Presentation

//Please add any ideas to the sections of the presentation - j.t.// = = =The Presentation:= (approximately 10 - 15 minutes per group, all members must participate)

1. BACKGROUND: provide grade level, surrounding circumstances, theme, WHY it can be classified as PBL, overall question, etc. For grade level: 7th grade social studies. For theme, overall questions, see Proposal. -jt

2. TOPIC SELECTION CRITERIA: discuss what criteria were applied in topic selection, include at least 6 see Proposal -jt

3. FIVE FEATURES/THREE PHASES: show HOW all Five Features are incorporated in each of the Three Phases - specific to your theme and topic - do not read all - give highlights see Five Features/Three Phases Page -jt

4. **TECHNOLOGY:** Technology enables PBL. Students use tools such as word processors, spreadsheets, and databases to perform tasks like outlining, drafting essays, analyzing numerical data, and keeping track of collected information. E-mail, electronic mailing lists, forums, and other online applications facilitate communication and collaboration with the world outside the classroom. The Web provides access to museums, libraries, and remote physical locations for research. Students can create electronic compositions of art, music, or text collaboratively; participate in a simulation or virtual world; and work together to accomplish a real task or to improve global understanding. And all work can be published on the Web for review by real audiences, not just a single teacher, class, or school. When students are challenged to get to work solving real-life problems, the whole world becomes a classroom. Here we offer a guide for getting started.This part of the project is dedicated to demonstrating how new technologies can be the catalyst for teaching and learning in an era where new skills – and the ability to change as times demand – are paramount. Today’s students grew up with technology and expect to use it to get information, solve problems and communicate. These are the very skills they need now and in the future. The most imortant part of learning about immigration is interview which helps to create and summarise the whole pictures of all aspects of immigration process. To record interviews, students may use
 * tape recorders (audio storage device),
 * mp3 player with microphone attachment (consumer electronics device that stores, organizes and plays audio files),
 * computer equipped with a microphone (used to manipulate with data according to a list of instruction),
 * video camera (used for electronic motion picture acquisition).

To present findings, students may use
 * transparency overhead projector (used to display images to an audience),
 * an opaque projector (used to project images of book pages, pictures),
 * web cam (provide views into homes,panoramic views of cities and the countryside),
 * cell phone (used for mobile voice or data communication ).

Students will engage in many different forms of technology. Students will use camera and editing technology for interview work. Television and DVD players will be used for playback and recording of important films, specials and documentaries. The internet provide a important films, specials and documentaries about inmigration. The internet provide an important tool for research and development of the interactive classroom discussion board. The teacher can also use teh internet for assement purposes and recognize of each student. As facilitator in this process, students will be provided with some useful websites, where they can find information about the topic.

The pursuit of knowledge has never been as exciting as it is today. Computers, the Internet,new digital technology, accessibility to hundreds of thousands of databases all over the world, and the ability to learn in a mobile environment allow us all to participate in a new paradigm of technology-enabled education. New technologies enhance our ability to create new ideas, make discoveries, prove our theories, test our knowledge and realize our dreams like never before.

5. ONGOING ASSESSMENT: demonstrate how you utilize all types of assessment (self assessment, peer assessment, and facilitator assessment) on an ongoing basis

6. CULMINATING ACTIVITY: discuss what the culminating activity will look like and explain why it was chosen Things to conisder: a. What did the class decide to share? b. How did they share it? c. How can the facilitator use the culminating event as a means of review and evaluations? d. How can the faciliatator use the culminating event as a transition to the next topic of study?

7. CLOSURE:

A segment of your presentation must be interactive. Use hand-outs and visuals (charts, overhead transparencies, models, etc.) //We have a map of the world with various regions (continents? regions within continents?) color coded. We also have pieces of colored paper about the size of index cards. We then ask the audience to select the colored paper based on the regions whence their ancestors originated. We then have a visual representation and rough poll of the diversity of the entire group. Can be used for a Phase 1, Feature 5 demonstration. -jt//

The interactive piece is not the culminating activity, rather a part of the 5/3: survey, etc. - j.t. (notes from 5/20)

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