Creatureville Project Table of Contents History Wall

Creatureville Project Table of Contents History Wall

Creatureville Project Table of Contents History Wall

Myers, Leeann, Contributing Writer has reference to this Academic Journal, PHwiki organized this Journal Creatureville ProjectApplication of the Doreen Nelson Method of Design-Based Learning 2008-20101Table of ContentsThe Teacher 3DBL Introduction 4Comparison between DBL in addition to Traditional Design . 56 ½ steps 7Long Range Boards . 8My Story 10Criteria List 12Pathway 1 Instant City 13Pathway 2 NBS Introduction . 15Pathway 3 NBS Body Object . 17Pathway 4 Location Challenge . 19Pathway 5 L in addition to Division Challenge . 21Pathway 6 Individual Design Challenge . 23City Put together, but not Complete 25Pathway 7 NBS Way to Move . 26Pathway 8 NBS Shelter 28Pathway 9 NBS Place to learn 30Pathway 10 NBS Float . 32History Wall . 33Why is DBL important . 34How did DBL change my teaching 352The Teacher My name is Joshua Whittemore in addition to I taught elementary school as long as six years. Historically, as a teacher, I taught in a traditional way. I presented the state st in addition to ards, told my objective, taught my lesson, allowed as long as individual practice or another type of traditional assessment. Having taught as long as six years, I desired to teach in a way that caused the students to underst in addition to what in addition to why they were learning in addition to to make more of an impact on children in addition to their future as life-long learners.I heard of a program called Design-Based Learning, which claimed to inspire imagination, higher level thinking, in addition to kept student’s interest, as well as teaching the state st in addition to ards. I introduced the Design-Based Learning (DBL) curriculum during the 2008-2009 school year in addition to continued it into the 2009-2010 school year.3

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Design-Based Learning IntroducedDesign-Based Learning is a methodology which employs techniques of the design profession to completely integrate the curriculum.It builds on the backs of educational giants such as; John Dewey’s ‘make it’ approach, in addition to Benjamin Bloom’s higher level thinking Taxonomy.It teaches students to think critically according to Bloom’s Taxonomy in addition to make connections between what they learn in addition to real life. It teaches democracy, creativity, in addition to problem solving skills.It provides a context in addition to a reason as long as learning. All learning is based on an ever growing story of challenges that is unfolding in addition to being constantly revised on a gr in addition to scheme in front of the children.45Design Based LearningTraditional Design ProcessUse h in addition to s on approachMake use of CriteriaImplement ChoiceHave in addition to evaluative portionHas 6 1/2 stepsHas 7 StepsUsed to teach thinkingUsed to teach designGive it a try comes be as long as e researchResearch then try itA comparison between the traditional design process used to train professional designers in addition to Design-Based Learning used in schools as a methodology to teach all subjectsDBL Compared to Traditional Design ProcessThe major difference between the two is that Nelson’s DBL teaches students to think, not to be designers.Backward Thinking™ teaches the children to use their own wants in addition to desires in a design in addition to not simply to replicate what has been done.The traditional design process used by designers contains some preconceived ideas, while Backward Thinking encourages creativity in addition to making things Never-Be as long as e-Seen. Both methods use many of the same steps, but in different order. The traditional design process starts by the teaching of a subjects in addition to ends with a product. Backward Thinking starts with an ambiguous problem that needs to be solved by building, in addition to ends in learning about several subjects that tie back into the object built.6

