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Exhibition - Coggle Diagram
Exhibition
International mindedness
(2) ' where we are now in place and time' The students study and comprehend why we think the way we do because of where we are now, and how it affects our world. This can be achieved by asking questions such as: How does the world today effect our ideas and opinions? How does it affect our understanding of something when compared to different places around the world?
(3) historical connections and creations of identity This will affect the student's approach to their subject choice in the exhibition. This will be the focus of why the world is how what it is today. as well, how we can look past barriers and divisions by understanding them. The students can ask questions such as: where are we? Why did this happen? When did this happen? Who thinks and talks about this subject today? Where do people think about this?
(1)the effects macro vs micro This allows students to understand there are differences around the world. They can do this by asking the questions: What effects do the student's regional and international identity affect their outlook upon the world?
(4) international analysis This is a combination of the last three discussed. This can create an exhibition using an international view point allowing the students to reflect upon where they are and its effects on how they create their work. How their ideas and opinions are effected by where they are now in place and time. And how to look past regional views, and create something researched with a cross cultural understanding.
inquiry process
(1) questioned thinking students create a concept map. Students use a concept map to think of as many questions, problems, thoughts, solutions and ideas as they can.
(2)sorting out The concept map allows the student to create a coherent question that they can tackle. The students do this by looking at what questions they think can be practically researched and what ones they find the most interesting.
(3) inquiring Students undertake independent research and guided research to inquire their exhibition project. The teacher poses questions to the students to help inspire the students with what to research and give new ideas on what the student can research.
(4)making it possible The student sorts out the research. Students create there piece of work from this.
(5)reflection Students can think about what they can further research, what they could of done better, and how to improve from their mistakes.
approaches to learning
lesson Students need guided knowledge. This is generally found in class. The lessons help the students talk about problems, helping create confidence for students who might think they are behind or need help. This can allow for group discussions and help collaborative conversation improve the exhibition.
thinker all students work at different paces. Thinkers should be given time to start their exhibiton.The teacher can use the socratic method to help the student create questions and think of multiple solutions to how they will create their exhibition.
inspired This affects students' ideas with a positive impact on their exhibition. This is done in many ways. Approaches to it can be a simple conversation with a peer, teacher, parent or a sentence in an article.
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