A teacher asks each one of her learners to explore their family history by asking their grandparents about their family members before them. Learners then are asked to know about others' families. After a whole class discussion, the learners have to draw their family history and write a report on it. What is this strategy known as?

A teacher asks each one of her learners to explore their family history by asking their grandparents about their family members before them. Learners then are asked to know about others' families. After a whole class discussion, the learners have to draw their family history and write a report on it. What is this strategy known as? Correct Answer <span style="">Project work across the curriculum</span>

Learning is the acquisition of new behavior or the strengthening or weakening of old behavior as a result of experience. It represents progressive changes in behavior. The teachers adopts various strategies while teaching.

Key Points

Here, the teacher has assigned the task about family history and and asked to know about other families and prepare a report for it. This is known as Project work across the curriculum.

  • Project work  is work that focuses on completing a task. Project work involves a lot of resources - time, people, and materials - and learners practice a range of skills and language systems.
  • It promotes self-learning and self-assessment and gives a real experience in solving real-life problems.
  • It allows a child to demonstrate their creativity and capabilities while working independently.
  • It enhances the child's ability to apply desired skills such as doing research and using their understanding of the basic concepts.
  • Students become engaged builders of a new knowledge base and become active, lifelong learners.

Thus, it is concluded that the above-mentioned strategy is known as project work across the curriculum.

Related Questions

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?