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Transcript
MaViPhi
Nguyen Van Hien ([email protected]) - Vietnam
Generoso Mazo ([email protected]) - Philippines
Tran Duc Tuan ([email protected]) – Vietnam
Lee Shok Mee ([email protected]) – Malaysia
MaViPhi
REDUCING ECOLOGICAL FOOTPRINT
MaViPhi
1. Partnerships in Climate Change
Education (CCE),
Communication & education
goal
2. Develop understanding & skills
in CC communication
input
Content activites
Website; video clips; knowledge; skills, & values
Air pollution
Ecological footprint
3 Rs
Learning
process
Experimental learning, reflection & action based learning, networks
assessment &
instrument
Educational technology, PBL, tellecollaboration, multi-cultural
foundation
ESD & EFA point of view
MaViPhi
PROJECT/LEARNING GOALS
Based on the PBL and telecollaboration approaches the
project aims to establish and develop regional school
partnerships in the 3 countries (Malaysia, Philippine and
Vietnam) on education and communication on climate
change, specifically on reducing ecological footprint in
order to enhance and promote understanding and
awareness as well as capacity of the teachers and
pupils in the 3 partner countries to tackle climate
change challenges in their respective countries
MaViPhi
LEARNING OBJECTIVES:
1. Pupils can identify the instances of degradation of social, economic and
environmental conditions in their local areas due to the heavy ecological
footprint (climate change).
2. Pupils can understand the reasons of degradation of social, economic
and environmental conditions in their local areas and in partner schools
due to the heavy ecological footprint (climate change).
3. Pupils will commit themselves to act individually or collectively to reduce
the ecological footprint in their respective communities/countries.
4. Pupils will appreciate the effects of their proper actions towards reducing
the ecological footprint in their respective communities/countries.
5. Pupils will embrace the proper value system to sustain their commitment
towards reducing the ecological footprint locally and globally.
MaViPhi
STUDENT ANALYSIS
• Upper elementary pupils in the urban area
• Pupils of different socio-economic
backgrounds who are willing to actively
participate in the project
• Pupils of different learning abilities who are
willing to actively participate in the project
MaViPhi
DESCRIPTION OF PBL
•Ways elementary pupils can contribute in reducing the
ecological footprint through sustainable lifestyle such
as; saving energy, minimize use of natural resources;
•Know and document the factors that contribute to
heavy ecological footprint in the three countries;
•Produce a video in each collaborating school to
showcase the ways to reduce ecological footprint;
•Consolidate the data and produce a video for the
whole experience of the collaboration of the 3
countries.
MaViPhi
ACTIVITY DESIGN
TIME FRAME
EVENT
November 2012
Creating collaborative group &
determine topics for collaboration
January 2013
Recruiting project schools
February 2013
Discussion with subject teachers
March – April 2013
Survey & interview (by pupils)
May 2013
Implementing PBL to make portfolio &
video clips on ecological footprint
June – August 2013
Sharing of portfolio & video clips
among network of schools
September 2013
Consolidate the outputs from the 3
countries
(after September)
Disseminate
MaViPhi
ASSESSMENT
CATEGORY
rubric
4
3
2
1
Concept
Team has a clear
picture of what they
are trying to achieve.
Each member can
describe what they
are trying to do and
generally how his/her
work will contribute to
the final product.
Team has a fairly
clear picture of what
they are trying to
achieve. Each
member can
describe what they
are trying to do
overall but has
trouble describing
how his/her work will
contribute to the final
product.
Team has
brainstormed their
concept, but no clear
focus has emerged
for the team. Team
members may
describe the
goals/final product
differently.
Team has spent little
effort on
brainstorming and
refining a concept.
Team members are
unclear on the goals
and how their
contriubtions will help
them reach the goal.
Storyboard
Storyboard is
complete with
sketches for each
scene, detailed notes
on titles, transitions,
special effects,
sound, etc.
Storyboard reflects
outstanding planning
and organization for
the visuals in the
video.
Storyboard is
relatively complete
with sketches for
most scenes, and
notes on titles,
transitions, special
effects, sound, etc.
Storyboard reflects
effective planning
and organization for
the visuals in the
video.
Storyboard has
glaring omissions in
scene planning.
There are some
sketches, and notes
on titles, transitions,
special effects,
sound, etc.
Storyboard reflects
attempts at planning
and organization for
the visuals in the
video.
Storyboard is not
done or is so
incomplete that it
could not be used
even as a general
guide. Storyboard
reflects very little
planning of the
visuals.
Score
MaViPhi
ASSESSMENT
CATEGORY
rubric
4
3
2
1
Research
Note cards indicate
that the group
members developed
questions about the
assigned topic,
consulted at least 3
reference sources,
developed a position
based on their
sources, and
correctly cited their
sources.
Note cards indicate
that the group
members consulted
at least 3 reference
sources, developed a
position based on
their sources, and
correctly cited their
sources.
Note cards indicate
that the group
members consulted
at least 2 reference
sources, developed a
position based on
their sources, and
correctly cited their
sources.
There are fewer than
two notecards OR
sources are
incorrectly cited.
E-Communication
Actively participates
and routinely
provides useful ideas
when participating in
online discussions.
Use appropriate
communicaton tools.
Usually participate
and provides useful
ideas when
participating in online
discussions. Use one
or two
communication tools.
Sometimes provides
useful ideas when
participating in online
discussions. Use
only one
communication tool.
Rarely provides
useful ideas when
participating in online
discussions. Use an
inappropriate
communication tool.
Score
MaViPhi
REFLECTION
MaViPhi