Book 50 blazek project based learning

Project-Based Learning:
Making Education Personal
Matthew Blazek

Project Based Learning
Copyright 2014 by Matthew J. Blazek
ISBN-13: 978-1490464800
ISBN-10: 1490464808
Send inquires to VisualAndActive@gmail.com
Published by TransformTeaching.org
VisualandActive.com
This book displays a sample of the projects that Matt Blazek has assembled.
For the interactive experience and to get full benefit
from the collection, order the CD: +1 (954) 646 8246
More than 25 full pages were mostly blank in this book. There are five pages with half the page lef
blank. To give some added use to these pages, some screenshots from videos and
some “poster quotes” have been inserted. These insertions are labeled “TransformTeaching.org” to
indicate that the photos are NOT part of Matt Blazek's work.
The campaign called “Your Net Impact” points out
that many students don't realize the impact that
one LIKE, one FOLLOW, one Tweet, and one
COMMENT can have on a marketing campaign. A
small school in Northwest France
(ELSLeaders.com) needs students (bookings), so
the hope is that some students will discover the
program and help it go viral.
What might happen if more teachers and parents
could read the messages
of Dan Pink, Ken Robinson and Sugata Mitra (TED
TALKS)? Or see “A School in the Remaking” by
Erik Friedl (Youtube.com/aigln27), an interview with Enrique Gonzalez (a principal in Los Angeles)?
What might happen if the free ebook from Abe Fischler could be
distributed and read (Transform-Education.com? What can we do to improve our schools?
(that's the title of a free ebook)... the campaign YourNetImpact.com
waits for your support.
The pages that Matt lef blank are highlighted with posters from the
St. Malo school, screenshots from the Grasshopper “Entrepreneur” video and
suggestions for visits by YourNetImpact.com.
2

Table of Contents
Introduction.................................................................................................................................................3
What is a Project-Based Learning?.......................................................................................................... 3
Project Structure......................................................................................................................................3
Grading Rubric......................................................................................................................................... 3
Research Process..................................................................................................................................... 3
Evaluation................................................................................................................................................ 3
Reflection.................................................................................................................................................3
Presentation................................................................................................................................................ 4
Research Paper............................................................................................................................................ 5
Poster.......................................................................................................................................................... 6
Timeline....................................................................................................................................................... 7
Video........................................................................................................................................................... 8
Documentary........................................................................................................................................... 8
Music Video............................................................................................................................................. 8
Interview......................................................................................................................................................9
Web-based Options................................................................................................................................... 10
Website..................................................................................................................................................10
Blog........................................................................................................................................................ 10
Wikipedia............................................................................................................................................... 10
Classroom Wiki...................................................................................................................................... 10
On-line Lesson/Course...........................................................................................................................10
Biography...................................................................................................................................................11
Journal................................................................................................................................................... 11
Autobiography........................................................................................................................................... 12
Genealogy.............................................................................................................................................. 12
Article/Editorial......................................................................................................................................... 13
Facebook Profile ....................................................................................................................................... 14
Resume...................................................................................................................................................... 15
3

LinkedIn Profile ......................................................................................................................................... 17
Twitter....................................................................................................................................................... 18
Feed....................................................................................................................................................... 18
Synopsis................................................................................................................................................. 18
not perish frm earth!Poetry.......................................................................................................................19
Song........................................................................................................................................................... 20
Performance Art........................................................................................................................................ 21
Dance..................................................................................................................................................... 21
Musical Composition............................................................................................................................. 21
Theater.................................................................................................................................................. 21
Visual Art................................................................................................................................................... 22
Comic or Graphic Novel............................................................................................................................. 23
Create a Country........................................................................................................................................24
Create a Business.......................................................................................................................................25
Write a Bill................................................................................................................................................. 26
Experiment................................................................................................................................................ 27
Stock Market............................................................................................................................................. 28
Personal Finance........................................................................................................................................29
Fairs........................................................................................................................................................... 30
Resources.................................................................................................................................................. 31
Glossary..................................................................................................................................................... 32
Index.......................................................................................................................................................... 33
References................................................................................................................................................. 34
Learn about Global Skills
at Tony Wagner's “Seven Survival Skills”
http://www.tonywagner.com/7-survival-skills
Visit YourNetImpact.com
Find penpals at www.BIBPenpals.com
4

