Technology integration unit outline
Technology integration unit outlineTechnology integration unit outline
Technology integration unit outlinemsedaghatian1
 
Project Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and JustificationsProject Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and Justificationsclatcham
 
A Reflective Writing Assignment To Engage Students In Critical Thinking
A Reflective Writing Assignment To Engage Students In Critical ThinkingA Reflective Writing Assignment To Engage Students In Critical Thinking
A Reflective Writing Assignment To Engage Students In Critical ThinkingBrandi Gonzales
 
Tech sample unit_plan
Tech sample unit_planTech sample unit_plan
Tech sample unit_planaismbio
 
Campbell511 Final Pres
Campbell511 Final PresCampbell511 Final Pres
Campbell511 Final Presmeghanec
 
Project Considerations
Project ConsiderationsProject Considerations
Project Considerationsclatcham
 
Lecture-on-Writing-Research-Paper.ppt
Lecture-on-Writing-Research-Paper.pptLecture-on-Writing-Research-Paper.ppt
Lecture-on-Writing-Research-Paper.pptMariaCatherineErfeLa
 
Project considerations
Project considerationsProject considerations
Project considerationsclatcham
 
Project Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and JustificationsProject Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and Justificationsclatcham
 
Ed Tech Workshop Presents Project Based Learning
Ed Tech Workshop Presents Project Based LearningEd Tech Workshop Presents Project Based Learning
Ed Tech Workshop Presents Project Based LearningDavid Boin
 
Vermette Uf 300 syllabus hybrid fall 2013
Vermette Uf 300 syllabus hybrid fall 2013Vermette Uf 300 syllabus hybrid fall 2013
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
 
Blended Learning, Day 2, Riyadh
Blended Learning, Day 2, RiyadhBlended Learning, Day 2, Riyadh
Blended Learning, Day 2, RiyadhTanya Joosten
 

Ähnlich wie EDUC 4762 Assignment 4.3 (20)

Glogster Edu Educator Resource Library
Glogster Edu Educator Resource LibraryGlogster Edu Educator Resource Library
Glogster Edu Educator Resource Library
 
Artículo Electricidad-y-electronica-industrial.pdf
Artículo Electricidad-y-electronica-industrial.pdfArtículo Electricidad-y-electronica-industrial.pdf
Artículo Electricidad-y-electronica-industrial.pdf
 
Design and sketching
Design and sketchingDesign and sketching
Design and sketching
 
Moodle and the 3E Framework
Moodle and the 3E FrameworkMoodle and the 3E Framework
Moodle and the 3E Framework
 
Moodle and the 3E Framework
Moodle and the 3E FrameworkMoodle and the 3E Framework
Moodle and the 3E Framework
 
Technology integration unit outline
Technology integration unit outlineTechnology integration unit outline
Technology integration unit outline
 
Active learning
Active learningActive learning
Active learning
 
Ed Technology Pedagogy 2014
Ed Technology Pedagogy 2014Ed Technology Pedagogy 2014
Ed Technology Pedagogy 2014
 
Project Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and JustificationsProject Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and Justifications
 
Instructional Strategies For Technology Integration
Instructional Strategies For Technology IntegrationInstructional Strategies For Technology Integration
Instructional Strategies For Technology Integration
 
A Reflective Writing Assignment To Engage Students In Critical Thinking
A Reflective Writing Assignment To Engage Students In Critical ThinkingA Reflective Writing Assignment To Engage Students In Critical Thinking
A Reflective Writing Assignment To Engage Students In Critical Thinking
 
Tech sample unit_plan
Tech sample unit_planTech sample unit_plan
Tech sample unit_plan
 
Campbell511 Final Pres
Campbell511 Final PresCampbell511 Final Pres
Campbell511 Final Pres
 
Project Considerations
Project ConsiderationsProject Considerations
Project Considerations
 
Lecture-on-Writing-Research-Paper.ppt
Lecture-on-Writing-Research-Paper.pptLecture-on-Writing-Research-Paper.ppt
Lecture-on-Writing-Research-Paper.ppt
 
Project considerations
Project considerationsProject considerations
Project considerations
 
Project Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and JustificationsProject Considerations, Curriculum Links and Justifications
Project Considerations, Curriculum Links and Justifications
 
Ed Tech Workshop Presents Project Based Learning
Ed Tech Workshop Presents Project Based LearningEd Tech Workshop Presents Project Based Learning
Ed Tech Workshop Presents Project Based Learning
 
Vermette Uf 300 syllabus hybrid fall 2013
Vermette Uf 300 syllabus hybrid fall 2013Vermette Uf 300 syllabus hybrid fall 2013
Vermette Uf 300 syllabus hybrid fall 2013
 
Blended Learning, Day 2, Riyadh
Blended Learning, Day 2, RiyadhBlended Learning, Day 2, Riyadh
Blended Learning, Day 2, Riyadh
 

EDUC 4762 Assignment 4.3

  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.