6 Facets of Understanding, Another Example

Description
Activity
Demonstrated Understanding in Student Work
Facet 1: Explanation
Sophisticated explanations and theories
Run an experiment that determines the rate at which water boils and compare the results with established standards.
Students describe why water boils at different temperatures when at different altitudes.
Facet 2: Interpretation
Interpretations, narratives, and translations
View episodes of Downton Abbey and describe the relationships among the characters.
Students discuss the power relationships among the characters and how they impact on the actions of the characters.
Facet 3: Application
Use knowledge in new situations and contexts
Create a model of a machine that can sample remotely the quality of water.
Students use knowledge of hydraulics applied to lifting heavy objects in previous lessons to extend the arm of the machine that takes the sample of water.
Facet 4: Perspective
Critical and insightful points of view
Write a letter to the Editor of a local newspaper about an environmental issue in your area.
Students express their concerns, support their ideas with evidence, and criticise the credibility of sources of information presented by others.
Facet 5: Empathy
Ability to get inside another person's feelings
Develop an Anti Bullying role play
Students tell the story from the perspective of the bully and the victim.
Facet 6: Self-knowledge
To know one's ignorance, prejudice, and understanding
Reflect on work produced. E.g., Display the major events that lead up to the Ned Kelly’s hanging on an interactive time line.
Students acknowledge preconceived ideas which may have prevented them from exploring the events in detail as well as make achievable suggestions for improvement.


Comments

Post a Comment

Popular posts from this blog

Dreikurs 4 Reasons for Misbehaviour, and Ways to Address Them

Leadership model According to Dreikurs, behaviour is as a result of meeting one of four unmet needs: attention, power, revenge or inadequacy. Your challenge this week is to practice having a "chat" with a friend, child, student, spouse...random. Ask your volunteer to act as the student in one of the four scenarios in the discussion below. Try to use Dreikurs approach to "diagnose" the unmet need, then redress it using the guidelines here. Good Luck! Attention seeking behaviour Student needs to be noticed…will start small and if ignored, get bigger… While it is happening: Avoid responding how the student wants you to. Avoid scolding / nagging. Ignore, verbally and non verbally. Reinforce good behaviour by providing attention The chat: Do you know why you…? I would like to tell you what I think… Could it be that you want me to notice you more? Could it be that you want me to do something special for you? Cou...
Read more

Worksheet: A Surrealist Classroom Activity

Image
Seeing Double: Make Art Inspired by Dali Take a close look at Dali’s painting The Persistence of Memory . Many things can be seen in different ways. At first the clocks might appear to be melting. Or maybe they are made of soft rubber or floppy pancakes! Some people see the strange object in the middle of the picture as a horse with a clock for a saddle. Others see it as a duck, or a platypus, a blanket or a funny face. Even the cliffs in the background might look like animal shapes. Stretch your imagination as you make your own dream place filled with pictures. Equipment Magazines Scissors Glue Paper 1. Make the place . Paste paper or a magazine image across the bottom of your picture for the ground. 2. Trick the eye . Cut out magazine pictures of things that can stand in for something else. For example, wheels might be made of round clocks, a car might be made out of a mobile phone. Here are some ideas : Make a sun out of something really strange. Show a ...
Read more

Viking Lesson Assessment Rubric

criteria HD- excellent CR- good PP- fair NN- poor Use of reading resources and note taking process Student showed a high level of competency when reading and understanding reading resources. High quality and number of relevant notes taken from resources. Constant acknowledgement and referral to guiding question during the note taking process. Student showed a reasonable level of competency when reading and understanding reading resources. Numerous relevant notes taken from resources. Mostly acknowledged the guiding question during the note taking process. Student showed competency when reading. Numerous notes taken from resources. Occasionally acknowledged the guiding question during the note taking process. Student failed to understand or finish reading resources provided. Few or no notes taken from reading resources. Guiding question not acknowledged in the researc...
Read more