Module+7

D. Ryan Huff Module 7 Content Area-Prophets

Problem-How to search, analyze and apply scriptures to learn more about and gain a personal testimony of prophets, so that one will have a desire to apply what they are taught..

This is a very broad and unspecified problem. Can you make it more specific? If you are more specific when you identify a problem than the next assignment to build a prototype demonstration of this problem is much easier. I'll see what you come up with for the next assignment. dm

Target Audience: Seminary students. Entry Skills: Finding and reading scriptures. Attitudes: Willingness to participate in scripture study. Motivation: Finding truth in order to increase happiness.

Leslie Hoxsie My problem-centered project is "How to Make an Insect Zoo." This falls under the State Science Core Curriculum. The population is 1st-3rd grade, but it may also be applicable to Preschool age, Kindergarten and also students with Special Needs with teacher support and prompts. The components in the design will be: 1. How to Identify an Insect. 2. What is camouflage? 3. The Life Cycle of a Butterfly. I can come up with some other components such as 4. What is a Compound Eye? and 5. What are Antennae for? if I can get to it. So far I have over ten slides, but I need many, many more. I'm wondering how many slides? or is it short enough to be interesting and long enough to cover the subject? I'm pretty sure that it varies quite a bit as to how long you need it to be, some people are doing an entire course for instance, while I am only doing a few days worth of lessons. I'm not enitrely sure what "correct" is, or if there even is one on this kind of stuff, but it might be worthwhile to take a look at the format on some of the other wikis for this unit. I always look at Janet, Janae, and Chantels as a good benchmark. Here's the link to their page. http://cjcubed.wikispaces.com/Module+7

Brandon's comment is right on and so is your concluding statement ... all that is needed and no more. But I do have a suggestions that you think carefully about whether the component skills you have identified really lead to the solution of the problem -- making an insect zoo. Why does the learner need to know about a compound eye to build an insect zoo? Same question for an antennae? What are the conditions that define a good insect zoo? What steps does the child need to take to bring about these conditions? If you really want to teach about compound eyes and antennae then perhaps you need to modify your problem a bit so that this knowledge is necessary to solve your problem. Keep smiling. dm

Brandon Comstock //Content Area –// The Atonement //Real World Problem –// One night you get a text from a friend, and you realize that they are having some serious struggles. You call them up, and in the process of talking with them, it becomes apparent that they have been involved in some serious sins. You try to tell them that things will be OK, but they answer back with “Have you not heard a word I have said, I have done some terrible things, how could a person like me ever be forgiven for what I’ve done.”

This is a pretty generic situation and you have not really posed a problem for the learner to solve. What do you anticipate they will do given the above scenario? The set up of this problem lends itself to merely reciting doctrine about the atonement rather than doing something related to the atonement. Can you make the situation a bit more application oriented? dm
 * Target Audience || 14-18 year old students, attending seminary ||
 * Entry Skills || Students will have experience using the scriptures to answer questions, allthough for some, experience will have come only in a seminary setting ||
 * Previous Experience || It is anticipated that all students have at least some experience with prayer, and repentance, with some having far more than others ||
 * Attitudes || Generally speaking the students are cautious when approaching topics that relate to serious sin ||
 * Motivation || Students are usually in attendane at seminary because they want to draw closer to God, and be happier. Some however are only in attendeance because their parents make them ||