6 1/2 steps of DBL1. I asked myself what I needed to teach. For example I needed to teach about community in the social studies st in addition to ards as long as second grade.2. I identified a problem from the curriculum. How do I teach about community2 ½ I stated it as a NBS challenge. For example, “Make a NBS Instant City.”3. I set the criteria by creating a Don’t Wants in addition to Needs list as long as students to reference. I used this to assess their product.4. The students made the Instant City using the criteria, talked in addition to wrote about why they have what they have.5. I taught guided lessons that related to the NBS challenge. In an NBS Instant City, I taught lessons from social studies, math, language arts, etc. All lessons centered around the challenge. I taught about measuring by measuring the city. I also taught about writing by writing a description about the city. I used this challenge to plan as long as two weeks of guided lessons.6. The students revised their original model applying what they learned from the guided lessons. After they learned what was in a real city the students found out that they needed to add things like hospitals, fire departments, in addition to other ideas that were left out of their initial designs. 7Long Range Planning Boards8This is a picture of the year long planning boards that I made to organize my curriculum as long as an entire year. I presented these boards to the children, administration, in addition to parents. They told everyone where they were going as well as show where they had been. The colors on the boards are grouped together. The picture on the left is a picture of the legend. This is movable in addition to can attach to the front of any month so that everyone knows what is being studied. The picture on the right is a picture of how the movable legend attaches to a month in addition to tells what guided lessons are going to be done in connection with each challenge. This shows how the curriculum is fully integrated in addition to accomplished around a challenge. 9The Year Already PlannedThis shows all ten boards, a whole school year, put together in succession. The bright red arrow at the top names each challenge. Some challenges are two weeks long, in addition to some are one month long. The yellow row represents the Language Arts guided lessons. The pink row represents the Mathematics guided lessons. The purple row represents the Social Studies guided lessons. The blue row shows the Science guided lessons, in addition to finally the green row shows the Art Lessons. The brown row across the bottom show the Meetings so that the children are learning democracy. Going vertically, in addition to following the column down, each column represents a week of integrated guided lessons. Each individual guided lesson is divided into two sections. The top portion of the card, is the guided lesson, often based on Bloom’s Taxonomy in order to teach higher level thinking, while the bottom portion shows the state st in addition to ard that the lesson is founded on.

My Story10The ‘story’ that I used to organize the year long second grade curriculum contained all of my challenges, in addition to explained how one challenge was connected to another. I used a story in my class to engage students. One challenge builds on another in a physical way; one challenge built on, in addition to exp in addition to ed on the previous challenge. The city that was built, was based on a real place, the city the students lived in. For instance, the students learned who they were by being introduced to each other- NBS Introduction, then they became something new by building a new skin- NBS Body Object. The students became their object in addition to found out where they live in the new world- NBS Location. From here the story continued as students created a city where they decided what went on their individual parcels of l in addition to – NBS L in addition to Parcel in addition to NBS Individual Design, how the government would be run- Meetings, what kind of shelter they needed- NBS Shelter, what kind of place to learn- NBS place to learn, in addition to what kinds of ways they needed to move around- NBS Way to Move. The products from each challenge were placed on a physical l in addition to site which contained the city in addition to changed as new learning occurred. Finally the year culminated when the students designed a float to relive the years accomplishments. The sequence began in a simple way by teaching them who they were, in addition to grew to more complex, a functioning, interconnected city. The second graders used their high level thinking skills as the designers of a world of their making with the constraints of applying curriculum to each challenge as guided lessons were taught. I organized each challenge into a pathway that is made up of the challenge in addition to guided lessons. And the progression of experiences in the pathway became my story in the classroom.My Story (cont.)111. NBS Instant City2. NBS Introduction3. NBS Body Object4. Location Challenge5. L in addition to Division Challenge6. Individual Design Challenge7. NBS Way to Move8. NBS Shelter9. NBS Place to Learn10. NBS Float (culminating object)The year long list of design challenges that make up what I call my story. Each was a pathway that included a challenge in addition to guided lessons. Sample Challenge Criteria ListDon’t Wants Needs-to as long as get the -to keep major l in addition to marks geography – to include shelters-to include what -to have places to buy is not there things-out of scale 12This is an example of a criteria list that I used as long as each challenge. It shows the things that I Don’t Want the students to include when they build the challenge in addition to the things that they Need. This criteria list was first created by the teacher apart from the students. However, I began to allow the students to create the list by eliciting responses from them. I did not include some important things that they needed on purpose. I did this in order to activate their high level thinking skills to learn to fix a mistake. In the case of the above list, they found they needed places to get well, a place to learn, in addition to others. The needs list always came from the st in addition to ards. For example, the second grade social studies st in addition to ards require students to know what l in addition to marks in addition to are able to identify them on a map, they have to know about different types of shelters (especially as long as animals), in addition to about commerce in both social studies in addition to science. For each challenge these facts are included as the criteria to justify students physical designs.

