Create the page "Stage 2" on this wiki! See also the search results found.

• Widgets Inc.: Teach Outside the Box
  ...idgets Inc.'' Stage 2 presents R&D tasks, whereas ''Case Studies'' Chapter 2 highlights innovations in product development. *Stage 1 Interns join the company orientation
  9 KB (1,279 words) - 00:11, 22 March 2024
• Lesson plan A
  == STAGE 1 == 2) Learn about handshakes and making a good first impression
  106 KB (18,301 words) - 03:41, 16 June 2020
• Course Extras
  '''Stage 1''' [[:File:Stage_1_Name_Cards.pdf|Stage 1 Name Cards]]
  14 KB (2,339 words) - 18:56, 20 July 2020
• Target
  ...ters who interact with the class via authentic video scenes. At the end of Stage 1, students are put into project teams. [[Stage 2]] is the research and development stage in which students brainstorm product ideas. Working in teams, each student
  3 KB (485 words) - 23:39, 1 October 2018
• Widgets Inc.
  ...bers, with 4 being the ideal number. Teams remain together from Stage 2 to Stage 5, and cannot be changed easily. Teams generally work best when they have a ...hedule a "debriefing" interview between the teacher and the PM after their stage is completed. This allows the teacher to provide one-on-one feedback to eac
  13 KB (2,081 words) - 14:41, 6 April 2019
• Widgets Concepts
  ...tudents are put into project teams where they will remain until the end of Stage 5. ...pleting a product proposal form and an elevator pitch. At the end of Stage 2, teams submit their work, and each student completes a self-evaluation form
  9 KB (1,460 words) - 16:35, 28 December 2018
• Other Resources
  ...ic charts for the market research report (Stage 4), or attractive resumes (Stage 6). Free by sign up with email. ...tps://www.indiegogo.com/about/what-we-do Crowdfunding sites]''' '''(Stages 2, 5)'''
  3 KB (425 words) - 01:18, 24 March 2020
• Course Videos
  '''Stage 1''' [[File:v2.png|200px|thumb|none|link=Video 2]]
  2 KB (306 words) - 16:06, 24 February 2019
• Video 14
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (589 words) - 17:25, 28 February 2019
• Video 1
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (441 words) - 16:48, 28 February 2019
• Video 2
  ==Video 2: Watercooler chat== ==Video 2 Script==
  2 KB (348 words) - 03:16, 21 February 2019
• Video 3
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (471 words) - 16:27, 22 February 2019
• Video 4
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (407 words) - 17:04, 28 February 2019
• Video 5
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  2 KB (316 words) - 16:56, 20 February 2019
• Video 6
  INTERN 2: I agree that it’s funny. And it’s really easy to understand. Those are INTERN 2: But let’s be honest...it’s probably not very effective for dieting. Co
  3 KB (569 words) - 17:10, 28 February 2019
• Video 7
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  2 KB (282 words) - 17:12, 28 February 2019
• Video 8
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  2 KB (333 words) - 17:14, 28 February 2019
• Video 9
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  2 KB (285 words) - 03:47, 22 February 2019
• Video 10
  PARTICIPANT 2: I don’t get it. Why would anyone want to spray paint food? '''Stage 1'''
  3 KB (460 words) - 17:18, 28 February 2019
• Video 11
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (404 words) - 17:21, 28 February 2019
• Video 12
  '''Stage 1''' [[Video 2]]: Water cooler chat - 3 examples (p. 8)
  3 KB (459 words) - 15:20, 21 February 2019
• Video 13
  JESSICA: Yes, absolutely. In the orientation stage, I was so happy to see how quickly you guys got to know each other. It’s '''Stage 1'''
  3 KB (411 words) - 03:51, 22 February 2019
• Lesson plan B
  == STAGE 1 == 2) Learn about handshakes and making a good first impression
  93 KB (15,979 words) - 19:22, 30 March 2019
• Lesson plan C
  == STAGE 1 == 2) Learn about handshakes and making a good first impression
  106 KB (17,885 words) - 20:40, 30 March 2019
• Downloadable Forms
  '''Stage 1''' [[:File:Stage_1_Name_Cards.pdf|Stage 1 Name Cards]]
  1,009 bytes (137 words) - 04:11, 6 January 2019
• Video Notes
  ...udents.''' This is especially true of the sample task videos, in which the stage tasks are literally performed. Lower language proficiency students may want '''2. It helps to develop the authentic context of the course simulation.''' Tha
  2 KB (412 words) - 16:00, 27 October 2018
• Task-Based Learning
  ...enough, informative enough, etc. to achieve its intended purpose. At this stage, avoid judging discrete language features. You are making a holistic decisi If yes, CONTINUE to Step 2.
  12 KB (1,916 words) - 23:16, 5 February 2020
• TBL Assessment
  ...ries of events linked to each other in a reasonably coherent way?) At this stage, avoid judging how good the language is, but rather judge only if the learn '''Step 2: Decide <u>how well</u> the task was performed.'''
  9 KB (1,440 words) - 17:36, 4 November 2018
• Answer Keys
  == Stage 1 == '''p. 5 (A)''' 1. "Your future, today" 2. Widgets was started 5 years ago by three university students. 3. Widgets h
  17 KB (2,950 words) - 15:23, 14 March 2019
• Troubleshooting
  '''Stage 2 — How many product proposals and elevator pitches?''' ...because the different ideas will be evaluated and the best one selected in Stage 3. Students are sometimes confused about this, and misunderstand that each
  5 KB (892 words) - 01:26, 24 March 2020
• User Videos
  '''Stage 2:''' '''Stage 3:'''
  875 bytes (124 words) - 00:38, 20 January 2019