Introduction
There are many approaches to teaching and learning that are used within our classrooms. Some
methods are more effective than others overall and others are ofen disparaged. Project based learning
happens to be a style that comes under intense scrutiny and ridicule at times, ofen being thought of as
the lazy way out for teachers because the student is expected to complete the project to learn instead
of the teaching preparing and delivering lessons.
This is where this guide comes. By using this guide, the aim is to eliminate the ‘easy way out’
stereotype that has come to represent project based learning. The intent of projects according to this
guide is for students to demonstrate mastery of a topic in a personal way- through an independently
researched and personally created project. Hence the title: Project Based Learning: Making it Personal.
Traditional models of lecture and test, which have come to dominate education in this age of
standardized testing, do not adequately prepare students for life afer school. The workplace does not
rely on multiple-choice tests to gauge success. Instead, it measures performance through the ability of
the person to complete and master assigned tasks, ofen with little guidance. In this sense, the person
must become an expert on the topic of their work (whether it is the menu at McDonald’s or the load
calculations for a new bridge) and be prepared to demonstrate that expertise at any time for employers
or clients.
Essentially, life is one huge project that begins at birth and ends at death. Only at rare occasions
outside of educational system will a person ever need to master the five paragraph essay or the test-
taking skills necessary for success on multiple-choice tests. Instead, a person will have to repeatedly
demonstrate mastery of the skills needed in their field through the completion of projects or tasks in a
timely and efficient manner.
So let’s get away from the lecture and test mentality and move back into reality. It is time to
truly prepare students for life and not merely prepare them to attend educational institutions. Real
world skills need to be emphasized and mastered so students are able to move into the next stage of
their lives. Let’s put the student first and change education for the better by following through on the
purpose of this book: MAKING EDUCATION PERSONAL!
What is a Project-Based Learning?
Project-based learning is a constructivist approach to education that emphasizes existing beliefs
in personalized education, application of research regarding effective methods for teaching and learning
as well as reflection on the learning process.
Every subject area, every course and every concept can use a project. Projects are limited only
by the imagination. While there are many ideas within this guide, the list is by no means exhaustive,
definitive or rigid. Rather it is incomplete, open-minded and malleable- shape these ideas and concepts
5

to fulfill the particular needs of the classroom. If we want students to be creative and novel in their
applications of knowledge it is only logical that their teachers utilize the same approach.
Project Structure
When beginning a project it is important to first identify what the goals are for the project- what
ends are going to be achieved the means of this project? Demonstration of concepts and subject-specific
knowledge is a given in education, so that should never be the end for a project. Maybe research and
documentation is the most important skill that will be demonstrated or maybe the goal is generate
effective group cooperation. Whatever is chosen as the key skill or skills to be assessed needs to be
determined prior to beginning a project assignment, otherwise the project is once again the ‘easy way
out.’
This is where the teacher becomes the most important component of the project because you
are the guide. While the project does allow for autonomy from the student in selection of a particular
method or topic, the guidance and support of a teacher is vital to successful demonstration of skills.
Once key skills have been chosen (I suggest beginning at research and documentation with oral
presentations and then adding more skills), it is time to decide how to achieve those ends- backward
planning.
When backward planning, begin by asking a few questions:
>> What prerequisite skills are required?
>> Are the skills developmentally appropriate?
>> At what level does a student perform these skills?
>> What is the progression of levels in the skill?
>> What scaffolding is required?
When these questions have been answered, determine if the project is even possible for the current
students. There is a difference between high expectations (a high school class learning calculus) and
unachievable expectations (a sixth grade class learning calculus). If the skills are developmentally
appropriate, begin planning and teaching the required lessons for learning the prerequisite skills. Once
the skills are achieved, present the project.
Grading Rubric
It is important for students to understand the goals of projects before they begin their project.
Considering that it is impossible to be successful without having clear expectations established, each
project discussed also includes a suggested grading rubric. There are several important features to each
rubric.
6

