Products and Performances
This project is designed for students who are new to Project Based Learning and have not had this type of learning experience before. It is designed to be implemented early in the year as a tool to help students get to know each other and also to introduce them to PBL structure. The following information will assist teachers as they manage the unit (click for forms and assessments on each):
Group Products and Performances
After the initial entry event and discussion, students will rank five subtopic pairs according to their interest. The teacher will make group assignments taking preference and class dynamics into account. Five groups will be formed as follows (can be reworked as needed):
The driving question should be visible at all times. Large pieces of butcher paper could be spread out along the walls, giving each group a place to jot down anything throughout the unit. The driving question should be reviewed at the beginning of each class period as a map to keep everyone focused.
- Social Issues and Culture (What role does my culture play in making me who I am? What types of social issues are found in my community, neighborhood, or school and how do they impact me? Group 1 Worksheet)
- Language and Ethnic Background (What is my ethnic background and how does it affect who I am? What language(s) do I speak and how do I communicate with others? Group 2 Worksheet)
- Physical Characteristics and Daily Rituals (What are some of my physical characteristics that make me uniquely me? What are some of my daily rituals, or in other words, what does a Day In The Life Of Me look like? Group 3 Worksheet)
- Family Traditions and Same/Different (What family traditions are important to me? What are some similarities and differences with someone else my age who lives in another geographical location? Group 4 Worksheet)
- Technology and Historic Events (What impact does technology have on the way I interact with the world? What are some historic events that have occurred (either in my lifetime or before) that have shaped the world around me? Group 5 Worksheet)
The driving question should be visible at all times. Large pieces of butcher paper could be spread out along the walls, giving each group a place to jot down anything throughout the unit. The driving question should be reviewed at the beginning of each class period as a map to keep everyone focused.
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Following the Entry Event videos, the instructor will write the driving question on the board. He/She will encourage students to explore what types of things make people who they are. A student will draw a cluster map of responses on the white board. The teacher will keep students talking and discussing until the general subtopics have been introduced. Audience: classroom
As a group, students will create a graphic organizer using Google Docs drawing tool. This will show visually an overview of their project and will be graded using a checklist. It will help give the group direction and formulate a plan early on. Audience: teacher Students will submit their group project work report weekly for teacher feedback. This form will help them set goals, chart their progress, look ahead, and ask for support. It gives the teacher an idea of each group's progress. Audience: teacher Students will develop a prototype of their culminating project. The purpose of this assignment is to have students map out the format and content of their final project. Students will create this using Google Docs drawing or word processing tool. Content trumps design for this assignment. Audience: class Students will orally present their findings to their class using a multimedia product of their choice (see below). This presentation will be filmed and posted on a class website that will be shared online with collaborating classrooms. Audience: partner class & Web Students will document their subtopic exploration by creating a multimedia product such as a website, Glog, digital slideshow, blog, or similar tool (subject to teacher approval). Audience: school website and school community |
Individual Products and Performances
Most of this project involves group work, but there are a few things that students will need to do individually, as listed below. At the beginning of the project, the group will elect a team leader who will report to the teacher three times a week on group progress and concerns. This will be an authentic way to instill leadership responsibilities in individual students.
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Students will complete a reflective learning journal that captures their work and contributions along the way. Students will be encouraged (possibly required if there is enough computer access) to use Penzu, an online journaling tool. Audience: teacher
On an agreed upon day, students will take at least one photo during each waking hour of their day for A Day in the Life of Me project. They will capture everyday things that make their life unique. Students will upload their photos to a class Picasa album, and Group #3 will oversee compiling the photos into a slideshow or presentation to show the class at a later date. Audience: partner class and Web |
Reflection Methods
- Reflective Journals
- Whole-Class Discussions
Students will reflect daily and weekly as they write in their journals. At the completion of the project, students will have the opportunity to discuss on what they have learned with the class. The class will have a celebration upon completion of the unit and view A Day in the Life of Me video/presentation. Awards can be given that incorporate some of the things that was learned about students through the presentations. Students will complete a survey to give feedback on the overall unit. The teacher should also reflect on what went well and what can be improved for next time. These forms can also be found at www.bie.org/diy/reflecting_and_perfecting/the_last_day:
student_reflection.doc | |
File Size: | 36 kb |
File Type: | doc |
teacher_review.doc | |
File Size: | 37 kb |
File Type: | doc |