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The Tiny Hose Project, Introduction, Module 5 Unit 2: Evaluating Student…

- - - - Discussing the Rubric
        
        Sketching Ideas
        
        Checkpoint 1:
        Rough Draft
        
        Checkpoint 2:
        3D Model (Basic)
        Spaces and Functions
        
        Checkpoint 3:
        3D Model with Furniture
        
        Checkpoint 4:
        3D Furniture and Exterior Decorations
        
        2 more items...
        
        Evaluate if students can:
        
        Relate furniture size (area and perimeter) to fit in space.
        
        Consider the circulation when arranging the furniture.
        
        Design smartly to be able to fit all the requirements in their house design.
        
        1 more item...
        
        Evaluate if students can:
        
        Transfer their sketches to 3D models.
        
        Calculate and assign areas for each space according to the function.
        
        Relate their understanding of perimeter to space dimensions (check length vs. width).
        
        A class discussion can occur here as the teacher presents some examples and discusses different dimensions alternatives, and keeping the same area of space.
        Example: A room with an area of 20 square meters can be 4m length & 5m width or 10m length & 2m width.
        
        Monitor and evaluate if students can:
        
        Sketch their ideas in a draft.
        
        Design spaces with suitable areas in relation to the function.
        
        Arrange furniture with respect to circulation.
        
        Relate the design with the space function, required furniture, and appropriate size.
        
        Peer Assessment
        After discussing and guiding students with their first draft, students can peer-review each other's work, share their ideas, and give design suggestions.
        
        Students practice sketching their ideas on paper or using online drawing tools.
        
        SketchUp
        
        These tools can also work for online learning.
        
        Room Sketcher
      - Affordability
      - Sustainability
      - Emergencies
- - - - Re-assess
        
        Using the same assessment task.
        
        Give students an extension to re-do and submit their work.
  - - - Group students of similar levels together to allow for efficient re-teachin
        
        Group 4
        Students who need to be challenged
        Those are the students who finished their projects and had their work graded. They can choose to work on one of these activities while the rest of the students are engaged with the teacher to continue extending their learning.
        
        Design a 3D Refugee Camp
        Students watch a video about refugee camps and decide on essential elements that need to be included.
        Students use their house models and cardboards to plan a camp, using creative ideas to add elements to their design.
        
        https://www.youtube.com/watch?v=9utmDhDLicU
        
        Building Cost
        
        Search for information online on how to calculate building costs.
        
        Decide the material they will use to finish their houses, the required quantities, and the corresponding cost.
        
        Provide material alternatives, decide which they will use, and defend their decisions.
        
        Pair and collaborate with struggling students to offer support.
        
        Support groups 1 and 2 and fill in the Report form about their learning process, and offer help when needed.
        
        Group 3
        Students who are doing well in one area but not another
        
        Pair to Collaborate
        
        Assign advanced students to work with those who struggle in a specific area.
        
        Advanced students are asked to fill a report form during the pairing process to write specific details on What the student was struggling with, what strategy they used to help them, how effective this strategy was and how responsive the student was to this approach.
        
        A Flipgrid video would be a good idea to document this process as well and students can add it to their e-portfolio.
        
        Group 2
        Students who are not engaged
        
        As the project was planned over several checkpoints, it is unlikely to have a student not submitting work by the final stage.
        * Planning the project over a sequence of checkpoints allows the teacher to regularly check, monitor, and encourage those who are not participating.
        
        Discussing the rubric with the students before they start with their rough draft, showing that their participation and engagement is one of the descriptions that they are evaluated accordingly.
        
        include hands-on activity and connecting their learning to real-life setups, giving students the chance to design their own house ideas.
        
        Share expectations and have solid classroom rules and norms.
        
        However, if there are students who did not participate, they would be grouped with those who are struggling to have a chance to go over the material again.
        
        Explain to them why they are grouped and encourage them to meet the expectations.
        
        Praise students for effort and progress.
        
        Group 1
        Students who are struggling overall
        
        Re-teach the material they struggle with using easier ways:
        
        Present the material using easier language.
        
        Use their native language if they are English Language Learners.
        
        Using multiple tools for presentation, like videos, visuals, [Phet simulation](https://phet.colorado.edu/en/simulation/area-builder), demonstrate calculating area and perimeter in class using rulers and measuring tapes.
        
        Other students are grouped according to their needs and assigned tasks to work on while the teacher is helping this of students.
        
        One of the optional tasks provided for advanced students is to support groups 1&2, offer them help, and fill in a Report about their progress.