2. Welcome!
• What are the essential project design elements? What are the essential project-based
teaching practices?
• What are the critical parts of the management system in any project? What
management tasks do the students and teachers share in a project-based classroom?
• How can I encourage critical thinking in project-based learning?
• How can I assess student learning in their projects? How can students assess their
own learning in their projects?
• Where can I go for more information on project-based learning?
3. Gallery Walk…
• Form groups of 2-3 individuals…
• View each gallery item for 5 minutes –
follow the direction for the gallery item.
• At the signal, move clockwise (to the
right) to the next item.
• Continue until you end at the place you
began.
4. Stand and Share
• Choose one person from your group to
be your spokesperson.
• Summarize the content of your gallery
item – what were themes? Common
responses? Interesting ideas?
• What does this mean for teaching and
learning in your project-based
classrooms?
10. Typical Management Tasks
• Organize project tasks and
schedules
• Set checkpoints and deadlines
• Find and use resources
• Create products
• Publish final product
11. Management System: The Teacher’s Role
The System Component The Role of the Teacher
Teams Hold team meetings (at least once per
project phase)
Team leaders Conduct leadership meetings (minimally at
the start of each project phase)
Classroom Environment Create a “self-service” classroom
12. Example: 11th Grade Civics Class: The Bill of
Rights
1. Set up interest-based teams.
• Teacher would help place students who
had specific learning needs, or who had
difficulty selecting a topic or joining a
team.
• Up to 5 students per team.
13. Example: 11th Grade Civics Class
2. Choose/assign team roles. • Roles included…
• Team leader
• Reporter
• Time keeper
• Editor
• Resource Manager
• Team leaders had to apply for the position.
• Roles and responsibilities discussed before choosing.
• Members could “hire” another team member to help
complete a task, as needed.
14. Example: 11th Grade Civics Class
3. Place all materials where accessible
to students.
• Materials for use in completing project
phases
• Works in progress
• Resource materials
• Computers/other technology
• Teacher procured and provided additional
resources as requested by teams
15. Example: 11th Grade Civics Class
4. Post daily tasks/goals on board
• Provide any mini-lessons needed (based on
previous day’s information).
• Provide clear timelines and results
indicators for the day.
16. Example: 11th Grade Civics Class
5. Meet with Team Leaders at the
start of each project phase.
• Teach parameters for task.
• Pass off responsibility for ask completion
to Team Leaders.
17. Example: 11th Grade Civics Class
6. Meet with each team for 10-15
minutes during each project phase.
• Give additional support to Team Leader,
Team members.
• Clarify and correct.
18. Example: 11th Grade Civics Class
7. Collect Team Status Reports each
day. • ½ sheet recording of day’s
accomplishments.
• Quick accounting of progress toward
goals, any problems or celebrations.
• Signed by Reporter, presented by Team
Leader
19. Example: 11th Grade Civics Class
8. Coach Team Leaders on mid-
course corrections. • “Writing them up” became “What can I
do about it?”
• Increased leadership skills of Team
Leader and other group members
• Increased problem-solving skills of all
students
20. Turn-to-Your-Neighbor…
How did the teachers address essential
project-based teaching practices?
What other important skills did these
students practice in this project?
What might be the benefits of such a
management system? What might be some
considerations when implementing such a
system?
22. Our Gallery Walk Examples
The Gallery Item The Assessment Protocol How it can be used:
Dot Activity Weighted Vote Prioritization
Thrill of Victory/Agony of
Defeat
Plus/Delta Daily group/team/individual
reflection
Where are you… What do you
need?
Continuum Class status check
What it looks like when it’s going
well/not well
Defining indicators of success Part of rubric development
Light bulb Reflection/ “fragmentary
account”
Celebration, share “aha”
moments, identify sticky points…
23. Quick Process Check…
1. “Turn your paper over.” 2. “Rate yourself for each question, 1-
4 (1 = not good at all, 4=the best).”
• “My team accomplished the daily
goal(s).”
• “My team did its best work.”
• “I completed my assigned task(s)
today.”
• “I did my best work.”
24. For more information and
resources on Managing
Projects:
{http://bie.org/blog/resource_list_manage
ment_in_pbl}
25. Time for Lunch! …
See you at 12:45 –
Bring back a project / materials to work on
with your content area colleagues, in the
afternoon
27. Unpacking a Standard: Literacy in History
The Focus Standard:
• CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to
support analysis of primary and
secondary sources, connecting
insights gained from specific details
to an understanding of the text as a
whole.
What you’d expect to see:
• Citations (proper format – in text and as
footnotes)
• Use of both primary and secondary sources
• Analysis of sources
• Summary of general understanding of the
text
• References to specific text details in
connection to the overall message of the text
28. Use of Text Evidence
Evidence Not Evident Beginning Proficient Exemplary
Citations
Use of both primary and
secondary sources
Analysis of sources
Summary of general
understanding of the text
References to specific text
details to support analysis
Connection of specific text
details to overall
understanding of the text
29. Unpacking a Standard: Literacy in Science
The Focus Standard:
• CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical
information expressed in words in a
text with a version of that
information expressed visually (e.g.,
in a flowchart, diagram, model,
graph, or table)
What you’d expect to see:
30. Use of Text Evidence
Evidence Not Evident Beginning Proficient Exemplary
Citations I used proper citations (in
text).
Use of both primary and
secondary sources
I used at least three sources,
at least one of which was a
primary sources.
Analysis of sources I included an analysis of the
major points of each source.
Summary of general
understanding of the text
I included a summary of the
general message of each
source.
References to specific text
details to support analysis
I used specific text details to
support my analysis of the
sources.
