Pagan's+Thoughts

Random notes/thoughts from me

What happened to student attidudes and knowledge about energy, energy usage and their connection to global energy issues as a result of participation in a new inquiry based energy curriculum unit?

Students understood and applied the logic cycle during their project development

Description of the logic cycle and how students were expected to use it

What evidence is found in their written descriptions of their use of the logic cycle that demonstrates their understanding and application of the logic cycle

If we look at our project development, including charger development, how did we apply the logic cycle (did we?)

Students were given the opportunity to design their own learning experience through the use of the logic cycle and guidance from teachers/sonlig team members rather than "instruction"

Students introduced to new topics in energy, specifically renewable energy and solar photovoltaic energy as it relates to the Sonlig project and the Sonlig solar charger

Connected to global energy issues – South Africa/Italy/Canada – theo as guest speaker, pagan from Canada

Challenge students to think critically about their energy usage and the impact their choices, and projects, can have on the sonlig project, their community (school) and others

Encourage collaborative workspace among student project groups

Use sonlig team experience to inform instructional material/approach