Before the Sessions: Bring the Resource Box to every session.

Scheduled Events:

1.       Project Packs: Student Workbook, pages 67-242.
2.       Presentation Schedule Sheet: Class Journal, page 16.
3.       Project Peer-Assessment Sheets: Student Workbook, pages 274-281.
4.       Final Project Teacher Assessment Sheets: Class Journal, pages 78,79.
5.       Presentation Report Sheet: Student Workbook, at the back of each Project Pack; extras on pages 288-290.

Teacher notes:

l        Students are now working on Project Packs according to group choice. This means different groups working on different packs, and doing different activities. This is a course objective, and is a step towards the development of learner autonomy and responsibility.
l        It is important in the first two sessions to allow the students to choose packs, attempt activities, explore learning opportunities, and pursue affordances in various directions, even if this involves changing their minds and starting over on another pack. The teacher needs to trust the students and allow this to happen in a non-threatening environment.
l        Timeframe: We suggest that from the third of these sessions (session 18), that the teacher sits down with individual groups and encourages them to start focusing their explorations towards achieving the project goals (making a project).
l        Presentation Schedule Sheet: Students need to decide on their project and to make an appointment for its presentation (Class Journal, page 16). This information should be entered in the Class Journal as soon as possible.
l        Presentation Report Sheet: Students should complete this sheet as they work through their project Student Workbook, at the back of each Project Pack; extras on pages 288-290.
l        . The teacher can productively ask to view this sheet with groups of students as they prepare. The sheet encourages students in the process of planning and preparation, while helping teachers to identify areas that need their assistance. If, for example, students have not begun to enter information on the Report Sheet, the teacher can counsel them about scheduling their time.
l        The Teacher’s Role: The teacher should perform his/her facilitative role by mentoring and interacting as a learning resource/consultant rather than directing. It is important to be aware of everything that is happening in class, engaging with students, identifying needs, offering assistance, probing, inspiring, encouraging, reassuring, and informing.