Connection of specific text
details to overall
understanding of the text
I explained how specific text
details connected to the
overall message of the
sources.
Remember:
The
standards
reflect the
Proficient
level on a
rubric.
31. Use of Text Evidence
Evidence Not Evident Beginning Proficient Exemplary
Citations I used proper citations (in
text).
I used proper citations (in
text and in footnotes).
Use of both primary and
secondary sources
I used at least three sources,
at least one of which was a
primary sources.
I used two or more of both
primary sources and
secondary sources.
Analysis of sources I included an analysis of the
major points of each source.
In my analysis, I included
similarities and differences
among my sources.
Summary of general
understanding of the text
I included a summary of the
general message of each
source.
References to specific text
details to support analysis
I used specific text details to
support my analysis of the
sources.
Connection of specific text
details to overall
understanding of the text
I explained how specific text
details connected to the
overall message of the
sources.
Remember:
Define what
is “above
and
beyond”
next.
32. Use of Text Evidence
Evidence Not Evident 4th Beginning 3rd Proficient 1st Exemplary 2nd
Citations (in text, in
footnotes)
I referred to texts in my
analysis and summary,
without proper format.
I used proper citations (in
text).
I used proper citations (in
text and in footnotes).
Use of both primary and
secondary sources
I used one of each of both
primary and secondary
sources.
I used at least three sources,
at least one of which was a
primary sources.
I used two or more of both
primary sources and
secondary sources.
Analysis of sources I listed key points from my
sources, but did not analyze
them.
I included an analysis of the
major points of each source.
In my analysis, I similarities
and differences among my
sources.
Summary of general
understanding of the text
I included a summary of the
general message of each
source.
References to specific text
details to support analysis
I used specific text details to
support my analysis of the
sources.
Connection of specific text
details to overall
understanding of the text
I explained how specific text
details connected to the
overall message of the
sources.
Remember:
Always refer
to the
specific focus
when
developing
indicators.
33. Use of Text Evidence
Evidence Not Evident 4th Beginning 3rd Proficient 1st Exemplary 2nd
Citations (in text, in
footnotes)
I did not include reference to
specific texts in my work.
I referred to texts in my
analysis and summary,
without proper format.
I used proper citations (in
text).
I used proper citations (in
text and in footnotes).
Use of both primary and
secondary sources
I used only secondary
sources.
I used one of each of both
primary and secondary
sources.
I used at least three sources,
at least one of which was a
primary sources.
I used two or more of both
primary sources and
secondary sources.
Analysis of sources I gave facts from my sources,
but not the major points.
I listed key points from my
sources, but did not analyze
them.
I included an analysis of the
major points of each source.
In my analysis, I similarities
and differences among my
sources.
Summary of general
understanding of the text
I included a summary of the
general message of each
source.
References to specific text
details to support analysis
I used specific text details to
support my analysis of the
sources.
Connection of specific text
details to overall
understanding of the text
I explained how specific text
details connected to the
overall message of the
sources.
Remember: Keep in mind what
might be “precursor” stages to the
grade-level indicator that you are
considering.
34. Use of Text Evidence
Evidence Not Evident 4th Beginning 3rd Proficient 1st Exemplary 2nd
Citations (in text, in
footnotes)
I did not include reference to
specific texts in my work.
I referred to texts in my
analysis and summary,
without proper format.
I used proper citations (in
text).
I used proper citations (in
text and in footnotes).
Use of both primary and
secondary sources
I used only secondary
sources.
I used one of each of both
primary and secondary
sources.
I used at least three sources,
at least one of which was a
primary sources.
I used two or more of both
primary sources and
secondary sources.
Analysis of sources I gave facts from my sources,
but not the major points.
I listed key points from my
sources, but did not analyze
them.
I included an analysis of the
major points of each source.
In my analysis, I similarities
and differences among my
sources.
Summary of general
understanding of the text
I gave facts from my sources,
but not the key points.
I listed key points from my
sources, but did not
summarize the sources.
I included a summary of the
general message of each
source.
I included a synthesis of
how all my sources
contribute to the body of
information on my topic.
References to specific text
details to support analysis
I did not include specific text
details in my work.
I included specific text
details in my work, but didn’t
connect them to my analysis.
I used specific text details to
support my analysis of the
sources.
I offered a critique of
information that would have
helped my analysis of the
sources.
Connection of specific text
details to overall
understanding of the text
I did not include specific text
details in my work.
I included specific text
details in my work, but didn’t
connect them to the overall
message of the sources.
I explained how specific text
details connected to the
overall message of the
sources.
I explained how specific text
details in all my sources
contribute to the body of
information on my topic.
35. Developing Rubrics with Students
• Always define Proficient first, based on the standards; then Exemplary, then
Approaching, then Not Evident.
• Keep your focus on that specific piece of evidence (e.g., don’t confuse lack
of structure with an indicator about vocabulary use).
• Keep the number of items in the rubric small (2-5), to help students use the
rubric in a formative way as they work.
• Don’t be afraid to take time with rubric development! This is important
learning.
38. Possible Work:
• Develop a new project…
• Align existing project with standards…
• Create management action plan…
• Begin rubric template…
• Get feedback on project from colleagues…
39. Feedback for Action Planning
Think about what you said you needed, on the continuum chart.
On the post-its provided, write anything that helped address your need today,
and mark it with a +.
On another post-it, record any remaining questions you have about Project-
Based Learning in your classroom
Place your post-its on the continuum chart.
40. Thank you! Have a great September!
• Kim Bennett
• Northside Consulting
• (860) 778 9172
• bbsoulful2@gmail.com
• For more resources on Project-
Based Learning, see:
• http://bie.org
