Name
How can you prove that you are you?
Topic
Identity and Selfawareness
Learning time
6 hours
Designed time
5 hours and 53 minutes
Size of class
26
Description
The lesson is prepared for eight grade students (14-15 years) in Bulgaria, who are supposed to study Basics of Philosophy. The topic "Identity" seems to be very academic, but it might be explored on an empiric level by observing and analyzing real life situations. The PBL is about analyzing a situation of a man, who have lost a part of his memory and has to prove his identity. The students will make research, analyse resources, answer questionary, discuss aspects of human identity, make self and peer assessment and produce a scenario on the proves the man is finding out to defend his identity. The scenario has to be presented in class but also for the school community and parents.
Aims
The project aims to develop basic and transversal skills like working collaboratively, making substantive decisions, communicate effectively, negotiate; learning and critical thinking skills - analyze, evaluate, create. Students will develop self awareness and learn core aspects of human identity.
Outcomes
Knowledge, Comprehension, Analysis, Synthesis, Application
Editor
Vestomar
Edit
Teacher explains the project in general and divides class in groups  by using Team Up 
45 minutes)
  • Read Watch Listen
    3 min
    26
    0
    The teacher writes down on the white board the driving question "How can you prove that you are you?" and describes the situation to work at: a man survived after car incident and realized, there are things, he can't remember. Going home he finds an other man living there, pretending to have the name Paul and to work as a teacher like Paul did. Students is given the task to make a research about human identity and use their knowledge to create a scenario on how Paul finds proves that he is he.
  • Collaborate
    8 min
    26
    1
    Students are taught how to work with Team up, they are given the link to the classroom, they sign in and 6 groups are built.
  • Practice
    4 min
    26
    0
    Worm-up activity: students is given the task to describe themselves in the group, adding an adjective to their names; the adjective has to start with the first letter of the particular name, for instance "the noisy Nicol".
  • Collaborate
    5 min
    26
    0
    Each group is given a paper with description of the roles in the group. Students decide on their own how to distribute roles.
  • Produce
    25 min
    26
    0
    Each group has to write down on a sheet of paper (A 3) ideas about how might the story of Paul be continued.
Notes:
The roles in each group are: TIMEKEEPER: negotiate time for completing a certain task, in case it is not been set by the teacher; when 5 min left till the end warns the group; brings materials when needed ENERGIZER: sets the order of speaking in the group (clockwise etc.), helps with questions or otherwise when someone has nothing to say in certain situation, directs the discussion towards the main issue, asks additional questions when time left WRITER: writes down the contribution of the group members, summarizes, clarifies SPEAKER: responsible for presenting the group outcome or product In case some groups have 5 members, the 5th one is helping the energizer and the speaker
Resources linked: 0
  Investigating the aspects of identity and defining the problem
70 minutes)
  • Read Watch Listen
    30 min
    26
    0
    Students watch the video "Who am I" at home. They are given instructions how to make notes about the core aspects of the problem.
  • Discuss
    25
    0
    In class: each group gets a questionairy about the content of the video. Students discuss, negotiate, summarize and give answers. The groups exchange the sheets with the answers and compare.
  • Discuss
    15
    26
    0
    Reflection in plenum about which answers are more likely to correspond with the content of the video. Quick check to involve students in the assessment.
Notes:
The teacher sets the order of speaking. She/he chooses 10 essential questions/answers to be compared. {The option of attaching files is canceled.)
Resources linked: 0
Analyze and explore aspects of identity: body, brain-mind, soul, memory-experience, character, values and emotional life
133 minutes)
  • Collaborate
    3 min
    26
    0
    The TIMEKEEPER of each group chooses by lot the aspect to be elaborated in the group. He/she sets the order of speaking during the following discussion.
  • Discuss
    20 min
    26
    0
    Students discuss in the groups ideas how to integrate the particular aspect to the whole image of Paul. They ask questions. Ideas and questions are written down.
  • Collaborate
    10 min
    26
    0
    Students distribute tasks in the group. Tasks match with the google search and the online resources recommended by the teacher. The TIMEKEEPER is responsible to scan the written ideas and questions and send them to the other group members.
  • Investigate
    60 min
    26
    0
    At home students prepare their tasks. They use Team up to give feedback to each other.
  • Produce
    20
    26
    0
    In class students make the final version of their part of the scenario. The WRITERS write down the ideas after summarizing them. A "gallery" of the posters has to be organized on the walls. The SPEAKER present the contribution of their roup for the others.
  • Collaborate
    20
    26
    0
    Peer assessment using rubrics created by teacher and the students with Rubistar.
Notes:
Students first use the rubric for self-assessment and then discuss the results in the groups. They share ideas for improving and rewriting their contribution.
Resources linked: 0
   The final scenario completed with Slidestory
70 minutes)
  • Collaborate
    20
    26
    1
    Each group chooses a delegate who will work on the scaffolding of final scenario. All groups use one subscription for www.slidestory.com Students use tablets in class in order to create slides with the content they already have prepared about their aspect of identity.
  • Collaborate
    20
    6
    0
    At home the delegates of the groups use social media to discuss and create the scaffolding of the final scenario.
  • Produce
    30
    26
    1
    In class the groups are told about the decision of the delegates and use tablets to reorganize the slideshow. They also embed the ideas of improving the particular parts of the whole scenario.
  • Discuss
    0
  • Read Watch Listen
    0
Notes:
Resources linked: 0
Presentation for school comunity and parents
35 minutes)
  • Practice
    15
    28
    0
    Presentation of the final scenario in class via multimedia. Teacher makes formative assessment by using the rubric and also summative assessment of the learning content.
  • Practice
    20 min
    2
    0
    Students write on the webpage of the school an invitation for parents and school community for attending the presentation "How can you prove that you are you?" At the presentation the audience is invited to express impressions and ideas about the topic and the project work.
Notes:
Resources linked: 0

Learning Experience

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