The first is that an explanation of each category is provided as well as the performance
expectation of the category. Additionally, when students receive their final score they will be able to
receive consistent feedback because it is already provided by the rubric. Finally, it decreases bias and
allows for several different people to provide grades that are consistent because the standards are
clearly stated.
A project should never begin without an established rubric. Knowing what is required for
differing levels of achievement is motivating to students because they know what demonstrates
competence and are also aware of the effort that is required to reach each level, providing some
autonomy.
Another key aspect of the rubric is to eliminate the ‘filler’ required of the standard 90-80-70-60
grading scales that are used. Ask yourself this question and seriously consider its implications:
Why is there more variability in an ‘F’ by percentage than all other grades combined?
This philosophy makes little sense. Using a rubric allows for a clear differentiation of levels of
performance, from below expectations (a ‘D’) all the way to superior (an ‘A’) in meaningful but small
increments. It will be noticed that a scale of 0 – 8 is used in most cases, but a 0 – 4 or even a 0 – 12 could
easily be substituted. This allows for differentiation within a markband as well as a simplified grading
process that can translate quickly to a standard percentage skill.
As an example of the 0 – 8 scale, a score of 0 a rubric equates to an ‘F’ and is basically stating
that there was no attempt or no demonstration of the criteria for the skill in question, 1 – 2 is a ‘D’
because an effort is shown that may meet some rudimentary aspects of the criteria, and so on for the
remaining markbands within the rubric.
Research Process
Evaluation
Reflection
7

Presentation
The value of a presentation cannot be over stated. Students need to develop oral
communication skills to be effective in most work environments. I require every project that is created
for me to be presented in front of the class.
This is an example of a digital portfolio by a student
at High Tech High School in San Diego, Calif.
www.TinyURL.com/exampleDP
To learn how to make a digital portfolio:
www.tinyURL.com/HowToDP
Free ebook: www.TinyURL.com/ShowYourWork .
Sample portfolio: www.TinyURL.com/ShowYourWork1
8

Research Paper
See the CD for Matt Blazek's procedure
“People who are unable to motivate
themselves must be content with
mediocrity, no matter how impressive
their other talents.” –Andrew Carnegie
“The definition of insanity is doing the
same thing over and over and expecting
different results.” –Benjamin Franklin
TransformTeaching.org
20

Poster
“One important key to success is self-
confidence. An important key to self-
confidence is preparation.” –Arthur
Ashe
21

Timeline
http://tinyurl.com/richardclarkexperts
22

Video
Documentary
Music Video
http://tinyurl.com/richardclark
23

Interview
http://tinyurl.com/grasshoppervideo
24

Web-based Options
Website
Blog
Wikipedia
Classroom Wiki
On-line Lesson/Course
YourNetImpact.com
25

Biography
Journal
26

Autobiography
Genealogy
http://tinyurl.com/loveoflearning
27

Article/Editorial
Having an opinion is easy- having a rational argument is hard. However, that is the purpose of
these projects is to advance these skills while giving the student a chance to express opinion and
personality. Projects involving articles or editorials develop three key skills: research, reasoning and
argument. It is important for students to be able to demonstrate knowledge in writing, but an essay or
research paper can be used if that is the only purpose for the writing. The article or editorial allows for
an opinion to be stated and argued with evidence. Strong projects in this category will require quality
research to obtain factual information that supports the argument presented.
The following newsletter was created as the culminating assignment of an introductory college
mythology course. While the articles are opinionated, there is a demonstration of knowledge
throughout that shows mastery of the content that was taught in the course.
28

