Aktivitetsoversigt
For at få de studerende til at tænke over konsekvenserne først, når de står over for en beslutning, bliver de nødt til at øve processen med at tage beslutninger. Belønningssystemet er udviklet i deres hjerne, men ikke konsekvensaspektet blandt teenagere. Øjeblikkelig tilfredsstillelse regulerer deres perspektiv. Dette beslutningstagningskort vil hjælpe dem med at sætte tingene i perspektiv.
Lad studerende brainstorme nogle af deres egne beslutninger, de har taget for nylig, eller dem, de snart står overfor. I denne aktivitet vil eleverne udfylde skabelonen og fordele deres egne beslutninger, og hvordan de har taget valget .
Trin 1: Liste over valgene
Trin to: Afvej konsekvenserne
Trin tre: Se om ressourcer, hvis det er muligt
Trin fire: Vælg en løsning
Trin fem: Overvej beslutningen
En opfølgningsaktivitet til dette kan være at have en "tænke-par-dele" -øvelse. At tillade studerende at reflektere over deres kollegers beslutningstagning vil hjælpe med at opbygge et "konsekvens først" tænkningsmiljø, og de kan muligvis også inspirere af hinanden.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard, der viser en beslutningstagningsmodel for en reel eller forestillet beslutning.
- Klik på "Start tildeling".
- Indtast en mulig beslutning i centertitelfeltet.
- Liste over det første trin i beslutningstagningsmodellen i det øverste titelfelt og de følgende trin i resten af titelfelterne.
- Opret et visuelt eksempel på hvert trin ved hjælp af en kombination af passende scener, karakterer og genstande.
- Beskriv kort, hvad der foregår i hver celle i beskrivelsesfelterne.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aktivitetsoversigt
For at få de studerende til at tænke over konsekvenserne først, når de står over for en beslutning, bliver de nødt til at øve processen med at tage beslutninger. Belønningssystemet er udviklet i deres hjerne, men ikke konsekvensaspektet blandt teenagere. Øjeblikkelig tilfredsstillelse regulerer deres perspektiv. Dette beslutningstagningskort vil hjælpe dem med at sætte tingene i perspektiv.
Lad studerende brainstorme nogle af deres egne beslutninger, de har taget for nylig, eller dem, de snart står overfor. I denne aktivitet vil eleverne udfylde skabelonen og fordele deres egne beslutninger, og hvordan de har taget valget .
Trin 1: Liste over valgene
Trin to: Afvej konsekvenserne
Trin tre: Se om ressourcer, hvis det er muligt
Trin fire: Vælg en løsning
Trin fem: Overvej beslutningen
En opfølgningsaktivitet til dette kan være at have en "tænke-par-dele" -øvelse. At tillade studerende at reflektere over deres kollegers beslutningstagning vil hjælpe med at opbygge et "konsekvens først" tænkningsmiljø, og de kan muligvis også inspirere af hinanden.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard, der viser en beslutningstagningsmodel for en reel eller forestillet beslutning.
- Klik på "Start tildeling".
- Indtast en mulig beslutning i centertitelfeltet.
- Liste over det første trin i beslutningstagningsmodellen i det øverste titelfelt og de følgende trin i resten af titelfelterne.
- Opret et visuelt eksempel på hvert trin ved hjælp af en kombination af passende scener, karakterer og genstande.
- Beskriv kort, hvad der foregår i hver celle i beskrivelsesfelterne.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Flere Storyboard That Aktiviteter
Beslutningstagning Færdigheder
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StoryboardThat er et varemærke tilhørende Clever Prototypes , LLC og registreret i US Patent and Trademark Office