Pathway 1 The Instant CityThe challenges began in late August as the students created an Instant City. This is an introduction to the whole concept of Never-Be as long as e-Seen. They were excited too, in addition to were surprisingly adept at contributing to the criteria list, though not as good at following it. One thing that was difficult to do was to teach the students to pay close attention to the criteria list. When I began, I thought that DBL was the sort of methodology where students make their own ideas in addition to there was no right or wrong. I was wrong. It was not until a little later that I found out I was completely in charge. I was always in charge but, as long as got, allowing the students to include anything in their cities. Later I learned that the criteria could be linked to the assessment of the challenges. When this subtle change was made the children really paid close attention in order to get the grade they wanted. 13Here is an example of one city that did not go so well. This student as long as got places to have fun in addition to places to live. I asked many questions about functionality of her design. The positive part of this mistake was that during the revision process she corrected many errors in addition to greatly improved on her original design, showing growth in learning to follow directions. Each student got their own individual piece in which to build their city on. From this the class began to build from individual parts to the whole of the final city.Instant City (cont.)Don’t Wants Needs-too crowded – 3-D-copying -Places to live-to look like our -places to liveCities – places to shop -places to have fun – open places -people -scale14Instant CitySocial Studies 2.2.1Locate on a simple letter grid demographic featuresMath 1.3 Measure the length of an objectArrange the coordinates of a city on a number letter gridMeasure the outside of the instant city in inches.When the students built their city they learned to identify the parts of the city then compared their Instant City to a real city. Criteria ChartCurriculum Integration Chart Some guided lessons that I did with this challenge was to start the year off right by connecting social studies, science, math, in addition to language arts, all around one challenge. They wrote home about their city, using city ‘language’. They decided what types of buildings they wanted in addition to argued about who had better Instant Cities. The students learned about map coordinates in addition to measured the perimeter of their cityPathway 2 NBS IntroductionOnce the students had a chance to try out the Instant City in addition to began to underst in addition to the NBS concept, they were better able to get to know each other by introducing themselves in a 3-D/NBS way. The students found this challenge difficult, but from my perspective difficult in a good way. This was the students first chance to underst in addition to symbolic representation; how one object could be a deck of cards but represent a love of mathematics. This was challenging in a good way. One thing that doing this challenge taught me was that it is okay to front load. The first time I did this challenge I tried to have them do it only after a brief explanation. I was afraid of giving too much in as long as mation to them. After explaining what representation is, the results were much better. 15Jelene, an ELD student, shared how she loves math by using the number cards, how she wants to be a doctor by representing it with a stuffed man in addition to how she had a big family by using a picture of the a lot of people in a building.

NBS Introduction (cont.) Don’t Wants Needs- to as long as get you -NBSto be embarrassed -3-Dto be ignored – to show things I liketo talk while others – to show your are working family – a goal as long as the future16NBS IntroSpeaking 1.5Organize presentations in addition to maintain clear focusJustify why you chose the items you did in addition to what they representSocial Studies 2.1 Trace family history through primary in addition to secondary resourcesPlan in addition to write a descriptive paragraph about your familyCurriculum Integration ChartCriteria ListWhen the students introduced themselves in a new way they learned to identify their own character traits then they represented these concepts in a new way. This sample chart shows the integration of two subjects in school; Language Arts in addition to Social Studies. I chose lessons that went along with the NBS Intro, in addition to the st in addition to ards are from the CA state st in addition to ards. Some Guided Lessons that followed this challenge included writing about themselves, reading stories about meeting new people, in addition to in math, to count the items used.Pathway 3 NBS Body ObjectOnce the students learned about symbolic representation, in the third challenge, they chose one object that represented them in another way, in addition to it became their new skin. By doing this the students experienced new perspectives in addition to became something new in addition to extended the meaning of one thing representing another. The students all enjoyed doing this challenge so much that they didn’t realize that they were learning. The students learned categorization by grouping themselves into families. They were naturals in finding ways in which they were alike in addition to different. They interviewed each other as the objects. One boy who decided he was a football decided, “ The grass is my enemy because all the players throw me down after a touchdown.” 17These students dressed up in their NBS Body Object. The girl in the middle chose a clip board to show how she loves to work hard in addition to how she is organized. NBS Body Object (cont.)Don’t Wants Needs-to be embarrassed -to look like the real object- criticized by others – details that identify-to be a live object – the object to take the full body length -to be seen from across the room – to be man made -NBS -3- D18NBS SkinScience 4.0.4c Compare in addition to sort common objects by two attributesArt 3.1 Explain how artists use their work to share experiencesDetermine different ways that chosen items would be classified.Plan a way to market yourself to others by creating new packaging as long as your productWhen the students became a new object they learned to identify different character traits then they compared their object to others to gain new points of view. One guided lesson done in conjunction with this challenge was they wrote letters from a book to a pencil box. They wrote about a day in the life of a piggy bank or whatever their object was learning the point of view of their object. The first time that I did this challenge I found it difficult to keep the students to the criteria. The second time that I did this challenge I really took charge in addition to let them know that they must look at in addition to use the criteria list. This gave much better results in addition to made the children more aware of the vocabulary used.Criteria ListCurriculum Integration ChartStudents learned about classification of objects by attributes, while at the same time classified their objects.

