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21CLD Learning Activity Rubrics Real-World Problem Solving and Innovation

21CLD Learning Activity Rubrics Real-World Problem Solving and Innovation. 2 nd Workshop on Telecollaboration and Project-based Learning to Reorient Teacher Education towards EFA and ESD 2-4 October 2013, Holiday Inn, Bangkok, Thailand. Real-world Problem-Solving. Innovation.

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21CLD Learning Activity Rubrics Real-World Problem Solving and Innovation

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  1. 21CLD Learning Activity RubricsReal-World Problem Solvingand Innovation 2nd Workshop on Telecollaboration and Project-based Learning to Reorient Teacher Education towards EFA and ESD 2-4 October 2013, Holiday Inn, Bangkok, Thailand

  2. Real-world Problem-Solving Innovation Providing a solution to an authentic, REAL problem; solutions are not obvious Delivering value for other people, output is usable in the actual context and presented to a real audience

  3. Main requirement is problem-solving? • Problem-solving  task with a defined challenge: • Develop a solution to a problem that is NEW to them (they generate ideas, alternatives, solution) • Complete a task that they have not been specifically instructed how to do (they develop or explore possible procedures) • Design a complex product that meets a set of requirements

  4. Is this Problem-Solving? A B Students use MS Excel to calculate the mean, median, and mode of several sample datasets, as required in a drill exercise. • Students identify appropriate situations for using mean, median, and mode by exploring several sample datasets in MS Excel. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

  5. Students read a story and complete some short-answer questions about the characters and plot. Students read the first half of a short story and write their own ending to the story that is in keeping with the development and plot constraints introduced thus far. Students who have learned that the sum of the angles in a triangle is always 180, solve problems where two angle measures are given and they must find the measure of the third angle. Students weigh different objects and write down each object and its weight in order from lightest to heaviest. Students explore different ways to alter floating objects so that they will sink and then hypothesize about what makes objects float or sink. Students create a timeline listing the dates and key events related to international free trade in the 20th century. Students select a symbol/ icon that they believe most represents globalization, and write an essay about why that symbol / icon represents globalization. Students measure angles on different triangles and come up with a theory about the sum of the angles in a triangle.

  6. Are students working on a real-world problem?

  7. Are these real-world problems? A B Students investigate why students in their school are getting sick lately. • Students investigate the causes of flu. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

  8. Are these real-world problems? A B Students identify appropriate situations for using mean, median, and mode by exploring several sample datasets in MS Excel. • Students analyze data about the basketball team and use MS Excel to graph performance patterns for the overall team and individual players. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

  9. Requires innovation?

  10. Is this innovation? A B Students analyze data about the basketball team’s past performance and use MS Excel to graph performance patterns for the overall team and individual players. They present the mathematical models to the team to illustrate targeted improvements. • Students analyze data about basketball team’s past performance and use MS Excel to graph performance patterns for the overall team and individual players. They present the findings to the class as an academic exercise. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

  11. Real-World Problem Solving and Innovation • go over the other “Yes”/”No” samples in the Guide • spend time to clarify definitions and samples

  12. a challenge is defined for the students; solution is not obvious experienced by REAL people, has specific audience, has explicit context, use actual data • Ideas or solutions are put into practice in the real world and benefits people other than the students • implement the solution/output or convey to people who can implement / benefit from it

  13. Sample Case 1School Change • Not observed • Main requirement is problem solving • #2 AND students are working on a real-world problem • #3 AND requires innovation

  14. Sample Case 2MuntingMunggo • Not observed • Main requirement is problem solving • #2 AND students are working on a real-world problem • #3 AND requires innovation

  15. Sample Case 3House on Mango Street • Not observed • Main requirement is problem solving • #2 AND students are working on a real-world problem • #3 AND requires innovation

  16. Suggested improvements • MuntingMunggo • Type your group’s suggestion on the Google spreadsheet

  17. Project Improvements • Review your own project to see how it scores against the rubric.

  18. End of Session Mel Tanmm.tan@unesco.org

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