Project Based Learning
1.Project Plan
(1.1)The Define Phase
(1.11)Introduction:
· Write a statement describing the overall purpose of the project.
·
What is the key challenge or
problem the project is aiming to address?
· What are students intended to learn from the project?
1. How are we responsible for change in
climate?
2.Is change of climate is inevitable?
3.
What is climate?
4.
What is thedifference between climate and weather?
5.
Write the consequences of climatic changes?
6.
How will you help to your neighbor, after listening the news of onset of
cyclone in your area on TV or radio?
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(1.12)Project Scope:
Describe
the scope of your project. This may include class and section, subjects it
covers, self shills to be used etc. as well as other factors affecting scope.
VIII
English Chapter 8 Monsoon Diary
Exploration
of environment and find out the different patterns.
Student’s
research will be monitored.
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(1.13) Curriculum and Standards:
List
the curriculum and standards this project with cover.
VIII English Chapter 8 Monsoon Diary
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Project Based Learning
Lesson 2
2.1 Essential Question:
Put in writing the question that will engage the students
1. How are we responsible for change in climate?
2. Is change of climate is inevitable?
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2.2 Grouping Strategy:
Describe the
criteria that will be used to form students team and how this maps to the goals
of the project.
Team will comprise groups of 11 students of mixed
gender, and mixed ability and skills. One of the goals is to promote teamwork
in mixed ability groups so that higher ability students get opportunities for
peer instruction, and lower ability students benefit from the more advanced
collaboration that will arise from this.
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2.3 Learning Environment:
Describe the
learning environment for the project including any classroom adaptation that
will be required.
A group working area in the classroom will be set
aside with tables and chairs to allow more effective interaction among team
members. A classroom wall near the project area will be set aside to post
paper materials collected during research. Computer labs will be used for the
majority of the online work. Research notes will be recorded in
computers/blogs. Some collaboration between students will take place through
email/whats’app.
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2.4Assessment Approach:
Describe
the approach for:
2.41 Authentic
Assessment:
2.42 Formative Assessment:
Regular feedback will be provided as the students
work on internet and library research, surveys, date sheets, and presentation designs.
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2.43 Summative Assessment:
Assessment will be conducted on
·
Team portfolios in blogs/emails
PowerPoint presentation on a balanced diet/web
design
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2.44 Rubrics:
Assessment will be conducted on
·
Team portfolios in blogs/emails
PowerPoint presentation on conservation of
environment and controlling pollution/web design
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2.45 Gradings:
Project grades will be based on a combination of
scores from assessments made during the project. A rubric will be used to
compile grades.
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Project Based Learning
Lesson 3- Plan
Phase
3.1 Work Breakdown, Products and Milestones:
List the project task and, if possible at this stage include the
sub-tasks. For each task add the product that will be created and indicate it
will be a milestone.
Activity: 1. Evaluation of changes in climate
2. Preparation of strategies to combat with reverse climatic
changes.
3. To aware the society, to
play the role of a responsible citizen
4. Factors which affects
the weather and climate.
5. Development of analytical and scientific skills Research:
Online and using books
Presentation: Ppt of climate ad effect of climate changes
Celebration: Mini exhibition on different climates
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3.2 Role definitions:
List the
roles team members will fulfill in the project.
Project leader: Teacher
Researcher : One student
Survey writer : One student
Presentation : Group leaders
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3.3 Task schedule:
Note start
and end dates for the project.
Include
expected dates to start specific tasks
Start date : Nov 1st 2016
End date : Dec 15th 2016
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3.4Special Activities Plan:
List
any special activities (e.g. Field trips or guest speakers) including dates.
Mini exhibition: Dec 15th 2016
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3.5Resources Plan:
List resources
that will be required during the project and any other date constraints
associated with them.
Computer, library
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3.6 Direct Instruction:
List any planned
direct instruction sessions and link them to specific tasks if appropriate.
Different climates
Exploring the environment
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3.7 Reviews and checkpoints:
Describe
how you will incorporate review meetings and checkpoints in the project
At the end of every week there will be discussion for
10 minutes.
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3.8 Assessment plan:
Describe the balanced assessment plan for the project. List products
that will be assessed during the project. List rubrics that need to be created
before project launch.
It will include: The survey and results,exploration of
environment,ppt,analyzing climate changes.
Rubrics for the above will be prepared accordingly.
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LESSON -4
WORK PLAN
Sl.
No
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TASK
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SUBTASK
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ROLE
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START DATE
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END DATE
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PRODUCT
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01
|
Launch project
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01.11.16
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01.11.16
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Project launched
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02
|
Deliver
classroom instruction
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Areas to be
covered.
1.climate
changes
2.Other effects
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Teacher
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02.11.16
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02.11. 16
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Initial
classroom instruction is completed
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03
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Group selection
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Group leaders
1.
Niranjan prakash
2.
J pranav
3.
Avinash
4.
Abhinav
5.
Abhishek
6.
Adwaith L A
7.
Rahul Manohar
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Teacher
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03.11.16
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03.11. 16
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Group selection
is completed
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04
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Conduct research
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1.Evaluation of changes in climate
2. Preparation of strategies to combat
with reverse climatic changes.
3. To aware the society, to play the role
of a responsible citizen 4. Factors which affects the weather and climate.
5.