Facebook Profile
A Facebook profile is analogous to having a student write a biography or autobiography. A good
Facebook Profile can be created within a Word Document, PowerPoint slides, Publisher, or in various
Adobe products. The keys to this type of project are the same as another other project- the
consolidation of various sources of information into a coherent whole.
Using Facebook allows a student to utilize technology in a more unique way and also be more
creative with their presentation of material. Creating a profile means the student will understand the
person who is being researched, including: friends, family, travels, home, and the personality of the
subject through the use of interests, likes, activities, hobbies, etc. Facebook also contains a timeline,
which a student can recreate to identify important activities during the subjects life.
This Facebook profile was created by a ninth grade student for a research project on Zeus:
In
the picture above, we can see the creation of some of the key components: friends, family, relationship
status, a picture of the subject.
35

Here we can see some of the timeline features that a student can add, including references to some
favorite activities and the establishment of a relationship (with Hera, in this case).
36

Again, these images show aspects of a Facebook profile that show research and knowledge of the
subject that this was created for. Allowing students to utilize Facebook provides an alternative for
students who do not like writing papers to display their research skills and knowledge of a subject in a
manner that is more enjoyable.
Of course, no product is finished until it is presented. The following PowerPoint slides were used by the
same student to preset Zeus to the class, in addition to navigating the Facebook page.
37

Resume
A resume works well as a prelude to the LinkedIn profile or as a substitute for a biographical
paper. The resume displays student knowledge and understanding of the key aspects of a subject’s life
and career. Conducting a “job interview” as the presentation component of a resume will allow the
student to demonstrate knowledge of the details of a subject’s life and this knowledge in a unique way.
Resumes also teach students a key skill for their own lives. I have found that it is very common
for students not to know how to create a resume at the end of college years, much less by the end of
high school.
The resume on the next two pages was created for the Hindu God Shiva by a ninth grade student.
Search “Tony Wagner Seven Survival Skills”...
43

Shiva
Contact information: Just call. I'll be there.
Education
I invented the schools. After all, I’m a god
Experience
Hindu’s Heaven India, Tamil Nadu
Work as: Destroyer
Tamil Nadu is my home-office but I travel a lot
Current
Professional Background
I've worked as the destroyer of bad habits especially ego, for 4000 years.
Skill Highlights
 Disease specialization
 Treatment of ego
 Medical Assisting
 Intravenous therapy
 Treatment(elimination) of the illusion of individuality
 Treatment for bad habits
 Shedding of old attachments
 Body mechanics
 Client relations
Accomplishments
I am able to eliminate habits, ego, distractions, and these type of things that can get involved in your
life.
Also I am very good with my clients, my Client /God relationship is very good and communications in
general is excellent.
44

Additional Information
I am the Destroyer of all bad things in your body; my years of work and special treatment with my
clients had made me a very well known God and a very respected one also.
Affiliations/Memberships
Brahma and Vishnu, together we keep control in Hindu’s Heaven Current
Certifications
Worshiped God- Hindu Religion.
Destroyer- Hindu Religion
Bibliography
Johari, Harish. "ShivaIntroduction on Shiva (Shiv), the Hindu God of Destruction." .
http://www.sanatansociety.org Hindu God Shiva : Shiva (Shiv). Sanatan Society. Web. 25 Mar.
2012
Pandit, Bansi. "Hindu Deities: Lord Shiva." http://www.koausa.org 302 Found. Kashmiri Overseas
Association. Web. 25 Mar. 2012.
Tortora, Kyle. "Hindu God Lord Shiva the Destroyer." http://www.lotussculpture.com Shiva, Hindu
God Shiva, Lord Shiva, Shiva Hindu God, Shiva Destroyer. The Lotus Sculpture. Web. 25 Mar. 2012.
LinkedIn Profile
See the full-version CD for Matt Blazek's procedure
45

