During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom.  The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module.  Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs.  Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed.  If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.

In this problem-based learning module, students will work collaboratively to improve the accessibility or safety of their school or community. For example, students could identify that accessibility ramps need to be added to the school property or additional sidewalks need to be created/repaired to increase the safety of students as they walk to school. Students would work together to create models of these improvements and create a communications plan that informs the stakeholders of the materials needed to create these improvements (i.e. using volume to determine the amount of concrete, using angles to determine measurements for ramps, etc..).

Making and Being offers a framework for teaching art that emphasizes contemplation, collaboration, and political economy. Authors Susan Jahoda and Caroline Woolard, two visual arts educators and members of the collective BFAMFAPhD*, share ideas and teaching strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today. Making and Being is a book, a series of videos, a deck of cards, and an interactive website with freely downloadable content (click on links below to download worksheets, activities, and chapters as PDFs and editable Google Docs).

Important emerging trends in innovation are identified, and their implications for innovation management are explored. Major topics to be discussed include the trend to open information (“open source”) rather than protected intellectual property; the distribution of innovation over many independent but collaborating actors; and toolkits that empower users to innovate for themselves.

In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.

In this course, students study concepts and practice techniques of improvisation in solo and ensemble contexts. The course examines relationships between improvisation, composition, and performance based in traditional and experimental approaches. Hands-on music making will be complemented by discussion of the aesthetics of improvisation. Weekly lab sessions support work on musical technique. Guest artist / lecturers will engage students through mini-residencies in jazz with film, Indian music, electronic music, and blending improvisation with classic music; and an accompanying concert series will feature these artists in performance. Open by audition to instrumental or vocal performers.

 This problem-based learning module is designed to engage students in solving a real problem within the community.  The question being “How can I help my community get digitally connected?”  Students will choose to investigate one of three solutions of making wifi available in our school district to the most populated areas. They will either choose to put Wifi on bus, placing hotspots in the community or using kajeet.   The students will be using Google Earth Pro to place circles on a map and calculating the area of these circles.  Students will make a model of these circles onto a hard copy using scale factor. At the conclusion, the students will present findings to administration, the board of education, state and local leaders as well as their peers.  These findings can be presented through the choice of a display board, flyer, video production or prezi.This blended module includes teacher-led discussion, group-led investigation and discussions along with technology integration.

Plusieurs approches pédagogiques impliquent de faire travailler les apprenants en équipe pour
atteindre certains objectifs. Par une mise en situation qui consiste à réaliser, en équipe, une
mission précise, l'atelier vise à permettre d'identifier, puis de s'approprier les fonctions, rôles,
responsabilités nécessaires ou utiles pour obtenir un travail en équipe efficace. L'atelier invite les participants à identifier les fonctions utiles pour réaliser une mission en
équipe collaborative (Raucent et al., 2014 ; Johnson et al., 1998) et être efficace pour la
résoudre. L'atelier, de 1h30 et nécessitant entre 12et é' participants est encadré par un animateur - tuteur. L'atelier proposé a été réalisé à diverses reprises avec des publics différents en Belgique et en France, en formation et en congrès pédagogique (Melanie Souhait, Etienne Galmiche, Christine Jacqmot, Delphine Ducarme, Elie Milgrom, et al.. Atelier -des cartes fonctions pour un travail en équipe efficace. QPES 2017, Jun 2017, GRENOBLE, France. 〈hal-01701271〉) .
Au terme de cet atelier, les participants seront capables :
· d'identifier quelques fonctions clés/ essentielles pour qu'une équipe fonctionne
efficacement
· d'argumenter leur intérêt
· de détecter la nécessité de fonctions supplémentaires
· de transférer les acquis d'apprentissage et les adapter en fonction des publics et de la
situation. // Several pedagogical methods imply group or team work to achieve certain goals.
This workshop will require small teams of participants to perform a specific mission. This will
contribute to identify and appropriate a set of functions, roles, responsibilities which are
necessary or simply useful to achieve efficacy in team work. The 1h30 workshop requires between 12 and 24 participants in order to set up 2 to 4 teams of maximum 6 people.

This lesson plan uses Ozobots and their color code commands coding to review Geometry concepts.

In diesem Video geht es um Packages und was wir damit machen können :) Packages werden genutzt um (Gruppen von) Klassen, die irgendwie zusammengehören, auch zusammenfassen zu können.

Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two-thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages)Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008).

Research over the last 20 years has documented a strong correlation between substance abuse and risk of involvement in the child welfare system. More recently, a growing body of research and policy analysis focused on addressing the needs of substance-abusing families in child welfare calls for “bridging the gap” in values and attitudes between child welfare and substance abuse treatment service delivery systems and developing collaborative models for intervention and case planning. This research-based curriculum increases awareness about how individual and professional values may impact interdisciplinary practice and is designed to develop skills for improved collaborative practice among child welfare workers, substance abuse treatment professionals, and other professionals working with substance abusing families involved in the child welfare system. This study examined similarities and differences in values and perceived capacity for collaboration between substance abuse and child welfare fields based on survey data from respondents in counties in California. The instruments used in this study, the Collaborative Values Inventory (CVI) and Collaborative Capacity Instrument (CCI), were developed by Children and Family Futures/National Center for Substance Abuse and Child Welfare. (123 pages)Drabble, L., Tweed, M., & Osterling, K. L., (with Navarrette, L., Pearce, C., Riberio, P., & Twomey, E.). (2006).

Peers Educating Peers Handbook: Program Overview and Curriculum Guide 2014:
The Peers Educating Peers Program is an initiative of the Center for Arts in Education at Boston Arts Academy. It is made possible by the generous support of the Qatar Foundation International. The Center fosters transformative education. We empower students, schools and communities through artistic and academic innovation.

Meet the PenPals helps students think critically and share information about people in different communities around the world.In this class activity, students will learn:1. How to summarize relevant information2. How to share information with a group3. Students will learn how communities around the world are both similar and differentThis activity will help students achieve the following objectives:- Students will practice speaking and listening skills in an authentic way- Students will have fun learning about people around the worldStandard Alignment:CCSS.ELA-LITERACY.CCRA.SL.1CCSS.ELA-LITERACY.CCRA.SL.5CCSS.ELA-LITERACY.CCRA.L.1CCSS.ELA-LITERACY.CCRA.L.2

Mystery PenPal is a fun and easy way for students to build a community and get to know one another. Weather preparing for a PenPal exchange or developing classroom community, this fun and interactive class activity is appropriate for students of all grades! In this class activity, students will learn:1. The importance of asking questions2. How asking questions can help get to know someone3. How to complete a PenPal Schools student profileStudents will achieve the following outcomes:- Students will ask questions and provide quality answers - Students will enjoy learning about their classmates- Students will understand how to participate in digital communities Standards Alignment: CCSS.ELA-LITERACY.CCRA.SL.1CCSS.ELA-LITERACY.CCRA.SL.5CCSS.ELA-LITERACY.CCRA.L.1CCSS.ELA-LITERACY.CCRA.L.2

Presented in partnership with Kahoot!, World Explorer Trivia helps students prove their world knowledge through a fun and fast paced trivia grame!1. Choose the PenPal Schools Kahoot! that you would like to play by clicking the links to the left.2. Follow the directions on the Kahoot! website3. Have fun!

This is my inquiry based project I created. In this activity, the teacher is the facilitator and students carry out the activity by conducting interviews and engaging with other people.