Development of analytical and scientific skills Behavioral outcomes
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Student
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04.11. 16
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10.11. 16
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Students
recorded in the computer
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05
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Perform survey
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Exploration of
environment and preparing a report
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Student
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11.11. 16
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20.11. 16
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Collected report
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06
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Programme sheet
activity
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1.
Relation between Fibonacci
sequence and golden ratio
2.
Geometric progression
3.
Harmonic progression
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Student and
teacher
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21.11. 16
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28.11. 16
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Prepared
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07
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Advice meeting
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Team prepare
briefs
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All team members
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29.11. 16
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29.11. 16
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A meeting was
held
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08
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Programme sheet presentation
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Presentation
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,,
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30.11. 16
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30.11. 16
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Presented
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09
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Preparation of
questionnaire
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Eliciting from
peer group and self analization
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Each member
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01.12. 16
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01.12. 16
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Prepared
questions
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10
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Lecture by specialist
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Mrs.Bindu PGT
Biology on climate changes and its effect
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Teacher
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02.12. 16
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02.12.16
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Completed
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11
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Exhibition
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Practice
presentation
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All members
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03.12. 16
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03.12. 16
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Completed
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12
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Project
presentation
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Posting in the
computer/blog
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All
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05.12. 16
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05.12. 16
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Completed
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13
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Assessment and
grading
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Prepare rubrics
and assessment
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Teacher
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05.12. 16
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05.12. 16
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Completed
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14
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Reflection and
evaluation
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Student
reflection and evaluation,Teacher refection and evaluation
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Students and
teacher
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05.12. 16
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05.12. 16
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Completed.
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15
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Project closed
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Submitting to the
Principal
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Teacher
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15.12. 16
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Closed
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Lesson 5
The Do Phase
(5.1) Project Launch:
Describe
how the project will be launched, including how goals, expectation, rules,
procedures, assessment, and grading will be presented to the students.
The project will be launched
in class VIII C.
A briefing will be given
about the survey to be undertaken, how to go about the research work ,tips on
how to make a PowerPoint presentation etc. Students opinion and how best they
can contribute will be discussed
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(5.2) Artifacts:
List
artifacts that will be created during the project
Research notes
Survey reports
Presentation
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(5.3) Culminating product:
Describe
what culminating product or products are expected to be created during the
project and how they will be presented.
Ppt – Sequences
Chart- Effect of weather and climate change.
Report of the exploration work done in the
environment
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(5.4) Celebrating completion:
Describe
how the students will celebrate when the project is completed.
A “mini
exhibition” of the project will be done in the class.
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Lesson 6
The Review Phase
(6.1)Student
Reflection and Evaluation:
Describe how student reflection
and evaluation will be conducted.
For students
reflection the lesson I will take up in the Do phase
Each student will
write about the topics he got, new information gained, new skills learnt,
what they liked about the project and what they did not like. They will go
through the ppt, survey report, different activities and information
collected by the students before writing down the reflection.
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(6.2) Teacher
Reflection and Evaluation:
Describe how teacher reflection
and evaluation will be conducted.
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(6.3) Assessment of
21st Century skills:
List of 21st century
skills in this project and its assessment
Artifact
|
21st
Century skill(s)
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Research notes
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Problem solving,
initiative, ICT
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Survey designs
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Creativity, problem
solving, communication
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Message boards
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ICT, communication,
teamwork
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Presentation
outlines
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Initiative,
creativity, ICT, communication
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(6.4) Summative
Assessment and Grading:
List products and the
corresponding rubrics that will be used for SA and Grading
Product
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Rubric
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Grading
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Survey results
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Survey questions
and results rubric
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Activity sheets
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Activity sheet
rubrics
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Presentation
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Presentation rubric
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Blog portfolio
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Blog rubric
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Lesson 7
The Manage Phase
(7.1) Process Management:
List
tasks that will be used to manage the process of conducting the learning
Brief introduction : Different types of
sequences
Each group will be given a sub topic to work
upon
The process of the students will be monitored
weekly followed by a discussion
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(7.2) Student Preparation:
Describe
how students will be prepared for the project prior to launch. List any
specific instruction or tasks that will be needed
The students will be told about the idea for
the project 2 weeks before it starts. How to use ICT tools to be used during
the project (i.e. using a spreadsheet for survey results) will be practiced
before the project launch.
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(7.3)
Facilitation:
Describe
how facilitation of resources will be used to enable the students to be
successful.
Use of the library and computer equipment
will be scheduled and booked in advance.
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(7.4) Progress Monitoring:
Describe
how program will be monitored throughout the project.
Whole class conference once per week
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Group Progress
Team checkpoint meetings as well informally daily checking with teams
and individuals on their work.
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Individual Progress
(7.5) Re-planning:
Describe
how‘re-planning’ will be used if the project goes off track
Since student autonomy is low there is low
risk of the project going off track. 10% additional time allowance has been
included for overrun but the end date cannot be exceeded. There is an option
for homework to be used to catch up if necessary.
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(7.6) Conflict Management:
Describe
how to address problems related to participation, offer approaches to manage
other conflicts that may arise.
Teamwork rules will be included in project
launch presentation. Students are asked to initially try to work out
conflicts on their own. In the case of a deadlock, issues are to be raised
with the teacher. Lack of participation will be dealt with by culprits being
removed from the project work and set to work on alternative individual tasks
for the duration of the project.
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