Making Connections

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Making Connections

reflection

The Experiential Learning Cycle

Reflect

Apply

Participate

focusing on individual needs/interests

supportive learning environment

challenging-stepping out of ones comfort zone

students can ask, explore and formulate their own questions

meaningful & relevant learning

Access to a variety of tools/resources

Collaborative Learning

experts

other teachers

peers

curriculum

overall/specific expectations

Technology

phones, tablets, chrome books

Twitter, Facebook

skype classroom

discussion forums, knowledge-building forums

blogs, wikis, youtube

community centered

field trips pertaining to curriculum for ex. Royal Ontario Museum

indirect service ex. creating a research report on recommendations for food distribution at homeless shelter

direct service ex. volunteer at homeless shelter

teaching for understanding

teaching critical/creative thinking skills

assessment/evaluation

variety of forms (ex. rubrics, checklist, exit slips etc...)

peer assessment, self-assessment

assessment for, as, and of learning

design

four-element framework: nature of the inquiry, intentional interaction of ICT, design and facilitation for collaboration and intentionality of interaction

creating global opportunities for learning

inquiry

research to problems/challenges

world connections

connect course content to global current events

becoming active/global citizens

personal experiences

allow students to draw comparisons between the material they learn in class and their own experiences in life

prior knowledge

allow students to connect the context to other subjects (ex. teaching a concept in history but linking it to science)

knowledge as a field

continual improvement of ideas which adds value to a community

knowledge building