This document provides an overview of project-based learning and the project learning cycle, which consists of five phases: define, plan, do, review, and manage. It describes key aspects of each phase, including developing essential questions in the define phase, creating a timeline and assigning roles in the plan phase, capturing artifacts and celebrating completion in the do phase, conducting self-reflection in the review phase, and managing conflicts that may arise in the manage phase. The goal of the project learning cycle is to engage students through authentic, student-driven learning experiences.

1. Project Based learning
An Overview

2. 2
Project Learning Cycle
Review
Manage
Do
Define
Plan

3. 3
The DEFINE Phase
Assessment
approaches
Strategies
Links to
curricula
Outcomes
Scope
Project
Topics
Define
Phase

4. 4
The Define Phase:
Six Features of Good Essential Questions
Open-ended
Challenging
Relevant to
students’ lives
Significant
Provocative
Consistent with
Curriculum standards

5. 5
Some Good Essential Questions
How can humans &
How can we end hunger
animals live together
in our world?
harmoniously?
What role does art or
How do you imagine the
music play in our lives?
school of future?
What can we learn from
How can we provide
the world of sports?
access to safe drinking
What lessons have you
water for everyone in our
learned from history?
world?
How can we take better
What beliefs do people
care of our world and its
have in different parts of
resources?
the world?

6. 6
Some Good Essential Questions
What lessons have you
learned from a favorite
book or film?
What kind of business
would you start to serve
your local community?
What is life like for people
in your locality?
What makes a good
world citizen?
What leader do you most
admire, and why?
How would you introduce
a tourist to your home (or
country)?
What can you do to lead
a healthy life?

7. The Define Phase:
Student Autonomy
Autonomy- Ability to control one’s actions and make independent decisions
Students’ Autonomy
Low Medium High
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8. The Define Phase:
Grouping Strategies
Group size
Students’ skills
Ability of
students
Relationships
between students
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9. 9
Developing the Assessment Approach
Assessment Approach
Authentic Formative Summative
Survey
Model
Portfolio
Feedbacks on
Meetings
Performances
Scores on reports
Evaluating models
Assessing presentation
O & A Session
Checklist

10. 10
Assessment Rubrics
Ode to the West
Wind
Excellent
10-7.5
Good
7.4-5
Average
4.9-2.5
Needs Improvement
2.5-0
Presentation Creativity: Catchy
PowerPoint, use of
right colour
combination, use of
suitable templates
Content: proper headings,
subheadings,
inclusion of posters,
effective narration,
content easy to
understand,
grammatical accuracy
Creativity: Catchy
PowerPoint, use of
right colour
combination, use of
suitable templates
Content: proper headings,
subheadings, inclusion
of posters and effective
narration, minor
grammatical errors
Creativity: Plain
PowerPoint, no
thought to colour
combination, use of
suitable templates
Content: no subheadings
(only main headings
used), no posters,
grammatical errors
Creativity: Ineffective
PowerPoint, no
thought to colour
combination, blank
template
Content: paragraphs without
headings-subheadings,
grammatical errors
Resources Used Library: Good use
reference books,
encyclopaedias, (no
plagiarism)
Internet: Relevant content
downloaded, proper
links given, no
plagiarism
Survey: Good quality of
questionnaire, good
data collected through
survey
Library: Good use of
reference books,
encyclopaedias, (no
plagiarism), editing not
very effective
Internet: Relevant content
downloaded, proper
links given, no
plagiarism
Survey: Average
questionnaire for the
survey
Library: Little use of
Reference books,
encyclopaedias
Internet: Quality of content
downloaded, proper
links not given,
plagiarism
Survey: Insufficient
questionnaire
Library: Little or no use of
library books
Internet: No proper links
given, plagiarism
Survey: Poor questionnaire
Team-work Work distributed according
to the skill of the
team-members, team-spirit,
choosing
efficient leader,
solving disputes
themselves
Work distributed according to
the skill of the team-members,
team-spirit,
choosing efficient
leader, Teacher’s
intervention in solving
the disputes
Work distributed according
to the skill of the
team-members, team-spirit,
no member
showing leadership,
Teacher’s intervention
in solving the
disputes
Work not distributed
according to the skill of
the team-members,
lack of team-spirit, no
member showing
leadership, Teacher’s
intervention in solving
the disputes

11. The Plan Phase
The Plan Phase
Work breakdown,
Products & Milestones Role Definition Preparing a Time-line
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12. The Plan Phase
Example Tasks and Corresponding
Products
Task Product
Research nuclear energy Research notes or report
Survey the community Survey results
Create a play Play performance
Build a factory model Model Factory
Test electrical circuits Test results
Present project results Presentation
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13. The Plan Phase- Task Schedule
Expanding the Project Plan
• Special Activities Plan-
Field Trips, Guest Speakers,
Exhibitions
• Resource Plan- Computers,
Software applications, Internet access,
Library materials, Paper and art
supplies, Tools, Digital or video
cameras
• Direct Instruction- Basic
idea of the project, working guidelines,
directions on various activities, regular
monitoring
• Review & Checkpoints-
Short meetings when needed, after
reaching every milestone
05 February 2009 13

14. 14
The Do Phase
The Do Phase
Launch the
Learning Project
Demonstration of
Final Product Celebration of Project

15. 15
The Do Phase
The Project Launch
Assessment
Plan
Rules Timeline
Goals
Expectations
Essential
Question
Project
Launch

16. 16
The Do Phase
Capturing Artifacts
• Student planning sheets
• Learning logs
• Research notes
• Student journal entries
• Drawings and sketches
• Digital picture and video
files
• Emails

17. 17
The Do Phase
Celebrating Project Completion
Many different types of celebration, from
small to large, can be arranged. Examples
include:
•An award ceremony for students and
teams
•A reception evening with parents invited
•Awards presented by outside experts
•A games session for students to enjoy

18. 18
The Review Phase
• What was the most
significant thing you
learned?
• Did you collaborate
effectively?
• How do you rate the
quality of your work?
• What skills do you need
to practice?
• What do you still not
understand? ?

19. 19
The Manage Phase
Conflict
management
Re-planning Progress
monitoring
Facilitation
Process
management
The Manage
Phase

20. 20
The Manage Phase
The Project Manager Role
in Learning Projects
Project Manager-
•Defines the objectives, expectations, and
timelines for the project
•Facilitates people and other resources,
like computers or library time
•Schedules regular checkpoints and project
reviews
•Manages conflict between individuals or
groups

21. 21
Facilitation Techniques
Teachers as
Facilitators
Scaffolding—Give all support
Resource Facilitation
Formative Assessment

22. 22
The Manage Phase
Causes of Conflict in Learning
Projects
Conflict often arises due to participation problems with one or more
students in a group. These problems may arise from:
•Lack of self-discipline and self-management skills
•Preference for working alone
•Behavioral and/or emotional issues
•Inability to get along with certain classmates
•Diversity of learning needs within the classroom
•Missing prerequisite skills
•Lack of motivation to learn
•Long absence of an academic challenge

23. 23
The Manage Phase
Managing Conflict
Group Contract
Articulate goals
Negotiation
Skills
Defeat enemy Emphasize on Team approach
Through Collaboration

24. 24
Get set…
Review
Manage
Do
Define
Plan