Learner Directed Projects
Students are capable and should be in control of their own learning. By creating activities that require problem solving / design thinking, students are able to use higher order thinking skills to find their own solutions.
Such projects allow learners to meet the challenge at 'their level' and move forward from that point. It allows them to build knowledge through trial and error, experimentation and through an understanding of the process they are taking. These projects require the teacher to take on a facilitator role rather than being the director or expert.
Some examples of learner directed projects undertaken in my class are shown below.
Such projects allow learners to meet the challenge at 'their level' and move forward from that point. It allows them to build knowledge through trial and error, experimentation and through an understanding of the process they are taking. These projects require the teacher to take on a facilitator role rather than being the director or expert.
Some examples of learner directed projects undertaken in my class are shown below.
Marble Jar
The big reveal! Counting the marbles as a class.
Curriculum Links:
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. They use appropriate units of measurement for length, area, volume,capacity and mass, and calculate perimeter and area of rectangles.
Brief:
Students were presented with a jar of marbles. They were asked to identify questions to which they could find the answers. The questions they came up with included:
From here students began estimating, predicting, creating, calculating, investigating, testing, evaluating and problem solving.
Students found remarkable ways to answer the questions and could clearly articulate what they were doing and why at all times. They were conscious of what they were learning and the mathematical skills taught at the same time were relevant and easily applied to help their investigations.
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. They use appropriate units of measurement for length, area, volume,capacity and mass, and calculate perimeter and area of rectangles.
Brief:
Students were presented with a jar of marbles. They were asked to identify questions to which they could find the answers. The questions they came up with included:
- How many marbles are in the jar?
- How heavy is the jar with the marbles inside?
- If we took all of the marbles out of the jar and laid them in a line, how long would it be?
- How much empty space is inside the jar?
From here students began estimating, predicting, creating, calculating, investigating, testing, evaluating and problem solving.
Students found remarkable ways to answer the questions and could clearly articulate what they were doing and why at all times. They were conscious of what they were learning and the mathematical skills taught at the same time were relevant and easily applied to help their investigations.
Walking Project
Curriculum Links:
Students compare and interpret different data sets. Students pose questions to gather data, and construct data displays appropriate for the data.
Brief:
Students were presented with a problem, which was attempting to be a level four Learning Activity (see ITL Leap 21), which required them to conduct an inquiry into the traffic congestion problems occurring around the school.
They collaboratively brainstormed possible solutions and then were broken into groups to conduct their own research and attempt to find ways to reduce the impact of the problem. They also collaborated with schools in France to compare data.
In their groups students collected data, analysed data, proposed ways of manipulating the data, put those plans into action and then evaluated their success and made adjustments etc.
Click the links to view the website created by the students to explain/promote their journey. Password: walking
Students compare and interpret different data sets. Students pose questions to gather data, and construct data displays appropriate for the data.
Brief:
Students were presented with a problem, which was attempting to be a level four Learning Activity (see ITL Leap 21), which required them to conduct an inquiry into the traffic congestion problems occurring around the school.
They collaboratively brainstormed possible solutions and then were broken into groups to conduct their own research and attempt to find ways to reduce the impact of the problem. They also collaborated with schools in France to compare data.
In their groups students collected data, analysed data, proposed ways of manipulating the data, put those plans into action and then evaluated their success and made adjustments etc.
Click the links to view the website created by the students to explain/promote their journey. Password: walking
Champions Project
This project was the product of peer coaching and implemented by Filia Papamanolis (St Ita's Teacher Librarian)
Curriculum Links:
Health
Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves.
The Arts
Still and moving images, sounds and words are selected to construct media texts. Media techniques and practices including layout, storyboard and manipulation of images, sounds and words, are used to create media texts. Representations in media texts are selected from different settings, including time and place, and for different audience and purpose.
English
Text Structure and Organisation, Interacting with others, and creating texts.
Brief:
Being an Olympic year, and in conjunction with the Book Week theme, students conducted an inquiry into "What is a Champion?".
They decided, after conducting some research to create a Magazine Style Television Show to share their findings with the wider community. Each student had a specific role and were required to work with experts from the community to help them in their roles. Click the link below to watch the video. (You will need to scroll down)
Curriculum Links:
Health
Representations of people, including stereotypes, influence the beliefs and attitudes that people develop about themselves.
The Arts
Still and moving images, sounds and words are selected to construct media texts. Media techniques and practices including layout, storyboard and manipulation of images, sounds and words, are used to create media texts. Representations in media texts are selected from different settings, including time and place, and for different audience and purpose.
English
Text Structure and Organisation, Interacting with others, and creating texts.
Brief:
Being an Olympic year, and in conjunction with the Book Week theme, students conducted an inquiry into "What is a Champion?".
They decided, after conducting some research to create a Magazine Style Television Show to share their findings with the wider community. Each student had a specific role and were required to work with experts from the community to help them in their roles. Click the link below to watch the video. (You will need to scroll down)