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PBL Essential Elements Checklist: Does The Project ?

Project focuses on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. There is potential to incorporate many subjects with this project. Students should have contact with students from other countries all the way through the project.

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114 views3 pages

PBL Essential Elements Checklist: Does The Project ?

Project focuses on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. There is potential to incorporate many subjects with this project. Students should have contact with students from other countries all the way through the project.

Uploaded by

api-206431001
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Cycle 2 1 EDCI 397

PBL Essential Elements Checklist


The Eight Elements Project Based Learning Must Have Posted by Jeff Dunn on 2013-03-22 http://edudemic.com/2013/03/elements-project-based/

PROJECT NAME: Finding Solutions to Hunger

Does the project?


FOCUS ON SIGNIFICANT CONTENT
At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

SOURCE: iEARN http://collaborate.iearn.org/space-2/group81/about Questions & Possible Modifications

(FOR 397) FOCUS ON GLOBAL AWARENESS AND DEVELOP GLOBAL COMPETENCE

There is potential to incorporate many subjects with this project. Math: students could create graphs to show the difference in calorie intake among their classmates along with students from other countries. Health (science): Students can learn about malnutrition, what it takes to keep a balanced and healthy diet, and learn how to read and interpret nutrition labels. Technology: Students will be able to perfect their skills in making pamphlets, editing video and digital photography, and researching on the Internet. Reading/Writing/Speaking: students will be presenting their project in front of an audience, they will write their information in a clear and concise way for their audience, and they will be reading to conduct their research. This aspect needs to be more detailed. Students need to have specific guidelines for their research on world hunger. Students should have contact with students from other countries all the way throughout the project rather than

Lisa A. Bot, Ph.D. All Rights Reserved. [email protected]

Cycle 2 2 EDCI 397 just for the food journals. Student groups should also research one country thoroughly for hunger issues and then they will be able to learn more by each group presenting their country to the class. This will allow for more global awareness. They are using creativity, critical thinking and problem solving by creating a solution to changing the hunger crisis around the world. They are collaborating with their group mates and students from other countries throughout the project and their communication sills are present through their presentation at the end of the project. Technology skills are used in creating a video and researching. There are a variety of questions being addressed and students are challenged to calculate their nutrition intakes, compare their lifestyle to others around the world, research the problems that are occurring with hunger and why they are apparent, along with trying to solve the hunger issue. There could be a more specific question that is driving the project. Since there are so many lessons and mini activities incorporated into the overall project, there is more of a topic rather than a driving question. By having a driving question, the expectations would be a little clearer. An example could be What causes people to be hungry around the world? Has a great intro that catches the students attention. They project starts with a food banquet were there are three tables that students are to sit at. One has an overflowing amount of food, the second has just enough food for the students, and the third has only water and rice. This is a great way to get students

DEVELOP 21 CENTURY SKILLS (FOR 397 DEVELOP RESILIENCE)


Students build skills valuable for todays world, such as creativity, critical thinking and problem solving, collaboration, and communication, which are taught/practiced and assessed.

ST

ENGAGE STUDENT IN IN-DEPTH INQUIRY


Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

ORGANIZE TASKS AROUND A DRIVING QUESTION


Project work is focused by an open-ended question that students explore or that capture the task they are completing.

ESTABLISH A NEED TO KNOW


Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an ENTRY EVENT that generates interest and curiosity.

Lisa A. Bot, Ph.D. All Rights Reserved. [email protected]

Cycle 2 3 EDCI 397 talking about the situation and thinking about the food/hunger. It gets them interested in the topic/issue. Choice is encouraged, however there could be more. More choice could be provided by allowing students to choose how to present, what country to research, what information they want to research, and who they would like to work with. There is no revision process during the preparation of the service projects. Students could first look at each others presentations and provide feedback and critiques. They could then revise their work to then present it to the public eye. Having different checkpoints throughout the project could help ensure that students know what is working for them, what is not, how they can improve their work, and reflect on what they are learning. They are providing a public service announcement, using Skype with other countries, and presenting to their peers/community.

ENCOURAGE VOICE AND CHOICE


Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

INCORPORATE REVISION AND REFLECTION


The project includes processes for students to use feedback to consider additions and changes that lead to high-quality projects, and think about what and how they are learning.

INCLUDE A PUBLIC AUDIENCE


Students present their work to other people, beyond their classmates and teacher.

Lisa A. Bot, Ph.D. All Rights Reserved. [email protected]

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