|Thread title||Replies||Last modified|
|Spheres||0||21:56, 3 October 2009|
|Target level||4||09:18, 30 September 2009|
|Photos of plants/animals etc.||1||09:03, 28 September 2009|
|Flow chart||2||08:32, 28 September 2009|
|UN Report||1||08:22, 28 September 2009|
|Wonderings reflection||0||06:41, 27 September 2009|
|Reading||0||06:39, 27 September 2009|
|Social constructivism||0||01:40, 27 September 2009|
|Merging of effects||1||07:49, 26 September 2009|
Hi All, I had a look at the spheres stuff and have tried to make it more accessiblle to our learners, Have a look and see what you think. BTW any grammar experts out there, I'm not sure about affect and effect so if we are keeping it someone may want to check. Its my Achilles heel T
Some of this content is above the target learner level. Tina may I have your opinion on this. Can the provider of this content please check this out?
Kind regards, Leigh
Hi Leigh, I think this one is from the google docs. Can we dump it without losing learner time? I don't think we have time to rework it at this stage and there has already been substantial reading in this module. Let me know what you think (I'm keen to cut it)
Is this the spheres stuff? I'm happy to take it out if we don't need the time. It seems a little high in level to me ...
I was talking about the UN article but I know what you mean about the spheres stuff. I have tried to rework it to suit our target audience as much as I can. Maybe we could put it in the teachers notes as an extension activity but you might want to check with Stanley before you cut it. Its one of his. We could move the board game from the final module into this module if we wanted to replace spheres. T
Ah! If you're happy with the spheres stuff then I'm fine - its a long time since I was 8 ;-) and since I don't have any children or work with children I'm finding it tricky to think about level. Can I leave this decision with you guys? Just tell me what you want to do ...
Please can someone provide at least some photos (if not all) of all the animals and plants mentioned, otherwise they just become meaningless text. Personally it is not meaningful or authentic to me to learn names of animals or plants if I have no idea what they look like.
I don't want to create an activity on this flow chart until I know where it comes from (and if we have permission to use it) I went to the TinEye site and it couldn't be found there. If we can't work out where it is from we should ditch it or replace it with something useable. Any ideas? T
Hi Tina It came from our Google docs dumpbox, no source that I can find - not sure who put it there ... H
Isn't the link to the source in the wrong place? Shouldn't it be at the bottom?
If students are required to do any readings, please do not provide a link - rather provide the entire/relevant content, or ask the educator to print it and hand it out to the learners, in which case the link has to be moved to teacher notes. Remember, we can't assume the learners have access to internet or computers... thanks! - leigh.
Hi Heather and everyone,
Heather, please will you merge Effects I and Effects II. Please will you add the content of Effects II under Effects I for both the learner and teacher notes. Please will you then rename it to Effects of Deforestation. These modules are too sparse and combining what we can will help with the focus. Also, two modules with the same topic will be more difficult to pad out and there will end up being duplication of both content and effort e.g. as they stand each module requires a separate set of teacher notes that need to be created/added to, validated, quality controlled etc.
Kind regards, Leigh