In Travel World today, we looked through different brochures to find good describing words which would give us and idea for when we wrote for our own brochure. we all wrote a paragraph about one hotel in our brochures to persuade people to go there themselves. All of them where pretty persuasive! we all worked hard, and it was very fun!! The Brochures really helped us start our paragraphs off!!!!
by Sophie
Monday, 7 April 2008
Our mantle so far
So far we have had many tasks to do book flights, hire cars and book the hotels or whatever they are staying in. We have got our company name we are called Travel world (travel agency) where as we each have a role each, there are finace officers, directors, team leaders and many more roles. We all have fun and love to join in with mantle, it is a great way of involving every one in our class and we are all enjoying working in our travel agency.
Sunday, 6 April 2008
EPISODE 1
1. Establish Travel Company: ID logo, ethics, name, roles, history of company, headed note paper, biographies, advert to identify selves as the Travel Company.
What have we done?
What have we learned?
What is our story so far?
How do I feel about my learnning?
How will we assess the skills learned together
Metacognition:
(talking and thinking about your own learning and thinking – successful strategies employed and how to move on)
· Teach action planning process & team-work skills.
· Student summative learning evaluation sheet to inform next Mantle of the Expert unit.
· Daily group planning & evaluation of progress.
Assessment:
‘seeing the bigger picture’
Teacher:
· Key skills evidenced in anecdotal observations “Sparkly moments” board”, notes written & end product.
· Evidence of children’s understanding of the process (evidenced in ICT)
· Evidence of ability to work collaboratively, organising skills, resources & time (action plan outcomes, drama, photo evidence)
Pupil:
· Student summative learning evaluation sheet to inform teaching.
· Daily group planning & evaluation of progress (construct company values achievement as a photograph)
· Quality of product & fit or purpose.
· Self & group evaluation abilities (oral & notated pupil comments on effect, quality of product and team-work)
(talking and thinking about your own learning and thinking – successful strategies employed and how to move on)
· Teach action planning process & team-work skills.
· Student summative learning evaluation sheet to inform next Mantle of the Expert unit.
· Daily group planning & evaluation of progress.
Assessment:
‘seeing the bigger picture’
Teacher:
· Key skills evidenced in anecdotal observations “Sparkly moments” board”, notes written & end product.
· Evidence of children’s understanding of the process (evidenced in ICT)
· Evidence of ability to work collaboratively, organising skills, resources & time (action plan outcomes, drama, photo evidence)
Pupil:
· Student summative learning evaluation sheet to inform teaching.
· Daily group planning & evaluation of progress (construct company values achievement as a photograph)
· Quality of product & fit or purpose.
· Self & group evaluation abilities (oral & notated pupil comments on effect, quality of product and team-work)
Skills we are learning
Learning Skills :
Information processing locate and collect info, sort, classify, sequence, compare and contrast, analyse part/whole relationships
Reasoning give reasons for opinions/actions, draw inferences, use precise language to explain what they think, make informed judgements and decisions
Enquiry ask relevant questions, pose problems, plan what to do and how to research, predict outcomes, anticipate consequences, test conclusions, improve ideas.
Creative thinking generate and extend ideas, suggest hypotheses, apply imagination, look for alternative innovative outcomes.
Evaluate judge the value of what they read, hear and do, develop the criteria for judging their own and others work or ideas, to have confidence in their own judgements
Information processing locate and collect info, sort, classify, sequence, compare and contrast, analyse part/whole relationships
Reasoning give reasons for opinions/actions, draw inferences, use precise language to explain what they think, make informed judgements and decisions
Enquiry ask relevant questions, pose problems, plan what to do and how to research, predict outcomes, anticipate consequences, test conclusions, improve ideas.
Creative thinking generate and extend ideas, suggest hypotheses, apply imagination, look for alternative innovative outcomes.
Evaluate judge the value of what they read, hear and do, develop the criteria for judging their own and others work or ideas, to have confidence in their own judgements
Planning
Challenging Questions:
These questions can be used to extend the thinking of more able groups, ready for further challenge.
More able can form a planning committee.
Is their a demand for Volcano experience?
What are our company values?
What are the environmental costs to tourism in developing nations?
Why should we minimise risk?
What do we need to understand in order to take on the commission?
What resources will be needed?
These questions can be used to extend the thinking of more able groups, ready for further challenge.
More able can form a planning committee.
Is their a demand for Volcano experience?
What are our company values?
What are the environmental costs to tourism in developing nations?
Why should we minimise risk?
What do we need to understand in order to take on the commission?
What resources will be needed?
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