Pathway 4 Location ChallengeThis pathway led the students to find themselves in a real place so that they could redesign a familiar place with real world constraints as long as the rest of the year. Again, the students thought they were playing a game, but in reality they were learning the Cali as long as nia State st in addition to ards as long as map skills. One student remarked, “This is like a scavenger hunt.” The students were engrossed in finding the different parts of the city as well as where they lived. For this challenge I was very surprised by how adept the they were at keeping up with map concepts. They not only took to the challenge but easily learned a lot about borders in cities, in addition to what needed to be included in the city. They were very motivated to learn cardinal directions in addition to relative directions.19The students worked in groups in order to find themselves on a map to build the city in a real location. The children then shared their ideas why their city location is the best. Location Challenge (cont.)Don’t Wants Needs-to be too big -to include our school-to be too small -to have l in addition to marks-to have separate -to include importantshapes businesses – to give good reasons -to be one solid shape20LocationMath 2.0 Use repeated addition in addition to counting to do multiplicationSocial studies 2.1 trace the history of family using artifacts in addition to other sourcesMeasure your city in addition to use your proportion to enlarge your city on a piece of paperOrganize a map as long as future generations that would tell about the community around youWhen the students located where they were on the map they learned to distinguish l in addition to marks in addition to details then they compared the map of West Covina to a map of Cali as long as nia.Criteria List A Guided Lesson that I did with this challenge was letter writing. The children wrote letters to the neighboring cities to tell them about all the things their real city had to offer. This taught them to use the vocabulary of cities. In Math they learned about multiplication of inches in addition to proportions when they had to make the map bigger.Curriculum Integration ChartThis shows how two subjects, that are usually not grouped or taught together can be when taught around a central theme, in this case city location.Pathway 5 L in addition to Division Challenge21The students decided who had the best idea as long as where the real city was to be built. Then they came up with several different ideas on how to divide the l in addition to up, ultimately deciding on this pattern with 20 l in addition to parcels. There were twenty parcels given one to each student. Each parcel was to be designed by each student separately, then later brought together to make one city. This girl chose what part of the l in addition to that she wanted to design. The students decided to pick l in addition to parcels at r in addition to om, which lead to a great discussion on the l in addition to grab system that took place during the pioneer days.

L in addition to Division Challenge (cont.) Don’t Wants Needs-the same size l in addition to -one piece per as long as everyone child-to few pieces -different size pieces -good reasons as long as how to divide the l in addition to 22L in addition to DivisionSocial Studies 2.2.4 Compare in addition to contrast basic l in addition to useWriting 6.1 Write brief narratives based on experiencesUse double-bubble map to compare urban in addition to suburban Imagine your life in addition to write narrative about your dayWhen the students designed a plan to divide the l in addition to in a city they learned that a whole piece of l in addition to can be divided into pieces many ways then they justified which piece they wanted in addition to why.Criteria ListCurriculum Integration ChartStudents compared in addition to contrasted urban areas in addition to suburban areas while also learning about writing. During this challenge I saw how the students put their high level thinking in addition to reasoning skills to the test. Each student decided what portion of l in addition to was important to them in addition to had to give sufficient reasons on why. Evaluating is a second grade st in addition to ard in addition to I found this challenge particularly suited as long as that. Many times, I found that I wanted to ‘bail them out’. At first, when they found they couldn’t come up with an idea, I would give it to them instead of letting them reason it out. Then I started to let them reason it out themselves so they would learn how to put their ideas into words. I felt they were able to do this as a result of the talking in addition to writing that they did in coordination with each pathway. Pathway 6 Individual DesignAfter the students chose what piece of l in addition to they wanted, they designed what would be on their piece. They loved the idea of taking l in addition to that they live near in addition to planning what want on it. Here I questioned them about their design. I asked what they wanted in addition to why in addition to made them reason it out. The students were fully engaged in the planning of their parcel. They loved talking to the other kids, bragging about what they put on their individual design. As usual, during this challenge I questioned the students about their designs always holding them to the criteria list in addition to not letting them off the hook with any push button ideas or ‘I don’t knows’When making the criteria list I noticed that the students left out some things that the future city needed. I was in charge of the criteria list so I did not allow them to include things like a hospital, or different kinds of stores. I did this in order to get them to realize the problem, fix it on their own, in addition to learn to think in a critical way in addition to have fun.23This shows one student’s individual design as long as his parcel of l in addition to . Individually this student’s design was well-done, but when put together to make a whole city the students recognized a new problem that needed to be fixed. The outline shows the border of their parcel of l in addition to . Individual Design Challenge (cont.) Don’t Wants Needs-to as long as get scale -places to live-to as long as get proportion -places to shop-to put what is not there -places as long as business -places to eat -places to learn – places as long as fun – roads – places to keep laws -NBS24Individual designReading Comp. 2.6 Recognize cause in addition to effect relationshipsSocial Studies 2.4.2 Underst in addition to the role in addition to interdependence of buyers in addition to sellersAssess what the cause in addition to effects of having an unfinished city Judge whether or not our city has the pieces it takes to surviveWhen the students built a NBS l in addition to parcel in a real location they learned to identify what they had too much of or nor enough of then they defended what must be part of the cityThese in addition to other Guided Lessons taught the students to use high level thinking skills in addition to connect two core subject areas Criteria ListCurriculum Integration ChartIn conjunction with this challenge the students wrote a narrative about how the city was designed. They made evaluations about the city as a whole in addition to its sustainability. They learned about taking surveys of what businesses should be in the city in addition to turned them into graphs. These in addition to other lessons were done over a month to cover many areas of the Second grade curriculum.

