Day 4: (Peer Review and Evaluation)
Tell each student to find a classmate as his/her partner. Have each pair review and assess one another’s draft and design ideas based on the project objectives and criteria of the grading rubrics. (See Table 2 and Table 3)
Homework Assignment: Ask students to finalize the garden design and proposal based on the feedback from the peer evaluation. Depending on individual student’s artistic talent, they can choose to build a garden model, hand draw a garden or design a garden using computer graphic design software or app. For students who want to build a garden model, they need to shop for building materials, such as a bridge, pagoda, etc. Local pet shops or art material shop are the places to explore.
Day 5: (Hands-On Learning)
Let students begin to work on their individual projects based on their design ideas. Now this is the time for students to apply their knowledge to their practice by building a Chinese garden model or sketching a Chinese garden. The implementation of the concept will continue to deepen their learning and aid retention.
Instruction strategy: This hands-on learning should enable students to see that the concept of 天人合一 is a significant and integral part of a traditional Chinese garden design. As a part of the formative assessment, go around the room to chat with students individually while they are working on the project, ensuring that they can think deeply about what 天人合一 means and how to integrate it into their garden designs.
Homework Assignment: Let students continue to work on their projects and start to write their first essay, the proposal to the National Arboretum.
Day 6: (Continuation of Day 5)
On this day, you may allocate the instruction time depending on students’ needs. Some students may need more time to complete their garden models or sketch their gardens while others may need to write their first essays. They may have questions for you to answer. For students who have finished these jobs, let them prepare for the oral presentations. Your role is to facilitate students’ interaction with the material and with each other in their knowledge-producing endeavor.
Remind students to check with the grading rubrics when completing the project and essay, as well as preparing the oral presentation.
Homework Assignments:
1. Ask students to finish the garden model design or garden drawing.
2. Remind students to prepare for an oral presentation according to the rubrics.
Tell each student to find a classmate as his/her partner. Have each pair review and assess one another’s draft and design ideas based on the project objectives and criteria of the grading rubrics. (See Table 2 and Table 3)
Homework Assignment: Ask students to finalize the garden design and proposal based on the feedback from the peer evaluation. Depending on individual student’s artistic talent, they can choose to build a garden model, hand draw a garden or design a garden using computer graphic design software or app. For students who want to build a garden model, they need to shop for building materials, such as a bridge, pagoda, etc. Local pet shops or art material shop are the places to explore.
Day 5: (Hands-On Learning)
Let students begin to work on their individual projects based on their design ideas. Now this is the time for students to apply their knowledge to their practice by building a Chinese garden model or sketching a Chinese garden. The implementation of the concept will continue to deepen their learning and aid retention.
Instruction strategy: This hands-on learning should enable students to see that the concept of 天人合一 is a significant and integral part of a traditional Chinese garden design. As a part of the formative assessment, go around the room to chat with students individually while they are working on the project, ensuring that they can think deeply about what 天人合一 means and how to integrate it into their garden designs.
Homework Assignment: Let students continue to work on their projects and start to write their first essay, the proposal to the National Arboretum.
Day 6: (Continuation of Day 5)
On this day, you may allocate the instruction time depending on students’ needs. Some students may need more time to complete their garden models or sketch their gardens while others may need to write their first essays. They may have questions for you to answer. For students who have finished these jobs, let them prepare for the oral presentations. Your role is to facilitate students’ interaction with the material and with each other in their knowledge-producing endeavor.
Remind students to check with the grading rubrics when completing the project and essay, as well as preparing the oral presentation.
Homework Assignments:
1. Ask students to finish the garden model design or garden drawing.
2. Remind students to prepare for an oral presentation according to the rubrics.