Critical Thinking and Problem Solving Project Intro

Today we are starting a new project, one that will continue until the end of the semester. We will have a final name next week after Gretchen’s class adds to our ideas for a name. If you haven’t voted, you can complete the Google Form here. You have all created lesson plans, digital stories, a personal website, and more. Now it’s time to integrate all your skills into one project.

Let’s Look at an Example

Before we get to all the details, let’s first look at an example of an Adventure created by a past UGA student. Ours will be set up slightly different, but the premise is the same. You are basically creating a web site for students, parents, and teachers. The site is meant to guide a student through an adventure of your choosing (of course, it’s nice to offer them choices within your adventure as well).


After looking at the UGA student example, what questions do you have? How do you think the adventure could have been improved? Do you notice any missing elements of the adventure that could have made it better? Think on this – maybe as we work through the project, you will want to go about it differently. That’s okay! Just be sure to talk with me to let me know your ideas. Here’s what we came up with so far. Thoughts on Projects.

Partners and Groups

I would prefer you worked with a partner or a group of three for this project. It’s okay if you find yourself planning an adventure in a subject or grade different than the one you identified at the beginning of the semester. I am open to people working alone, but you need to be forewarned that this is a lot of work – being able to share the work load will help you stay on target. Before we think about choosing groups, let’s set up some expectations for working together on the project. We’ll record this in a Google Doc for future reference. You do not have to decide today who you’d like to work with, but be prepared to share this in class on Friday.

Project Rubric

Open this Mind Your Own Adventure Rubric. (Final name still to be determined.)  Talking through the rubric will help you understand what is expected of you throughout the project. It also contains a time line so you can keep on target. You will notice that the criteria for receiving full credit is part of the rubric. Let’s look at this together. We will also be creating our own criteria for the project as a class.

For Friday

  • Come prepared to work with a partner or group of three on Friday. You should talk with them about the topic you want to address for the project. It can be anything really. I’d like you all to strive for adventures that will work with third to fifth graders. If you have a wonderful idea that addresses high school content, feel free to go with that as well.
  • Chapters 4 and 6 should be read by Friday. Some of you have already completed four of the six reading guides. You are still responsible for reading the chapters, but do not need to complete the reading guides. You can access the Chapter 4 reading guide here and the Chapter 6 reading guide here. You may also choose to use the Google form for Chapter 4 and Chapter 6.
  • In addition, your grades have been updated in Google Docs. Please check your grades and look for assignments highlighted in yellow. This means there is some component you still need to complete. It could be as simple as a missing link or a missing assignment.
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