From Village Institutes to STEM

Famous educator John Dewey: ‘Education is not preparation for life, it’s life itself’. He was defending his opinion. When he came to visit our country, he realized that this was his dream when he saw the Village Institutes. The Village Institutes were designed to fulfil John Dewey’s idea of ​​combining work and education. Students were learning all life skills here. They built their own schools, houses, barracks, workplaces and fused production and education by building and living together.
In the light of this information, this lesson plan was prepared by making use of social sciences.

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Lesson Plan

Students first read a story about endangered animals. They were then asked to write a story about the endangered Mountain Goats. Real-life problems were determined in these stories. During the solution generation phase, research was carried out and in line with the joint decision, it was decided to design a shelter for the endangered Mountain Goats.

Integration into the curriculum:

Ecosystem Ecology creates designs to prevent changes in the ecosystem

Aim of the lesson:

Designs shelter for endangered Mountain Goats

Outcome of the lesson:

Designs a three-dimensional shelter that protects the endangered Mountain Goats

21st century skills:

It will make a very important contribution to the development of students’ creativity. It will be possible for them to make new inventions, to develop their skills and to combine these competencies with the information they have received. They will learn the ability to link cause and effect on events and have the opportunity to use this in all their professional lives.

  • Creative
  • Critical thinking
  • Collaborate
  • Problem-solving
  • High communication skills
  • Knowing how to access the necessary information
  • Being open to new ideas
  • Flexible and compatible
  • Knowing your responsibilities
  • Social and cultural skills
  • Self-management and initiative
  • Productivity
  • Leadership

Activities:

2021 STEM Discovery Campaign April Events

Assessment:

Students evaluate their designs according to content, research, process, attractiveness, presentation skills, time usage criteria.

Student feedback:

  • Strengths of my work………………………………………..
  • If I did my work again…………………………………………
  • Teacher’s feedback…………………………………………..

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