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METHODOLOGY

The instructional activities have been developed based on the assumptions that:

  • The learner generally goes through three phases in the learning cycle - Exploring, Processing, and Applying.
  • The teacher conducts on-going assessment of the learner's knowledge, skills, and interests.

Therefore, the teacher will determine if any activity will be appropriate as an exploratory activity, one that introduces students to a full-blown lesson on a discipline-specific set of concepts. For example, the activity that has students "create" soil may be an exploratory activity that leads into students doing more extensive soil analysis. On the other hand, the teacher may determine that an activity may be an application of a major lesson taught in his/her class. An example in a science class is the activity on identifying "pests or partners," which may serve as an application of the recently learned scientific classification system, where students are able to understand why certain insects share parts of their scientific names.

The activities vary in difficulty or intensity, but they all reflect the project-based learning model that focuses on a central concept or principle, involves students in problem-solving or other meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic, student-generated products. The materials do not constitute a "curriculum;" they are not designed to be used in a set sequence nor do they constitute a "recipe book" for the teacher. In designing the activities, we attempted to:

  • Make project work central to the instruction, rather than peripheral
  • Hold students accountable to themselves and their peers
  • Incorporate authentic tasks related to the world outside the classroom, which result in valuable products
  • Respond to issues or questions that relate to important topics in today's community and tomorrow's world
  • Provide students with opportunities to learn from experience as they complete presentations, exhibits and peer assessments
  • Make some impact on life skills and process skills such as self-management, self-assessment, group-process, and problem solving skills


Sponsors & Collaborators


Hawaii
Department
of Health (DOH)

Hawaii
Department of
Education (DOE)

Agriculture
in the Classroom
(AITC)

 

 

 

 

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Contact Information

For more information, please contact us at
new@ctahr.hawaii.edu

   


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••••• Updated April 19, 2018 •••••

University of Hawaii at Manoa University of Tropical Agriculture and Human Resoureces Department of Human Nutrition, Food & Animal Sciences Department of Family & Conusmer Sciences Cooperative Extension Service Nutrition Education for Wellness Home