46

Twitter
The use of Twitter emphasizes a skill that is ofen neglected in education: brevity. So many
projects and assignments require a certain length (e.g., a five page paper or a ten minute presentation),
but Twitter requires a student to become concise, emphasizing quality over quantity. The ability to
effectively communicate information in 140 characters or less requires skill and knowledge about a topic
that may also be displayed through a research paper or presentation. However, the ability to make a
strong argument in a short space is a valuable skill that is lacking in many students.
Feed
Sample feed (actual feed of Navy Seal raid that killed Osama Bin Laden on May 1st
, 2011:
@ReallyVirtual SohaibAthar
Helicopter hovering above Abbottabad at 1AM (is a rare event).
19 hours ago
Go away helicopter – before I take out my giant swatter :-/
19 hours ago
A huge window shaking bang here in Abbottabad Cantt. I hope its not the start of something nasty:-S
19 hours ago
@mohcin all silent afer the blast, but a friend heart it 6 km away too… the helicopter is gone too.
19 hours ago
Since taliban (probably) don’t have helicopters, and since they’re saying it was not “ours”, so must be a
complicated situation #abbottabad
19 hours ago
47

and now I feel I must apologize to the pilot about the swatter tweets :-/
17 hours ago
RT @ISuckBigTime: Osama Bin Laden killed in Abbottabad, Pakistan.: ISI has confirmed << Uh oh, there
goes the neighborhood :-/
12 hours ago
I need to sleep, but Osama had to pick this day to die :-/
12 hours ago
Uh oh, now I’m the guy who liveblogged the Osama raid without knowing it.
11 hours ago
Reference: Twitter @ReallyVirtual, SohaibAthar; www.twitter.com Also The Daily Show with John
Stewart; www.thedailyshow.com
Synopsis
Sample Speech:
Gettysburg Address by Abraham Lincoln
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in
Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a
portion of that field, as a final resting place for those who here gave their lives that that nation might
live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground.
The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to
48

add or detract. The world will little note, nor long remember what we say here, but it can never forget
what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they
who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great
task remaining before us -- that from these honored dead we take increased devotion to that cause for
which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not
have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that
government of the people, by the people, for the people, shall not perish from the earth.
@POTUS
Abraham Lincoln
4 scor& 7 yrs ago: nu nation,
all men =! Now civil war .
But! Not die in vain.
Gr8 task b4 us: Gvt of-by4-pplnot perish frm earth!
ELSLEADERS.COM
49

Poetry
“Nothing in the world can take the
place of persistence. Education will not;
the world is full of educated derelicts.
The slogan “press on” has solved and
will always solve the problems of the
human race.” –Calvin Coolidge
“If you don’t like something, change it.
If you can’t change it, change your
attitude.” –Maya Angelou
50

Song
Performance Art
Some students like to put on a show- literally. This project is for the creative and dramatic
person because it provides the opportunity to display knowledge, understanding and mastery through
the writing and performance of a script. Another advantageous aspect of this project environment is
that it easily works for individuals, small groups, and large groups.
Dance
Musical Composition
Theater
“Don’t be afraid to fail. If you’re not
failing, you’re not growing.” –H.
Stanley Judd
51

Visual Art
Art may seem like a general category that could apply to many of the other project areas that
have been listed. So, in order to avoid a philosophical argument about what constitutes art, the focus for
these projects is the visual arts with a specific emphasis on sculpture, drawing, painting, carving,
photography and graphic design that emphasizes images over written words.
Comic or Graphic Novel
“Believe in yourself! Have faith in your
abilities! Without a humble but
reasonable confidence in your own
powers you cannot be successful or
happy.”–Norman Vincent Peale
52

Create a Country
This project covers some of the major topics of government courses. For this project, the
student will be creating their own country. Let the creative juices flow- it can be a newly discovered
territory on Earth, on another planet, or secession an existing nation.
Required Information
1. Name
2. Location
3. Flag
4. Map
5. Geography
6. Resources
7. Style of government
a. Create a founding document that establishes how power will be distributed.
8. Culture
9. Funding
10. How will the five purposes of government be fulfilled?
a. Protection
a.i. Military
b. Order
b.i. Legal system
c. Conflict resolution
d. Economic stability
e. Public services
53

