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    Superpowers

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    This document outlines a design-based learning approach to teaching students important life skills. It discusses how students should be active participants in their education by developing their ability to identify problems and design solutions. The goal is to train students to be creators that can change the world, rather than just consumers. Key standards around engineering design, economics, and communication skills are referenced. Formative assessments involve student self-evaluation and a final assessment challenges students to design a prototype school bus for kindergarteners based on their needs. Differentiation strategies are mentioned to meet the needs of all learners.

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    Superpowers

    Uploaded by

    api-274237134
    30 views13 pages
    This document outlines a design-based learning approach to teaching students important life skills. It discusses how students should be active participants in their education by developing their ability to identify problems and design solutions. The goal is to train students to be creators that can change the world, rather than just consumers. Key standards around engineering design, economics, and communication skills are referenced. Formative assessments involve student self-evaluation and a final assessment challenges students to design a prototype school bus for kindergarteners based on their needs. Differentiation strategies are mentioned to meet the needs of all learners.

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    This document outlines a design-based learning approach to teaching students important life skills. It discusses how students should be active participants in their education by developing their ability to identify problems and design solutions. The goal is to train students to be creators that can change the world, rather than just consumers. Key standards around engineering design, economics, and communication skills are referenced. Formative assessments involve student self-evaluation and a final assessment challenges students to design a prototype school bus for kindergarteners based on their needs. Differentiation strategies are mentioned to meet the needs of all learners.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    30 views13 pages

    Superpowers

    Uploaded by

    api-274237134
    This document outlines a design-based learning approach to teaching students important life skills. It discusses how students should be active participants in their education by developing their ability to identify problems and design solutions. The goal is to train students to be creators that can change the world, rather than just consumers. Key standards around engineering design, economics, and communication skills are referenced. Formative assessments involve student self-evaluation and a final assessment challenges students to design a prototype school bus for kindergarteners based on their needs. Differentiation strategies are mentioned to meet the needs of all learners.

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    You are on page 1of 13

    The Designing Student

    Kelsie, Nick and Nouelle

    Designing Superpower Summary


    Students need the skill of designing and solving for the challenges they will
    be faced with in their own lives.
    They must be active participants in their learning.
    They must be creators, rather than simply consumers.
    By teaching students to engage with and change their worlds, teachers can
    create learning experiences that are relevant to their lives. Training them to
    be people who can change the world.
    They need to identify what is missing and how to go about fixing it.

    Connecting the Standards


    As this instructional journey and
    superpower are closely linked to
    engineering design, The focus standard
    come from the National Curriculum for
    Social Studies.
    National Council for Social Studies Website

    People have wants that often exceed the


    limited resources Available to them
    The unequal distribution of resources necessitates a system of
    exchange, including trade, to improve the well-being of the
    economy, while the role of government in economic policy
    making varies over time and from place to place. Increasingly,
    economic decisions are global in scope and require a systematic
    study of an interdependent world economy and the role of
    technology in economic growth.

    4 Fundamental Questions
    What is to be produced?
    How is the production to be organized?
    How are goods and services to be distributed? and to
    whom?
    What is the most effective allocation of the factors of
    production? (land, Labor, capital, and entrepreneurship)

    Exploring this Theme


    Students confront questions such as:
    What factors influence decision making on
    production, distribution, and consumption
    of goods?

    Exploring this Theme cont.


    What are the best ways to deal with Market
    failures?
    How does the interdependence brought on
    by globalization impact local economies
    and social systems?

    Connections to other Standards


    Common Core State Standards for Reading,
    Writing, and Speaking and Listening

    What Standards?
    W.4 - Produce clear and coherent writing in which the
    development, organization, and style are appropriate to
    task, purpose and audience.
    SL.1- Prepare for and participate effectively in a range of
    conversations and collaborations with diverse partners,
    building on others ideas and expressing their own clearly
    and persuasively

    What standards?
    SL.2- Integrate and evaluate information presented in
    diverse media and formats, including visually,
    quantitatively and orally.
    SL.3- Evaluate a Speakers point of view, reasoning, and
    use of evidence and rhetoric
    SL.5- Engage effectively in a range of collaborative
    discussions with diverse partners on topics and texts.

    Formative Assessment and Tracking Student


    Progress Toward Goals:
    After each lesson students should self-assess their progress. The
    formative tracking sheet is a great way for the students to assess their
    work. The arrow continuum allows students to self-evaluate their work
    using a yellow crayon. Once the students assess themselves a teacher
    can also use this tracking sheet but use a blue crayon. The light green
    color will show the students how much you agree with their assessment
    or how much they need to work on.

    Final Assessment: have your goals been achieved?


    Design A School Bus- The final assessment in this journey is where
    students create a school bus. They apply what they have learned to
    interview, empathize, design and test their ideas. This is normally done in
    design group.
    Student friendly prompt- The design challenge is to build a school bus
    prototype for kindergarteners. Riding on the bus will allow interviews of the
    kindergarteners and find out their needs. In the end you design an amazing
    bus which will be tested.
    Differentiation: Meeting the needs of all learners
    This journey can include many different learners. There are multiple
    articles and websites about different designs that can be used for different
    learners.

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