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Geography: Project Based Learning Project by Kaylee Henry (ENDURING…

- - - - ttps://www.elcosd.org/cms/lib/PA02217785/Centricity/Domain/36/GR5-Social-Studies.pdf
    - - What are essential questions?
        
        Essential questions promote inquiry and uncoverage of a subject.
        
        Essential questions do not have a "right" answer. They address conceptual foundations for learning. Essential questions can raise other questions to discover as well.
        
        Revisited often throughout the study of the content.
        
        Can help students make sense of important and complex ideas.
      - Examples of Essential Questions:
        
        How can we know what really happened in the past?
        
        Why do people move?
        
        How should governments balance the rights of individuals with the common good?
        
        Why is worth fighting for?
- - - - Students can read and watch videos about landscape, places, and communities all day long, but allowing them to get outside and experience what they are also reading about may make more of an impact on the students. Students could "take a field trip" to the playground and map out the landscape and equipment they saw. Students could also practice using a compass to find a target place on the playground when studying about Louis and Clark using a compass to navigate.
      - Going outside for lessons can encompass more than just geography. All subjects could be enhanced by utilizing the outdoors. Students can find leaves to study for a science lesson, read or write outside to change their surroundings from the classroom.
      - Being outside of the classroom may increase student engagement or behavior from changing their environment. I always loved going outside for an activity, or to simply change the scenery from the classroom when I was in school, and I hope to utilize this in my classroom.
      - Benefits: increase in physical development and activities, communication skills through projects and group activities, interest in subjects through a connection with nature, may increase happiness simply from being outside of the classroom
      - https://www.coffeecupsandcrayons.com/outdoor-math-games-for-kids/
      - https://www.theottoolbox.com/2016/07/map-game-for-building-spatial-concepts.html
    - - Technology is the new way of life, and current students have been involved in technology since before they were enrolled. Incorporating technology into the classroom helps prepare students for the future, since at some point they will be interacting with technology and their career. Technology helps students build collaboration skills with others through projects, peer tutoring, or simply working in groups. Technology has also been proven to increase retention rates of difficult concepts. Using technology with a lesson gives students a way to interact with the content in a way different from just lecture. Students can watch and listen to videos, or participate in interactive games/links to help instill their learning.
      - Students can make a presentation to display their learning, which can also double as study material
      - Students can record themselves talking about a concept they have learned on a tablet that the class can view. This may help the student become an expert in what they are talking about, which also may increase confidence and pride in what they are doing.
      - Discussion boards foster the use of technology, participation, and collaboration when used effectively. Teachers can create the discussion board, and students have the opportunity to go online and become part of the discussion. They can work in groups, comment on other student's comments, and help foster a supportive classroom culture.
      - The teacher can also utilize different websites that help reinforce a concept in a different way.
      - Activities that "trick" students into learning can also be achieved through games, quizzes, reviewing content, songs, and so many other ways.
      - https://www.flocabulary.com/
      - http://arkids.cards/geo-en
      - http://blog.whooosreading.org/10-teacher-tools-to-techify-your-classroom/
      - https://www.whatihavelearnedteaching.com/product/biography-research-reports-qr-codes-scaffolding/
    - - The National Training Laboratory suggests that students only retain about 10% of what they read, but retain 90% of what they teach others. The pyramid addresses retention rates of different teaching practices, what kind of learners are being reached by these different practices, and whether the learning is active or passive. The Learning Pyramid qualifies as a best practice by how the teacher varies their instruction. For example, if the teacher relies solely on lecture, their students are retaining about 5% of what is being lectured on. But, if the teacher has the students practicing their learning, about 75% of that content is retained. An effective teacher will inforporate all levels of the Pyramid at some point, but the variance is what makes it effective. When I teach, I want to incorporate a variety of levels per lesson to engage all learners and keep them interested.
      - https://www.educationcorner.com/the-learning-pyramid.html
- - - - The knowledge, concepts, and skills students need to learn in the curriculum
      - Through instruction, I will use videos, readings, lectures, and activities to engage all learners. Students will be provided with choices to add depth to their learning, and resources to meet their level of understanding .
      - Examples:
        
        KLW Charthttps://www.pinterest.com/pin/168040629822089944/
        
        Keeping journal entries: students can write down what they know/have learned about to track their progress.
        
        Create a concept map to branch out their learning (Coggle is a great example)
    - - How students make sense of the information, ideas, or skills being taught
      - Examples:
        
        Think-pair-share, turn and talk, discussion groups, any structure that incorporates reflecting on learning
        
        Have activities that scaffold the learning to help build retention and confidence in themselves.
        
        Have opportunities for effective question, whether that begins by the teacher asking higher-level questions or the students begin questioning to increase their understanding
      - Students need time to reflect on their learning before moving on to the next set of information, and giving them opportunities to reflect will help.
    - - How students show their learning
      - The teacher gives students many opportunites and choices in how they want to show their learning.
      - Examples:
        
        Choice Board: Choice board provide different ways for students to show what they have learned. Choice boards have a set criteria, and a set number of options, but the student decides what they want to do to show their learning. There need to be a variance of levels and learning styles in the choice board to reach the majority of students.
        
        Students could have the option of writing a paper, making and conducting a presentation, or creating something to display their learning. Each option would have the same criteria, it would simply be a matter of student preference in what they wanted to do.
        
        Can also be based off student interests
    - - Not all students are on grade level for their abilites. Some are above or below grade level, and those differences need to be approached.
      - Teachers can also utilize RTI to assist students who are struggling. Tier 1 students grasp the content and don't need extra assistance. Tier 2 students will usually meet in a small group with the teacher since they may be struggling with the content. This gives the teacher another opportunity to teach the students in a way that they may understand better. Tier 3 students meet with teacher by themselves, and the teacher provides intense intervention to help the student increase their abilities and understanding of the content.
  - - - When vocabulary words are utilized in a culture or a unit of study, the teacher ought to include those terms in the lessons and activities the students do.
      - This makes the content feel more real to a student who may have never been to the place or interacted with the content before.
    - - Guest speakers who have experience with the content personally can bring a sense of passion that the teacher may not have.
      - A guest speaker can provide a narrative with their experiences of food, living, relationships, and other aspects of a culture the students are learning about.
      - This may make the learning more authentic and real to the students since they now know someone who has experienced what they are learning about.
    - - identify differences in a positive manner, so the students can understnad that just because cultures are different doesn't mean that they are wrong or bad. This helps develop respect for others and their culture from having positive discussions in class.
      - This develops effective communication, respect, and cross-cultural understanding.
    - - Teachers need to give intentional feedback to the work a student is doing. Rather than simply saying "good job," the teacher should specify what a student is doing well.
      - This encourages and motivates students to continue with what they are working on, and to know that they are being recognized for their work.