Reflection: Student Ownership CAPSTONE: Population and environment by design (1 of 2) - Section 3: DAY 1-PREWORK: Teams, Topics, Time, and Text


Supporting students' success by facilitating presentations by groups highlighting promising practices is something I do to influence students self-perception.  My students constantly have effective ideas for solving problems, but the large majority want validation from me.  I want my students to consider my feedback as one of many pieces of information informing their use of a particular strategy, especially for long-term projects.  How can they believe that they really are capable, budding experts, if I constantly control the narrative of what works and what does not work in my classroom?  

NOTE: I am not describing evaluation against specific academic standards here.  I am describing how students choose to work towards solutions towards problems once they have mastered academic standards.

  Promising practices
  Student Ownership: Promising practices
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CAPSTONE: Population and environment by design (1 of 2)

Unit 4: Populations
Lesson 15 of 16

Objective: In this Capstone project, students will be able to: 1) collaborate with peers to develop a rigorous public presentation; 2) describe an area of interest where human population impacts the environment; 3) articulate the key features of the human population in the chosen area using data visualizations; 4) identify problems in an area caused by human population growth; 5) develop solutions to problems identified 6) identify the research necessary to better understand potential solutions; 7) publicly present to an audience; 8) provide rigorous feedback to presenting groups; 9) self-assess proficiency using rubrics and captured video; 10) and revise in-class presentations as standalone screencasts.

Big Idea: Human population growth impacts the environment . How might develop an engaging presentation about an area that elucidates the problems and potential solutions to problems posed by a constantly growing human population?

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