Create a Business
This project fulfills requirements of economics courses. Detailed information about the business
is required as part of this project, with few other restrictions. Any type of business, in any location
throughout the world, may be created, as long as all the required research and analysis requirements
are fulfilled.
Required Information:
1. Name
2. Location
3. Type of business, including information about:
a. Consumer(s)
b. Product(s)
c. Producer(s)
d. Worker(s)
4. Market conditions
5. Business model
6. Government regulations/taxes/licenses
7. Financing/capital funds
8. Supply and demand of product(s)
9. Cost/benefit analysis of product(s) and pricing
10. Rationale for opening this business
11. Other requirements as specified by instructor
54

Write a Bill
This is another project that will teach some of the major concepts of United States government
and politics courses. Students will write a bill and follow it through the process of passage and judicial
review in the United States government.
Required Information:
1. Define government.
a. Also include definitions of at least seven styles of government.
a.i. Democracy
a.ii. Republic
a.iii. Monarchy
a.iv. Dictatorship
a.v. Communist
a.vi. Others?
2. Write a bill to submit to the United States Congress.
3. What are the five purposes of government and which purpose(s) is(are) addressed by this bill?
4. How will this bill be funded?
5. Why is this bill necessary?
6. Which amendments are related to this bill?
a. Discuss how this bill is related to the specific amendment(s).
7. Which interest groups/PACs/lobbyists may be involved with this bill?
a. What aspect of the bill is of interest to these groups?
a.i. Include website/contact information of existing groups.
b. Define each of the terms: interest group, PAC, lobbyist.
8. Is this bill liberal, conservative, or moderate?
55

a. Provide an analysis of how it fulfills one of these categories.
9. Passage of bill through Legislative branch:
a. Subcommittees involved
b. Committees involved
c. House
d. Senate
e. Conference committee
10. Discuss the options of the Executive branch.
11. Define judicial review and explain how this bill may be reviewed.
12. Other requirements as specified by instructor.
Recommended by Gordon Dryden, www.TheLearningWeb.net
56

Experiment
Stock Market
Personal Finance
Fairs
57

From an interview by Oprah Winfrey with Daniel Pink
Resources
The History Teachers YouTube Channel: www.youtube.com/user/historyteachers
Excellent examples made by teachers of music videos and the rewriting of songs for history content.
Online instructions & collaboration: https://moodle.org
Open-source access for creating online course materials and teaching modules.
Referencing: www.bibme.org & www.easybib.org
58

Glossary
In the full version of this book (available on CD or a download), This page will give a glossary of terms
used in the list of projects.
To get started, let's define the following words:
projects: A project can be more than “a poster” or “a three-fold science fair panel.” Projects can
include building a web page, collecting material from interviews and publishing the ebook on
Createspace and other one-at-a-time printers and editng a video for sharing on Youtube and Vimeo.
portfolio: a presentation of a student's work. Art students ofen carry a portfolo of their drawings to
interviews to assist them in showcasing their past work. By presenting their work, they give the
audience a chance to predict future achievements.
digital portfolio: a collection of items in digital from (photos, links to videos, essays, repports,
powerpoint presentations, audio files) that present evidence of the student's work.
More definitions in the full version of this collection of projects.
(This section was added by the editor.)
59

Index
Imagine what a complex document this ebook might be? Buy the full-version CD and find out more.
“Success doesn’t come to you, you go to
it.” –Marva Collins
“It is never too late to be what you
might have been.” –George Eliot
YourNetImpact.com TransformTeaching.org
60

References
Learn more about Matt Blazek's CD of Projects by visiting the Youtube video.
You are invited to inquire about
the availability of the “Projects” CD by writing to
Attention: Matt Blazek
VisualandActive@gmail.com
(954) 646 8246
This ebook is available at
TinyURL.com/BlazekProjects1

Book 50 blazek project based learning

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