My supercalifragilisticexpialidocious padlet by becky https://padlet.com/beckywish/7wxy2gdi9cyn Made with a taste for adventure en-us 2017-01-27 21:16:34 UTC 2021-11-21 17:44:19 UTC hello@padlet.com Hi to all! Here is where you will post your comments for 5-4 beckywish https://padlet.com/beckywish/7wxy2gdi9cyn/wish/150005592 Double click on this board to add your piece. Add your name at the beginning or end - Becky
Some added inspiration:
https://www.youtube.com/watch?v=qpFrjdFoVsY ]]> 2017-01-27 21:20:48 UTC https://padlet.com/beckywish/7wxy2gdi9cyn/wish/150005592 Informal learning- Trish https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1892428859 Informal learning: Students will be randomly grouped with a partner and given an assigned “camping item” from the CK-12 PLIX virtual camping simulation. https://interactives.ck12.org/simulations/chemistry/campout/app/index.html?hash=07f5adb4b2f8c414c31f0663e8636c7b&source=ck12&artifactID=4298916&courseContextID=8497233&encodedID=SCI.CHE.070  There are 6 camping objects: flashlight, vampire, boiling water, butter, metal stake, and filtered water pitcher which are divided among 6 groups of students.  Students are assigned an item, a partner, and a breakout room and are asked to review the “before and after” simulation of the item, the chemical equation, identify a physical and/or chemical change, and present the findings of their item to the rest of the class.  Once 5-10 minutes have passed, the breakout rooms are closed and students return back to the main zoom session.  Each group of students presents their item to the rest of the class, since everyone has not yet seen the other items. Each group takes turns presenting their item and their findings to the rest of the class.  After a group has finished, the rest of the class determines if their findings are correct and reviews the simulation if anyone objects.  In this type of learning, students learn and share knowledge freely with one another both as partners and as a large group; working together to solve problems.]]> 2021-11-15 21:51:08 UTC https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1892428859 Peer-Centric Learning Trish https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1892429479 Peer-centric learning: Students choose to work with 1-2 other students and complete a Gizmos Chemical and Physical Changes “Stem Case”. The Secret Service has identified several suspects who are accused of counterfeiting coins worth $50,000 each.  The students will learn about chemical and physical changes and act as forensic scientists to investigate the crime scene and evidence.  Students will use the concepts of physical and chemical changes to mimic the methods the suspects used to make these coins as evidence for the trial. https://gizmos.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=15&ResourceID=3142 This is an excellent example of peer-centric learning because students must collaborate together in small groups, to question, research, and identify physical and chemical changes used to re-create the counterfeit operation. The simulation guides students through the characteristics of the differences between physical and chemical changes.  Finally, students use these concepts to solve a case collaboratively. ]]> 2021-11-15 21:51:42 UTC https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1892429479 Peer-centric Learning and Student-created Content - Ellen https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1903970118 As part of our Understanding and Interpreting Data unit, students will create their own graphing project. They will survey their class on a question of their choice and use the data to create a tally chart, frequency table, picture graph, and bar graph. They will then write three questions that could be answered using their graphing projects. After the projects are completed, students will walk around the room to view other students’ projects posted on walls. They will work with partners to find answers to their peers’ questions. In this lesson, students will be engaged in student-created content instead of their textbooks. They will view and interact with each person’s graphing project with a partner. After, they will return to their small group and engage in a discussion about what they learned about our class. I will give them some questions to guide their discussion, but I will also ask them to come up with their own questions to ask each other. Interpreting graphs made by their peers will increase engagement because their peers naturally pick topics that are interesting to them. Students will enjoy seeing which answer choices are the most popular and who chose the same answer choices as them.  ]]> 2021-11-21 02:21:00 UTC https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1903970118 Peer-centric and informal learning - Matt https://padlet.com/beckywish/7wxy2gdi9cyn/wish/1903973985
Peer-Centric 

Within the peer-centric classroom, students are the holders of knowledge and they will share it with their peers. For my credit unit, students in the class will be provided with a budget that outlines typical spending habits of a person. They will then take time to research their assigned credit card. Students will highlight the interest rate, identify when or if they will pay the interest, annual fee, and rewards. Students will be tasked with calculating projected rewards earned over the course of one year, and also subtract any monthly or fees from that amount. Students will present their findings to the class by designing a blog post on Blogger.com. Students will review Clark.com to gain an idea of how to write a review on a financial topic.  The class will then identify the credit card that would best meet the needs of the example budget. Students will also list one tip for being a responsible credit card user. 


At the end of the lesson, the group will identify topics that they would like to further explore relating to credit or credit cards. Based on identified topics, we will further explore in the following class period as a whole group or small groups. 



Informal Learning

With a variety of abilities in the personal finance elective ranging from 9th grade learning support, to a gifted 12th grader, informal learning can prove to be valuable in providing students with unstructured learning opportunities. One of the unstructured learning activities would include using Visa Financial Football which is an app-based learning game. If a student completed a project or task early, they could take advantage of the game to learn more about the topic. The game can be played individually or with a partner. In addition to acting as an activity for those that finish early, it could also be used to reward students for being on task or demonstrating academic growth. Alternatively, another form of informal learning could include giving students 5-15 minutes at the beginning of the 80 minute period to read articles related to personal finance. Students could choose from a list of websites that provide accurate financial information, or listen to a podcast that provides accurate information. Students could then teach a topic that they learned from the financial football, or independent reading times to their peers. 



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