Conceptualizing the project by its goal helps students understand the rationale and meaning behind what they are asked to do. They will retain more information, be more motivated to participate, and will be able to apply their knowledge more skillfully. Some examples of end goals you might identify include To create individual investment portfolios, with accompanying business plans and product prototype. To educate the public about point source pollution. To understand the underlying causes of the Civil War. Design Principle #2: Develop the Driving Question A good driving question addresses authentic concerns and focuses on the application of content within the real Good questions require students to draw upon content and personal experiences, lead to other questions posed by students, and are deliberately counterintuitive, and sometimes controversial . Design Principle #3: Plan the Assessment Project assessments should come in multiple with activities that are diverse enough to include all students, yet specific enough to provide relevant and meaningful. Think about the process of triangulation: Multiple assessors. Students, peers, the teacher, and mentors. Multiple units of assessment. Individual students, groups, the whole class. Multiple formats. Written work (formal assignments and informal journal entries), observations (of group activities and individual work), presentations, informal discussions and questions, project designs, and the final media product . Expect your students to master the core content, conventions, and vocabulary of a topic. Design Principle #4: Map the Project Similar to a lesson plan, the project map helps you identify skills students need to perform, develop a timeline, and identify resources necessary to project implementation. Design Principle #5: Manage the Process The teacher as facilitator must be able to guide students through ®the learning process as well as keep the project focused and moving forward. You may have to learn or hone these skills as part of your own introduction to PBL. Source, Figure 1 and Primary Source, Design Principle Information: As noted, one of the elements of effective PBL experiences is collaboration. Collaboration is not just among students, but also is between students and the teacher, and conceivably between students and other community members . The following section describes collaboration and one of its forms, cooperative learning, in more detail as components of Project Based Learning. Classroom Collaborations and Cooperative Learning as Components of Project Based Learning
Conceptualizing the project by its goal helps students understand the rationale and meaning behind what they are asked to do. They will retain more information, be more motivated to participate, and will be able to apply their knowledge more skillfully. Some examples of end goals you might identify include To create individual investment portfolios, with accompanying business plans and product prototype. To educate the public about point source pollution. To understand the underlying causes of the Civil War. Design Principle #2: Develop the Driving Question A good driving question addresses authentic concerns and focuses on the application of content within the real Good questions require students to draw upon content and personal experiences, lead to other questions posed by students, and are deliberately counterintuitive, and sometimes controversial . Design Principle #3: Plan the Assessment Project assessments should come in multiple with activities that are diverse enough to include all students, yet specific enough to provide relevant and meaningful. Think about the process of triangulation: Multiple assessors. Students, peers, the teacher, and mentors. Multiple units of assessment. Individual students, groups, the whole class. Multiple formats. Written work (formal assignments and informal journal entries), observations (of group activities and individual work), presentations, informal discussions and questions, project designs, and the final media product . Expect your students to master the core content, conventions, and vocabulary of a topic. Design Principle #4: Map the Project Similar to a lesson plan, the project map helps you identify skills students need to perform, develop a timeline, and identify resources necessary to project implementation. Design Principle #5: Manage the Process The teacher as facilitator must be able to guide students through ®the learning process as well as keep the project focused and moving forward. You may have to learn or hone these skills as part of your own introduction to PBL. Source, Figure 1 and Primary Source, Design Principle Information: As noted, one of the elements of effective PBL experiences is collaboration. Collaboration is not just among students, but also is between students and the teacher, and conceivably between students and other community members . The following section describes collaboration and one of its forms, cooperative learning, in more detail as components of Project Based Learning. Classroom Collaborations and Cooperative Learning as Components of Project Based Learning
Using%20Collaborative%20Tools%20in%20the%20Classroom%20-%20Participant%20Manual.docx