Proximus_Wolf

Problem-based lesson in geometry for high school: Deeper Thinking and Learning Domain Knowledge. Is student work deeply rooted in discipline-specific and -relevant knowledge, skills, and dispositions? Yes / No / Somewhat Deeper Learning. If yes, is student work focused around big, important themes and concepts that are central to the discipline rather than isolated topics, trivia, or minutiae? Yes / No / Somewhat Critical Thinking. Do learning activities and assessments allow students to engage in deep critical thinking and analysis? Yes / No / Somewhat Problem Solving. Do learning activities and assessments allow students to engage in complex and messy (not simple) problem solving? Yes / No / Somewhat Creativity. Do students have the opportunity to design, create, make, or otherwise add value that is unique to them? Yes / No / Somewhat Metacognition. Do students have the opportunity to reflect on their planning, thinking, work, and/or progress? Yes / No / Somewhat If yes, can students identify what they’re learning, not just what they’re doing? Yes / No / Somewhat Assessment Alignment. Are all assessments aligned cognitively with standards, learning goals, instruction, and learning activities? Yes / No / Somewhat

Forklift training - create lessons to prepare them for training in VR during lesson and focus on safety and equipment

World war 2, ensure the lesson is lecture based and suggest video links and other media pictures

Bias - implicit bias - create a lesson for 5th graders - 45 minutes - suggest group activity. This lesson is to be an introduction to the concept of group bias

Fernanda's Entrepreneurship Beginner's Class

Physical education - how to kick a soccer ball and rules