Pregled Aktivnosti
Kako bi učenici prvo pomislili na posljedice kad se suoče s nekom odlukom, morat će vježbati postupak donošenja odluka. Sustav nagrađivanja razvijen je u njihovom mozgu, ali ne i aspekt posljedica među tinejdžerima. Instant zadovoljenje vlada njihovom perspektivom. Ta karta odlučivanja pomoći će im da stvari gledaju u perspektivu.
Neka učenici razmišljaju o nekim vlastitim odlukama koje su nedavno donijeli ili onima s kojima će se uskoro suočiti. U ovoj će aktivnosti učenici ispuniti predložak i raščlaniti vlastite odluke i način na koji su odlučili .
Prvi korak: popis izbora
Drugi korak: odmjerite posljedice
Treći korak: Potražite resurse, ako je moguće
Četvrti korak: Odaberite rješenje
Peti korak: razmislite o odluci
Daljnja aktivnost za to može biti vježba „razmisli par-dijeli“. Dopuštanje učenicima da razmišljaju o odlučivanju svojih vršnjaka pomoći će u izgradnji okruženja za razmišljanje „prvo što je posljedica“, a možda će moći i inspirirati jedni druge.
Upute o Predlošku i Klasi
(Ove su upute potpuno prilagodljive. Nakon što kliknete "Kopiraj aktivnost", ažurirajte upute na kartici Uredi zadatka.)
Upute za studente
Izradite ploču s knjigama koja će prikazati model stvarne ili zamišljene odluke.
- Kliknite "Pokreni dodjelu".
- U okvir srednjeg naslova upišite moguću odluku.
- U prvom dijelu naslova navedite prvi korak modela odlučivanja i sljedeće korake u ostalim naslovnim okvirima.
- Stvorite vizualni primjer svakog koraka pomoću kombinacije odgovarajućih scena, likova i predmeta.
- U okvirima s opisima ukratko opišite što se događa u svakoj ćeliji.
- Spremite i pošaljite zadatak.
Referentni Plan Lekcije
Rubrika
(Također možete stvoriti vlastiti na Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Pregled Aktivnosti
Kako bi učenici prvo pomislili na posljedice kad se suoče s nekom odlukom, morat će vježbati postupak donošenja odluka. Sustav nagrađivanja razvijen je u njihovom mozgu, ali ne i aspekt posljedica među tinejdžerima. Instant zadovoljenje vlada njihovom perspektivom. Ta karta odlučivanja pomoći će im da stvari gledaju u perspektivu.
Neka učenici razmišljaju o nekim vlastitim odlukama koje su nedavno donijeli ili onima s kojima će se uskoro suočiti. U ovoj će aktivnosti učenici ispuniti predložak i raščlaniti vlastite odluke i način na koji su odlučili .
Prvi korak: popis izbora
Drugi korak: odmjerite posljedice
Treći korak: Potražite resurse, ako je moguće
Četvrti korak: Odaberite rješenje
Peti korak: razmislite o odluci
Daljnja aktivnost za to može biti vježba „razmisli par-dijeli“. Dopuštanje učenicima da razmišljaju o odlučivanju svojih vršnjaka pomoći će u izgradnji okruženja za razmišljanje „prvo što je posljedica“, a možda će moći i inspirirati jedni druge.
Upute o Predlošku i Klasi
(Ove su upute potpuno prilagodljive. Nakon što kliknete "Kopiraj aktivnost", ažurirajte upute na kartici Uredi zadatka.)
Upute za studente
Izradite ploču s knjigama koja će prikazati model stvarne ili zamišljene odluke.
- Kliknite "Pokreni dodjelu".
- U okvir srednjeg naslova upišite moguću odluku.
- U prvom dijelu naslova navedite prvi korak modela odlučivanja i sljedeće korake u ostalim naslovnim okvirima.
- Stvorite vizualni primjer svakog koraka pomoću kombinacije odgovarajućih scena, likova i predmeta.
- U okvirima s opisima ukratko opišite što se događa u svakoj ćeliji.
- Spremite i pošaljite zadatak.
Referentni Plan Lekcije
Rubrika
(Također možete stvoriti vlastiti na Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Više Storyboard That Aktivnosti
Vještine Odlučivanja
Svjedočanstva
“Korištenjem proizvoda bili su toliko uzbuđeni i toliko su naučili...”– K-5 knjižničarka i učiteljica nastavne tehnologije
"Radim vremensku crtu Napoleona i tražim [učenike] da odrede je li Napoleon bio dobar ili loš momak ili nešto između."– profesor povijesti i specijalnog obrazovanja
"Učenici postaju kreativni uz Storyboard That i postoji toliko mnogo vizualnih elemenata koje mogu izabrati... To ga čini stvarno pristupačnim za sve učenike u razredu."– Učiteljica trećeg razreda
Ponuda za Uvodnu Školu
SAMO 500 dolara
- 1 Škola
- 5 učitelja za jednu godinu
- 1 sat virtualne PD
30-dnevno jamstvo povrata novca • Samo novi kupci • Puna cijena nakon uvodne ponude • Pristup je za 1 kalendarsku godinu
© 2025 - Clever Prototypes, LLC - Sva prava pridržana.
StoryboardThat je zaštitni znak tvrtke Clever Prototypes , LLC i registriran u Uredu za patente i zaštitne znakove SAD-a