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City Put Together But not Completed25This is how the city looked be as long as e the NBS Way to Move. The students, each with their own parcel or l in addition to site, put together as long as the first time, saw how they still had to experiment with placement after a Guided Lesson on borders. The first l in addition to site used was made of cardboard in addition to stood four foot by 5 foot. These were kept in the back of the classroom, in addition to could be accessed any time. Later on I acquired a more sturdy l in addition to site made of thick foam board that could be put together, take apart, used, fixed, in addition to reused every year. The students began asking, “How do I get from my parcel to the others there’s no road.” To which I replied, “Good question, let’s look at our next challenge.” Pathway 7 NBS Way to MoveWhen the students put their individual designs together they identified one major thing that was wrong with the whole city. The roads that everyone created only connected things in their own parcels, in addition to did not connect the other parcels to each other. In addition there were no ways to get around the whole city. This challenge in particular gave rise to a great discussion amongst the children. Conversations like “I can’t wait to tell Michael what I made,” as Bershoun said, were not uncommon. I found that during this challenge the children had grown verbally. During this challenge the students discussed the details of their designs in addition to took greater ownership of what they ad created. Growth was seen amongst ELD students who held a high percentage in my class.26This young man, usually reserved ( in addition to an English Language Learner), found an outlet in DBL. He was able to tell about his way to move that relied on water ways. He spoke in addition to wrote about how this would be cheaper than gas.NBS Way to Move (cont.) Don’t wants Needs-the same old way to travel -to be explained-to as long as get the cities size -3-D-to be too small -NBS-to be too big -to try to make it move -reasons how it will be better than other ways to travel -a way to stop in addition to turn -to carry things27NBS Way to moveArt 1.1Show a variety of locomotor movementsPhysical Science 1C Students know the way to change something’s position Describe ways to move around the city in addition to act it out with your bodyHypothesize in addition to test how far objects move with pushing in addition to pullingWhen the students built a new way to move around in the city they learned to identify different as long as ms of travel then they decided on the best ways to move around their city.Criteria ListCurriculum Integration ChartTwo subjects normally not seen together, art in addition to physical science, easily put together around the idea of a city. This challenge paired nicely with the second grade curriculum. The students named their ways to move in addition to we learned about capitalizing proper nouns. After this they really seemed more attentive to capitalizing other proper nouns as well. They measured their ways to move, tested them out, thought critically about how they would work in the city in addition to most importantly placed them in the city being built in order to try it.

