To appropriate knowledge is to learn the facts, concepts, rules, strategies, etc. that comprise the declarative knowledge associated with a particular topic. Students are currently busy preparing their IP presentations, but throughout the realization of their projects they have been developing the cross-curricular competency, “communicates appropriately”. What are some of the facets of communication you supported, and helped your students develop, during the school year? What specific forms of communication did you target for each of the four stages of the IP project: choosing, planning, executing, and presenting?
Communication strategies
The strategic knowledge associated with a particular topic, in this case helping students learn how to communicate in many different contexts and under diverse circumstances, requires students to develop methods for talking or writing about their project topics. At the beginning of the year, how did your global plan permit you to integrate the use of as many communication strategies as possible, and to model their use in the classroom? What strategies did you use to support students in the development of the cross-curricular competency, “communicates appropriately”?
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Adapting communication to new contexts
Procedural knowledge is often the true test of competency development. Once students have developed knowledge and know-how, they need to learn to identify what strategy to use in a given situation. Procedural knowledge is what allows them to take prior knowledge and integrate it appropriately in new situations or contexts. To read student communications in various contexts, visit Spotlight on Youth and tour the different spaces where students write about their projects: main blog, comments, school spaces, “My IP History”, or view the IP videos that depict student presentations.
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Cynthia Ouellette
lorirabinovitch