Looking at project protocols
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Looking at project protocols



Protocols to consider when designing a PBL unit and for project tuning.

Protocols to consider when designing a PBL unit and for project tuning.



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Looking at project protocols Looking at project protocols Document Transcript

  • Looking at Projects Protocol (45-50 minutes) 1. Teacher(s) present the project a. What is the current title? b. Describes the project (essential question, what will the student learn, how long will it take?) c. Describes the process of the project (what kinds of support and feedback will the student receive, what are the criteria for success? How will the students exhibit & present their project?) 2. Presenter’s burning questions a. Presenter(s) pose questions to the participants they would like to be answered or discussed. 3. Clarifying questions a. Participants ask clarifying questions about the project. b. Questions should be simple enough to answer with a yes or no response. 4. Probing questions a. Participates asks questions in an effort to understand better the presenters’ thinking, decisions, and purposes 5. Discussion a. The presenting teacher does not speak for this part. b. It is not about the presenting teacher----it is about the project(s) c. Questions for participants: i. What strikes me about the projects? ii.What questions does it raise for me? iii. How are the 6A’s of Designing Projects addressed? (on reverse) iv. Is the project worth doing—is it work that will engage all students? 6. Response a. Presenters respond, saying how they now view their project, having heard the group’s response. 7. Other teachers respond to the presenter(s) a. What are the lessons in this for my own work? b. What am I learning from this?
  • The Six A’s of Designing Projects • Academic Rigor o How do the projects address key learning concepts, standards or help students develop habits of mind and work associated with academic and professional disciplines? • Authenticity o How do the projects use a real world context (e.g., community and workplace problems) and address issues that matter to the students? • Applied Learning o How do the projects engage students in solving semistructured problems calling for competencies expected in highperformance work organizations (e.g., teamwork, problem-solving, communication, etc.)? • Active Exploration o How do the projects extend beyond the classroom and connect to work internships, field-based investigations, and community explorations? • Adult Connections o How do the projects connect students with adult mentors and coaches from the wider community? • Assessment Practices o How do the projects involve students in regular exhibitions and assessments of their work in light of personal, school and realworld standards of performance? Note: The Six A’s were created by Adria Steinberg c Jobs For The Future, 1996