Projects for Non-Computer Classes
Introductions
Jenny Craig Terri Freeny Melinda Briscoe
Frayer Model
WhatA system for learning new vocabulary
WhenAt the beginning of a new unit when
vocabulary is being introduced
Frayer Model
HowEach student gets 3-5 words from the
listFill in as much as possibleStudents share their results
ModificationsOriginal uses non-examples, my
students add a graphic element
Define
Non Examples Examples
Characteristics
Jigsaw
WhatSystem for having students gather
new material—chapter, current events, cases, etc.
WhenAfter vocabulary introduction, but near
the beginning
Jigsaw
HowDivide the reading into sectionsDivide the class into groupsEach person in the group reads a
different section and writes down the top three main points
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
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
Chapter 1, section 1 Chapter 1, section 2
Chapter 1, section 3 Chapter 1, section 4
Reflection
Ah Ha Moments
Give an example
Sequencing
WhatSystem for ordering important
information When
May be used anytime within the lesson
Sequencing
HowBegin by making a list of your items in
orderMake class copies of your listCut individual copy into strips and
place each set into an envelope labeled what the unit/topic is
SequencingGroup/partner your studentsGive 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 upAllow time to review the proper sequence
Carousal Sharing
WhatSystem for getting the students up and
actively discussing with a partner/group their knowledge of a subject
WhenMay be used anytime during the learning
process (beginning to assess prior knowledge or at the end to assess learning from a unit)
Carousal Sharing
HowGather either poster boards, easels, or
bulletin board paperWrite/type out as many questions or
situations dealing with the unit you are covering as you have posters boards
Place the questions on the postersTape the posters throughout the classroom
Carousal Sharing
Partner/group your students (have as many groups as you have posters)
Give each group a pen and some sticky notesPlace one team at each posterThe team will read the situation on the posterThe team will answer the question posed to
them on that posterAllow 2 to 3 minutes per poster, then rotate to
the right
Reflections
Is this helpful? How would you use it? Any ideas? Would you like to share?
Conclusion