Project Based Learning a quick start guide


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During this school year I have developed and implemented an architecture project for our ESL primary students.

Project-based learning requires much preparation and planning. It begins with an idea and an essential question. When designing the project it is important to remember that many content standards will be addressed. With these standards in mind, devise a plan that will integrate as many subjects as possible into the project.
Have in mind what materials and resources will be accessible to the students. Next, students will need assistance in managing their time -- a definite life skill. Finally, have multiple means for assessing your students' completion of the project: Did the students master the content? Were they able to apply their new knowledge and skills?

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Project Based Learning a quick start guide

  1. 1. developing and implementing an architecture project for our ESL primary students. Enric Calvet. May 2014
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  3. 3. "Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding.“ JAMIE MCKENZIE, THE QUESTION MARK
  4. 4. Example of a project in grade 6. Design your superhero.
  5. 5. When designing the project, it is essential that you have in mind which content standards will be addressed.
  6. 6. Physical characteristics, clothing (he/she is wearing...), adjectives, likes and dislikes, macots, can and cannot, routines, simple present, adverbs, simple past, future, ... Or any other content you want to cope with!
  7. 7. "We have to know the curriculum. We've got to know the standards inside and out. Even though it looks like the kids are doing all the hard work, there's a lot of planning that goes on behind it to make sure that the work is there for them” A KINDERGARTEN AND FIRST-GRADE TEACHER
  8. 8. •What time allotment will be given to the project? •Will this project be conducted during the entire school day or during dedicated blocks of time? •How many days will be devoted to the project? Enable success by practicing the following tactics:  Help students who may not perceive time limits.  Set benchmarks.  Give students direction for managing their time.  Teach them how to schedule their tasks.  Remind them of the timeline.  Help them set deadlines.  Keep the essential question simple and age appropriate.  Initiate projects that will let all students meet with success.
  9. 9. UNITAT DIDÀCTICA 5 Who is he or she? GRUP CLASSE DURADA PERÍODE CURS ESCOLAR PROFESSOR/A 6è 13 sessions 2n trimestre 13-14 Enric ÀREES/MATÈRIES TÍTOL I JUSTIFICACIÓ DE LA UNITAT Art, TIC,Web 2.0 tools, Social, Music, Key Skills El Projecte My SuperHero, realitzat amb una eina TIC 2.0, servirà de fil conductor per elaborar una descripció física i del caracter d’un super heroi, la qual cosa servirà també per fer un repàs exhaustiu de Clothes, Parts of the body, Adjectives, some basic structures, and some new ones. OBJECTIUS D'APRENENTATGE COMPETÈNCIES BÀSIQUES CRITERIS D'AVALUACIÓ • Elaborar una descripció escrita d’un Super heroi • Realitzar una descripció oral d’un Super heroi • Dibuixar un Super Hero amb una eina TIC i seguint les instruccions donades Competència comunicativa •Expressió escrita •Expressió oral •Comprensió oral •Comprensió escrita 1 Rubric for writing assessment. Aplicació del Code correction for writing 2 Rubric for oral assessment 3 Participa cantant una cançó 4 Entén les instruccions per realitzar les diferents tasques Proba CB 5 Extreu informació concreta d’un text instructiu per fer una tasca Proba CB CONTINGUTS Structures: I’m / I’ve got... He is/ She is... He’s got/ She’s got... His/her favourite... He is about... He is usually wearing... He likes/ he doesn’t like...He can/he cannot...He lives... He gets up... Adjectives for personal and physical description Shapes revision Daily routine: simple present, frequency words Alphabet revision Clothes revision ACTIVITATS D'ENSENYAMENT/APRENENTATGE I D'AVALUACIÓ • Explain objectives of the Unit: to do a Hero and to write a description of it. Introduce heroMachine 2.5. 2-5-character-portrait-creator/ Draw a boy or a girl and write collaboratively a short description on the blackboard. Shapes revision. • My fantastic animal. On the Blackboard describe a fantastic animal. Oral work. Explain Hero machine 2.5 or 3.0 Clothes revision: WS 1 for HW What are they wearing? Some oral Qs: What colour is B’s skirt? • WS 2 Physical characteristics: Hair, Eyes, Nose... Work on PPT: Descriptions.ppt He’s got... She’s got... • Dictionary work: some new vocabulary to be used in physical descriptions: Body, face, body, arms, legs, feet... WS 3 for HW Unscramble the words + alphabet revision • Draw a boy or a girl. Dress him/her. Clothes revision. Oral activity: interact with others and describe his or her boy or girl. Practice what’s he/she wearing? • Reading comprehension: WS 4-5-6 The Simpsons. WS 7 for HW Aliens • Competències Bàsiques Training. Photocopy in booklet. • A description of a person: WS 8 “Description of a person Machine” – Shakira, Messi, Madonna, Puyol... Scan and Projector • WS 9 Song: What a Wonderful World. 1. Watch You tube video 2. Work on lyrics. 3. Unscramble the lines • Project: My Superhero. Instructions: follow up. Writing with support WS 10. Example and model WS 11: Scan and project. Do a draft for correction using the “code correction for writing” Do the final copy: Word document. • Extra Activity: Match Pictures with Descriptions. Scan and use projector. To post in blog: and more games!!! Enric Calvet May 2014
  10. 10. To maintain control without preventing students from taking responsibility for their work, follow these steps:  Facilitate the process and the love of learning.  Teach the students how to work collaboratively.  Designate fluid roles for group members.  Have students choose their primary roles, but assume responsibility and interactivity for all group roles.  Remind them that every part of the process belongs to each individual and needs each student's total involvement.  Provide resources and guidance.  Assess the process by creating team and project rubrics.
  11. 11. "As the number of ideas to consider or the number of procedures that need to be followed increases, students may need to stay organized, track their progress, and maintain a focus on the problem rather than get confused by its elements” PHYLLIS P. BLUMENFELD AND OTHERS, "MOTIVATING PROJECT-BASED LEARNING: SUSTAINING THE DOING, SUPPORTING THE LEARNING," EDUCATIONAL PSYCHOLOGIST MAGAZINE
  12. 12. Assessment meets many needs. It  Provides diagnostic feedback.  Helps educators set standards.  Allows one to evaluate progress and relate that progress to others.  Gives students feedback on how well they understand the information and on what they need to improve.  Helps the teacher design instruction to teach more effectively.
  13. 13. "Project-based learning is focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts (e.g., a model, a report, a videotape, or a computer program)." PHYLLIS P. BLUMENFELD AND OTHERS, "MOTIVATING PROJECT-BASED LEARNING: SUSTAINING THE DOING, SUPPORTING THE LEARNING," EDUCATIONAL PSYCHOLOGIST MAGAZINE
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  15. 15. To enable effective self-evaluation, follow these steps:  Take time to reflect, individually and as a group.  Share feelings and experiences.  Discuss what worked well.  Discuss what needs change.  Share ideas that will lead to new questions and new projects.
  16. 16. developing and implementing an architecture project for our ESL primary students. Enric Calvet. May 2014