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Project Based Learning Altynai

Page history last edited by aj265117@... 6 years, 1 month ago

 

 This project is about Cultural Diversity of Global Citizenship. To be a Global Citizen, means to know other cultures, be open-minded and respectful of other cultures. This project hopes to help the students understand what unites and divides people. Could culture be something that identifies people as well as creates borders?

 

Statement of Inquiry: Cultural practices representing personal and cultural reality of people are the building blocks of people's identity.

 

First of all, students in class discussion need to identify one cultural practice that is shared by more than 10 countries in the world. For example, Harvest Festival. Celebration of harvest exists in more than 40 countries in the world. Students can group in pairs and choose a country different from their origin, and need to do a research about the country in general, cultural tradition of celebration, research the historical origin of the ritual and explain it. Every harvest celebration has a special dish that is cooked on that day. For North America it will be a Thanksgiving Turkey, for China it is mooncake on the Harvest Moon celebration day. And much more in other countries around the Globe. The final product of this project will be a Harvest Festival Exhibition, where students will decorate their presentation tables. 

 

Students will present 5 objects linked to 5 human senses:

Sight

Smell

Touch

Taste

Hearing

 

 I want the students to understand why Harvest festival in different countries is celebrated on different days? How does history explain it? Or maybe Geography can explain it better? Why is this dish so special? What can we learn about country’s climate from it?

 

The Project Goals:

 

1. Develop Research skills;

2. Develop Collaboration skills;

3. Improve Communication skills; 

4. Practice Creativity. 

 

 

The project will be graded based on IB Social Sciences Grading Criteria: A, B and C

 

Criterion A Knowing and Understanding

0

The student does not reach a standard described by any of the descriptors below.

1 — 2

The student makes limited use of terminology, demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.

3 — 4

The student uses some terminology accurately, demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations, and examples.

5 — 6

The student uses considerable and relevant terminology accurately, demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations, and examples.

7 — 8

The student consistently uses a range of terminology accurately, demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.

 

Criterion B: Investigating

 

0

The student does not reach a standard described by any of the descriptors below.

1 — 2

The student identifies a research question that is clear, focused and relevant, formulates a limited action plan or does not follow a plan, collects and records limited or sometimes irrelevant information, with guidance, reflects on the research process and results in a limited way.

3 — 4

The student formulates/chooses a research question that is clear and focused and describes its relevance, formulates and occasionally follows a partial action plan to investigate a research question, uses a method(s) to collect and record some relevant information, with guidance, reflects on the research process and results.

5 — 6

The student formulates/chooses a clear and focused research question and describes its relevance in detail, formulates and mostly follows a sufficiently developed action plan to investigate a research question, uses methods to collect and record appropriate relevant information, with guidance, evaluates on the research process and results.

7 — 8

The student formulates/chooses a clear and focused research question and explains its relevance, formulates and effectively follows a consistent action plan to investigate a research question, uses methods to collect and record appropriate and varied relevant information, with guidance, provides a detailed evaluation of the research process and results.

 

 

Criterion C: Communication

0

The student does not reach a standard described by any of the descriptors below.

1 — 2

The student communicates information and ideas in a style that is not always clear, organizes information and ideas in a limited way, lists sources of information inconsistently.

3 — 4

The student communicates information and ideas in a way that is somewhat clear, somewhat organizes information and ideas, creates an adequate reference list and sometimes cites sources.

5 — 6

The student communicates information and ideas in a style that is mostly appropriate to the audience and purpose, mostly structures information and ideas according to the task instructions, creates an adequate reference list and usually cites sources.

7 — 8

The student communicates information and ideas in a style that is completely appropriate to the audience and purpose, structures information and ideas completely according to the task instructions, creates a complete reference list and always cites sources.

 

21st Century Skills

 

Approaches to Learning (ATL) in IB have been created on the basis of 21st Century Skills, that's why I will use the ATL's we target in Social Studies in my school. 

 

The Target Approaches to Learning (ATL) skills will be Collaboration, Critical Thinking, Creative Thinking, Reflection and Media Literacy skills.

 

Collaboration: How can students collaborate?

 

·      Use social media networks appropriately to build and develop relationships;
·      Practice empathy;
·      Delegate and share responsibility for decision-making;
·      Help others to succeed;
·      Take responsibility for one’s own actions;
·      Manage and resolve conflict and work collaboratively in teams;
·      Build consensus;
·      Make fair and equitable decisions;
·      Listen actively to other perspectives and ideas;
·      Negotiate effectively;
·      Encourage others to contribute;
·      Exercise leadership and take on a variety of roles within groups;
·      Give and receive meaningful feedback;
·      Advocate for your own rights and needs.

 

 

Media literacy. Interacting with media to use and create ideas and information

 

How can students demonstrate media literacy?

 

·       Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media [including digital social media and online networks]
·       Demonstrate awareness of media interpretations of events and ideas [including digital social media]
·       Make informed choices about personal viewing experiences
·       Understand the impact of media representations and modes of presentation
·       Seek a range of perspectives from multiple and varied sources
·       Communicate information and ideas effectively to multiple audiences using a variety of media and formats
·       Compare, contrast and draw connections among (multi)media resources

 

Critical thinking. Analyzing and evaluating issues and ideas

 

How can students think critically?

 

·      Practice observing carefully in order to recognize problems;
·      Gather and organize relevant information to formulate an argument;
·      Recognize unstated assumptions and bias;
·      Interpret data;
·      Evaluate evidence and arguments;
·      Draw reasonable conclusions and generalizations;
·      Revise understanding based on new information and evidence;
·      Consider ideas from multiple perspectives;
·      Develop contrary or opposing arguments;

 

Creativity. How can students be creative?


·       Use brainstorming and mind mapping to generate new ideas and inquiries;
·       Consider multiple alternatives, including those that might be unlikely or impossible;
·       Create novel solutions to complex problems;
·       Use lateral thinking to make unexpected connections;
·       Apply existing knowledge to generate new ideas, products or processes;
·       Create original works and ideas;
·       Practice flexible thinking – arguing both sides of an argument;
·       Use visible thinking strategies and techniques.

 

 

 

 

References

 

Australian Media. (2000). The List of Harvest Festivals around the World. Retrieved from http://www.harvestfestivals.net/harvestfestivals.htm

 

International Baccalaureate Organization. (2014, September). MYP From Principles to Practice Guide. Retrieved from http://www.ibo.org/contentassets/477a9bccb5794081a7bb8dd0ec5a4d17/myplatestdevelopmentsoctober2011ibaemconference.pdf 

 

International Baccalaureate Organization. (2016) Approaches to Learning Guide. Retrieved from: https://les.psdschools.org/webfm/296

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