Thematic Learning, Scaffolded Reading Experience, and Project Based Learning
It is a well known fact that students are more motivated and interested in learning when they can apply what they are learning to their personal lives. One way to develop that interest is to have thematic learning units and project-based learning. Students are more interested in topics when they are hands on and engaging. This engagement can spill over into core subjects as well. Gone are the days where we first will have a reading lesson, then we will have writing lesson.
Project Based Learning in Action
Below is a Youtube video explaining our project. On the right are photos of the students sharing what they learned through research and exploration of the topic. They are sharing with their peers the new information that they have learned. The final picture was our culminating activity to sort pictures of items and activities that occurred long today and today.
|
|
Overall, I saw an improvement in my students motivation. In previous years when I have taught this unit, my students were not interested in this topic. They could not connect to the content, nor did they care. Using the project based learning approach, my students got to research what they had interest in and then listen to their peers talk about their interest. They were very highly engaged in all elements of the project. They worked diligently on their research, They worked collaboratively to put together their final product. They also presented to their peers in a very mature manner. My students really connected with the content and were very highly motivated to learn more.
Standard addressed with this project:
1.H.1.1, Explain how and why neighborhoods and communities change over time
RL1.1 Ask and answer questions about key details in a text
RL1.2 Identify the main idea and details in a text to describe its key details
RL1.7 Use illustrations and details in a text to describe its key details
W1.2 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure
SL1.4 Describe people, places things, and events with relevant details, expressing ideas and feeling clearly.
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Standard addressed with this project:
1.H.1.1, Explain how and why neighborhoods and communities change over time
RL1.1 Ask and answer questions about key details in a text
RL1.2 Identify the main idea and details in a text to describe its key details
RL1.7 Use illustrations and details in a text to describe its key details
W1.2 Write informative/explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure
SL1.4 Describe people, places things, and events with relevant details, expressing ideas and feeling clearly.
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Scaffolded Reading Exprience
Below is a plan developed for a first grade science unit on animal classification. This plan was developed to compare and contrast reptiles and amphibians.
*Outcomes and standards are addressed within the document.