Using Project-Based Learning and Standards-Based Education - Projecttemplate

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June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy

Published in: Education, Technology
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Using Project-Based Learning and Standards-Based Education - Projecttemplate

  1. 1. Project Design TemplateProject Title:Author:Project Idea: Investigation, scenario, problem, challenge, issue, etc.Entry Event: to launch inquiry and spark curiosity.Power Standard:Content Standards & Objectives: Identify the objectives explicitly taught or learned throughdiscovery within this project design; identify the learning targets and the evidence of student masteryfor each learning target within each objective. Be sure the project meets the criteria for standards-focused PBL.Objectives Directly Identified Learning Targets Evidence of Success in AchievingTaught or Learned Identified Learning TargetThrough Discovery21st Century Skills: Identify the Learning Skills and Technology Tools Standards that students willpractice in this project.21st Century Skills Learning Skills & Teaching Evidence of Success Technology Tools StrategiesInformation andCommunicationThinking andReasoning SkillsPersonal andWorkplace SkillsPerformance Objectives: What must all students know and be able to do as a result of this PBLexperience? Know DoDriving Question: State the driving question or problem statement for the project. The statementshould encompass all product content and outcomes, and provide a central focus for student inquiry.
  2. 2. Be sure you pose an authentic problem or significant question that engages students and requirescore subject knowledge to solve or answer.Assessment Plan: Define the products and artifacts for the project. Be sure to include a variety ofassessments for learning that are closely tied to the content, learning skills and technology toolsoutcomes. The products and criteria must align with the objectives and outcomes for the project.State the criteria for exemplary performance for each product. Plan for assessments that providestudent feedback as the project progresses and provide for a culminating appraisal of performance orproduct with an accompanying rubric that clearly assesses the learning targets. When building theculminating assessment, remember the acronym GRASPS. Major Group Products Major Individual ProjectsAssessment and Reflection:Rubric(s) I will use: (Check all Collaboration Written Communicationthat apply.) Critical Thinking & Problem Solving Content Knowledge Oral Communication OtherOther classroom Quizzes/ tests Practice presentationsassessments for learning: Self-evaluation Notes Peer evaluation Checklists/observations(Check all that apply) Online tests and exams Concept mapsReflections: (Check all that Survey Focus Groupapply) Discussion Task Management Chart Journal Writing/ Learning Log OtherMap the Project: Examine one major product for the project and analyze the tasks necessary todevelop a high-quality product. What do students need to know and be able to do to complete thetasks successfully? How and when will they learn the necessary knowledge and skills? Do theproducts and tasks give all students the opportunity to demonstrate what they have learned?Product: Knowledge and Skills Needed Already Have Taught Before Taught Learned the Project During the Project1.2.3.4.5.6.
  3. 3. Resources: School-based Individuals: Technology: Community: Materials:Manage the Process: Describe everything necessary to ensure targeted learning does occur. Thismay include, but is not limited to, plans related to grouping, classroom management, and the types ofknowledge and skills students should have mastered prior to beginning the project. List thepreparations necessary to differentiate instruction for the diverse learners in your classroom.Project Evaluation: How will you and your students reflect on and evaluate the project?

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