Pathway 8 NBS ShelterAfter the students built a connecting roadways in their city, they needed a place to drive. That’s where they began building shelters. The first time I did this challenge I made a mistake in having the students use things around the classroom to build. Over time I found this to be a big drawback in creativity. When non-specific items (no labels, rolls, sticks) were used the creativity in addition to critical thinking were better expressed. The next year that I did this challenge, 2009-2010, I collected household items with no labels, classroom items as pictured here, in addition to other ‘throw away’ items. The second time I did it there was more creativity in addition to thoughtfulness. While proportion in addition to size continued to be an issue, students seemed to stretch their imaginations giving justifications as long as their changes on some of the every day items.28This student found an outlet as long as her creativity in DBL. She came up with a shelter with moveable walls that would roll back in order to be able to put big things inside without problem. She also came up with a stackable house model where houses would be stacked up on top of each other.NBS Shelter (cont.) Don’t wants Needs-to as long as get where you are -place to cook(climate) -places to sleep-to leave out different types -place to batheof shelters -general meeting place-only one room shelters -way to cool/warm-to use books -place to use the restroom-to use markers -NBS -3-D29NBS ShelterWriting 2.1 Write brief narratives based on experiencesMath 2.0 Students identify in addition to describe common objects in spaceClassify the shapes used in the shelters by geometric namesWrite brief narrative about a day in the life at their own shelterWhen the students built a shelter they learned to identify the parts of shelters then they compared in addition to contrasted their shelters with those of animalsCriteria ListCurriculum Integration ChartThe students wrote narratives as well as classified the shapes used in their designs. The students did a lot of writing about their shelters. They wrote narratives about a day in their city l in addition to parcel, as well as planning the plants that would be in their yards. They also read about in addition to compared their shelters to animal shelters. Many students included retractable parts in their shelter which led to great discussion on Cali as long as nia’s climate as well as mechanics, such as simple machines in addition to magnets, both under the second grade curriculum.Pathway 9 NBS Place to LearnNow that the students had a city, a way to get around, in addition to a place to live, they now created a NBS Place to Learn. This challenge tested their creativity. One student replicated the existing place to learn. I really had to push them to come up with new ways to have a place to learn. But after a while of not letting them do the same old thing, they were soon asking me questions like, “Can I have two playgrounds” or “Do the buildings have to have roofs” I found that every once in a while I had to press them on paying attention to the criteria list. I found that the more I pressed them on this the more they felt its importance in addition to followed the list. They were more willing to have that ‘serious fun’ that we talked so much about. I did this challenge two times, 2008-2009 in addition to 2009-2010. In the spring of ‘09 I saw their creativity stifled with the use of classroom materials. In the fall of ‘09 with a new group of learners, I saw their interest increase, in addition to there as long as e production increased. This may have been due to having more scaled building objects on the l in addition to sites. 30These two boys decided they did not like each other’s place to learn. I had them talk it out in addition to justify why their own designs. Once they explained their designs, they found an appreciation as long as each others’ ideas.

Why is the Doreen Nelson Method of Design-Based Learning™ ImportantThis methodology was important as long as several reasons:It inspired students in addition to sparked curiosity in addition to creativity. In a ‘st in addition to ards-based’ world, students are increasingly lacking in play in addition to need are to do more because play builds social skills in addition to can teach civic responsibility.It gave a context as long as learning in addition to presents ideas as they are in real life by integrating all curricula in addition to not teaching them as isolated skills.It gave students who are traditionally not self-motivated learners a voice in addition to an interest in working hard by providing them with fun in addition to learning opportunities.It set high st in addition to ards as long as learning in addition to taught all students how to do things that most don’t believe they can do, such as plan a city.It taught high level thinking skills that can transfer from grade level to grade level, even when smaller facts don’t. Lastly, it was just plain fun. What more can you ask as long as , fun in addition to learning Nelson’s DBL brought them both together in such a way where the students didn’t know they were doing both. 34How Did DBL Change My TeachingAfter developing the Creatureville Project by taking this trip through the world of Design-Based Learning I learned a few things about my own teaching. First, I learned that orderliness in addition to quietness does not necessarily indicate good teaching. People knew my class to be ordered in addition to well behaved. I know now that this doesn’t guarantee anything about student’s learning. Often times now my classroom is louder than most, but it is a not a rowdy noise, but a focused, purposeful noise, because my project encouraged talking in addition to discussion of ideas. Secondly, I learned that replication was not the only as long as m of learning. I would give different projects at the end of each unit of study where the children would produce some sort of item to show that they learned. In all reality it was just a copy of what they learned that was taken out of its context. There was no connection to real life. In my project what they built had a context, the city. All decisions made about the city effected it in real time. Rather than saying, “In the future you will need to know this because ” I told them, “Sure you can put that there or do any thing you want, but what will happen when you do” Thirdly, in addition to on a similar note, I learned how important it was as long as themes in addition to curriculum to be interrelated. In real life the average person is dealing in math, science, in addition to language arts all at one time. When a consumer goes to the store to purchase food, he adds prices, thinks about health concepts, in addition to reads packages all at the same time instead of compartmentalizing these concepts as is done so often in schools. I intend to continue to use in addition to refine my project to best suit the new set of students that will come in the Fall. 35

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