Reflection: Checks for Understanding Unit Synthesis: prototype + test + iterate (2 of 4) - Section 3: Making a contract


Though the student contracts are important documents for collaborative work and for meeting students' needs as effectively as possible, I am most actively assessing student ability to engage in engineering design thinking.  I take notes on all students during this activity as I circulate, taking special note of underdeveloped abilities.  I will use these notes to differentiate my teaching practice during the next two lessons when we will develop the capacity to self-assess our engineering design proficiency levels.

  Process as product
  Checks for Understanding: Process as product
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Unit Synthesis: prototype + test + iterate (2 of 4)

Unit 1: "Unit 0": Engineering design thinking
Lesson 9 of 12

Objective: Students will be able to: 1) use evidence to articulate the importance of social-emotional learning skills; 2) create a prototype contract that outlines a solution to a personal social-emotional need; and 3) flash publicize the key ideas of their contracts.

Big Idea: Tenets of social and emotional learning are powerful constraints of engineering design thinking. How might we develop student contracts that maximize self-awareness, self-management, social awareness, relationships skills, and responsible decision making?

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Science, rapid prototyping, engineering design thinking, social emotional learning
  57 minutes
rousseau social
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