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Projects for Non-Computer Classes. Introductions Jenny Craig Terri Freeny Melinda Briscoe.

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Presentation on theme: "Projects for Non-Computer Classes. Introductions Jenny Craig Terri Freeny Melinda Briscoe."— Presentation transcript:

1 Projects for Non-Computer Classes

2 Introductions Jenny Craig Terri Freeny Melinda Briscoe

3 Frayer Model What A system for learning new vocabulary When At the beginning of a new unit when vocabulary is being introduced

4 Frayer Model How Each student gets 3-5 words from the list Fill in as much as possible Students share their results Modifications Original uses non-examples, my students add a graphic element


6 Jigsaw What System for having students gather new materialchapter, current events, cases, etc. When After vocabulary introduction, but near the beginning

7 Jigsaw How Divide the reading into sections Divide the class into groups Each person in the group reads a different section and writes down the top three main points

8 Jigsaw The groups then split up and each section reader meets as a group This group narrows down the top three points from each member into the top three points for the group The section group then goes back into its original group

9 Jigsaw Each member in the original group then shares the top points At the end of this project, each member of the class will have heard and written down the top three points from every section


11 Sequencing What System for ordering important information When May be used anytime within the lesson

12 Sequencing How Begin by making a list of your items in order Make class copies of your list Cut individual copy into strips and place each set into an envelope labeled what the unit/topic is

13 Sequencing Group/partner your students Give each group: Envelope with strips Glue stick Paper or poster to glue onto Have a place prepared for them to hang up their sequences when they are finished Check their sequences as they are hung up Allow time to review the proper sequence

14 Carousal Sharing What System for getting the students up and actively discussing with a partner/group their knowledge of a subject When May be used anytime during the learning process (beginning to assess prior knowledge or at the end to assess learning from a unit)

15 Carousal Sharing How Gather either poster boards, easels, or bulletin board paper Write/type out as many questions or situations dealing with the unit you are covering as you have posters boards Place the questions on the posters Tape the posters throughout the classroom

16 Carousal Sharing Partner/group your students (have as many groups as you have posters) Give each group a pen and some sticky notes Place one team at each poster The team will read the situation on the poster The team will answer the question posed to them on that poster Allow 2 to 3 minutes per poster, then rotate to the right

17 Reflections Is this helpful? How would you use it? Any ideas? Would you like to share?

18 Conclusion

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