The document discusses objectives and assessment for project-based learning. It provides examples of objectives that focus on improving critical thinking and problem solving skills. Objectives should be clear and discussed with participants. Assessment should be based on the objectives and can involve self-assessment, peer assessment, observation, and questionnaires. Key factors in choosing a project topic include curricular goals, students' interests and knowledge, competencies, resources, and external support.

1. Project based learning
17th July 2014
MEST, Pristina
Few slides from the workshop intro
that might be useful to all teachers

2. Objectives must be clear to all participants beforehand.
It is best to discuss and refine them together.
Objectives

3. Objectives, example
Objective Concrete steps to
achieve the goal
Assessing:
Level 1
(basic skills)
Assessing:
Level 2
(intermediate skills)
Assessing:
Level 3
(higher order skills)
Improve critical
thinking and problem
solving
(add steps specific to
your own project…)
- you can use
keywords
- you can state the
facts
- you can write down
your own view
- you can listen
carefully to the
views of others
- you can use specific
words relating to the
issue
- you can explain the
origin of a range of
facts
- you can present
your view to others
- you can explain a
view different from
your own
- you can use and
explain the
importance of
specific words
- you can identify and
investigate
important issues
relating to the topic
- you can use
knowledge of the
issues raised to
explain your own
view
(add goals specific to
your own project…)
(add goals specific to
your own project…)
See Teacher Guidebooks, “Assessment of Students’ Learning”

4. • curricular goals
• students’ interests and prior knowledge
• key competencies and learning to learn skills
• resources and timeframe
• external support (learning environments, experts)
How to choose the
topic/issue/question?

5. • To stay on topic ask critical questions
• Ask how the sub-topic will help reach the goals
• Mindmaps
• Key questions, delineation, strict guidelines
How to decide
sub-topics/sub-questions?

6. • consider roles and workshare of the groups
• plan meetings and facilitate continuously
• use digital tools (also own phones etc.)
• photos
• computer software
• internet to acquire information
• collaborative tools like Google Documents
and mind maps to create knowledge in groups
• social media to communicate and share
How to arrange group
work?

7. • learning diary
• take pictures
• create a virtual learning environment
• self and peer assessment during the work to
iterate and develop the groups’ work further
How to monitor
students’ work?

8. • assessment must be based on the objectives
• self and peer assessment
• peer teaching and learning
• observation
• questionnaires (teacher)
How to assess students’
and group work?