![(SKKN HAY NHẤT) applying PBL in teaching project lessons tieng anh 11, education publishing house](https://123docz.net/image/doc_normal.png)
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3.2. Stage 2: Negotiating the Criteria for Evaluation
The group’s leaders assigned the task for each members. In terms of making a project feel more meaningful to students, the more voice and choice, the better. The leaders should assign the tasks depending on each member’s ability. On one end of the scale, groups’ members should also discuss on how to design, create, and present products. In the middle, I might provide a limited menu of options for creative products to prevent students from becoming overwhemed by choices. On the other end of the scale, students could decide what products they will creat, what resources they will use, and how they will structure their time. Students could even choose a project’s topic and driving questions. Basing on the topic in units 9, Cities of the future, my students chose posters to be their final products. During this stage, students in each group use the check list (See Appendix 4) and Project team work plan (See Appendix 1) and Assessment for group work skill (See Appendix 5) to check the work and
During this stage, I served as coach, moving from group to group to guide the students' work. As I did so, I asked myself the following coaching questions:
3.5. Stage 5: Presenting the project
3.6. Stage 6: Reflecting on the Process and Evaluating the Process
- Teacher divides students into 4 groups
- Groups’ members should also discuss on how to design, create, and present products, what products they will create, what resources they will use, and how they will structure their time
( The group’s leaders assign the task for each members )
Stage 5: Presenting the project
- Groups show their video
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