sharon esempio's List: intel08

• teachers form student teams to create projects showing what they have learned
• choice of how they want to share their learning

  • important for choice for students

  • important for choice for students
• instruction on how to break down the steps of their project into tasks

  • scaffolds

  • scaffolds
• all students create their own checklists focusing on the self-direction goals
• Both Mr. Grant and his students use a rubric that describes his expectations for  their final project

  • empasis on both using it. Must be shared to use it

  • empasis on both using it. Must be shared to use it
• After students complete their projects, they share them with another group for  feedback
• students conduct the peer-assessment
• Mr. Grant knows that individual misconceptions can often be camouflaged within a  group project. He makes an extra effort through questioning and examining  journal and log entries to determine the learning of individual students.

  • Very important to be sure individuals are not "lost" with in the group

  • Very important to be sure individuals are not "lost" with in the group

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