Reflection: Student Communication Unit Synthesis: prototype + test + iterate (2 of 4) - Section 3: Making a contract


Another powerful outcome of these prototype contracts is that they allow a student to provide exact instructions to me and to other students.  I often struggle with how best to discuss a students' persistent self-defeating behaviors.  This contract not only allows me to understand a student's self-perception, but prescribes to me the exact corrective intervention that the student wants.

  How should I talk to students about their classroom behavior?
  Student Communication: How should I talk to students about their classroom behavior?
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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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