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PROJECT PLANNING FORM

Project title:

Teacher(s):

School:

Grade level(s):

Subjects:




                      STANDARD...
Begin with the End in Mind
 Summarize the theme or ‘‘big ideas’’ for this project.




 Identify the content standards tha...
Craft the Driving Question
 State the essential question or problem statement for the project. The statement should
 encom...
Plan the Assessment

 Step 1: Define the products and artifacts for the project:

 Early in the Project:




 During the Pr...
Plan the Assessment

 Step 2: State the criteria for exemplary performance for each product:

 Product:

 Criteria:




 P...
Map the Project
 Look at one major product for the project and analyze the tasks necessary to produce
 a high-quality prod...
Map the Project
 Draw the storyboard for this project, with activities, resources, timelines, and milestones.




 Use the...
Manage the Process
 List preparations necessary to address needs for differentiated instruction for ESL students,
 special...
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Teacher_Planning_Sheet

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Transcript of "Teacher_Planning_Sheet"

  1. 1. PROJECT PLANNING FORM Project title: Teacher(s): School: Grade level(s): Subjects: STANDARDS-FOCUSED PROJECT BASED LEARNING Buck Institute for Education
  2. 2. Begin with the End in Mind Summarize the theme or ‘‘big ideas’’ for this project. Identify the content standards that students will learn in this project (two to three per subject). Identify key skills students will learn in this project. List only those skills you plan to assess (two to four per project). Identify the habits of mind that students will practice in this project (one to two per project). Identify district outcomes or school-wide outcomes to be included in this project. Does the project meet the criteria for standards-focused PBL?
  3. 3. Craft the Driving Question State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?
  4. 4. Plan the Assessment Step 1: Define the products and artifacts for the project: Early in the Project: During the Project: End of the Project:
  5. 5. Plan the Assessment Step 2: State the criteria for exemplary performance for each product: Product: Criteria: Product: Criteria: Product: Criteria: Product: Criteria: Do the products and criteria align with the standards and outcomes for the project?
  6. 6. Map the Project Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Product: (Check appropriate box) ALREADY TAUGHT TAUGHT HAVE BEFORE THE DURING THE KNOWLEDGE AND SKILLS NEEDED LEARNED PROJECT PROJECT 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. What project tools will you use? Know / need to know lists Daily goal sheets Journals Briefs Task lists Problem logs Do the products and tasks give all students the opportunity to demonstrate what they have learned?
  7. 7. Map the Project Draw the storyboard for this project, with activities, resources, timelines, and milestones. Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project? What challenges or problems might arise in this project?
  8. 8. Manage the Process List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. How will you and your students reflect on and evaluate the project? Class discussion Fishbowl Student-facilitated formal debrief Teacher-led formal debrief Student-facilitated formal debrief Individual evaluations Group evaluations Other: What do you expect to learn from this project?
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