Planning for Learning- PS2

Megan Anderson
Inquiry Question:
How can project based learning (PBL’s) be implemented in the social studies curriculum as a summative
assessment tool? In what ways can project based learning benefit both teachers and students?

Goal:
The main purpose of PBL is for students to explore and deepen their understanding of the core content, while
building their creative capacity to work through difficult problems.

Strategy #1: Backward Design: While completing our social studies PBL activity, I employed a goal-focused
approach with distinct phases which allowed me to align short term activities with long-term goals. The benefits
of the backward design for my ongoing critical reflection was incredible. While working through a series of
lessons to complete the end goal, I was able to adjust the plan based on student needs and time restraints. While
students are working through deadlines, they are also giving me the information I need to adjust my lessons and
support the goals of student learning.
 TQS #2: A teacher engages in career-long learning and ongoing critical reflection to improve teaching
and learning.
 Resources: The information I have received on the backward design comes from my TA and the other
grade 5 teachers I collaborate with. Additionally, I used information and ideas I found on the Iowa State
University: Center for Excellence in Learning and Teaching website.
https://www.celt.iastate.edu/instructional-strategies/teaching-strategies/problem-based-learning/project-
based-learning-strategies/. My TA gave me a list of Project based learning activities, many of which
would have allowed me to use the backwards design during completion and assessment.
 Evidence of success: The goal of the project, was to assess student understanding of the Atlantic region
in both formative and summative ways. The purpose of the final assessment was for the students to
engage with the information they had learned, and create a display of the information. With the end in
mind, students completed a series of steps including a planning booklet, a writing rough draft, and a
final version checklist. We used technology to research their chosen province, planning charts to record
important information, writing a rough draft, and using the checklist to to ensure they have included
requirements in their project. Because the students collected these steps in a folder, I was able to assess
their understanding throughout the process and adjust as needed.
 Timeline: We were able to complete this PBL activity in 5 lessons, after 8 instructional classes. The
Project included two classes dedicated to research, one class to focus on the artistic portion, one class for
the rough draft of the writing, and one class to amalgamate the information into the final version of the
project.

Strategy #2: The benefits of choice: Students learn in vastly different ways. While one student enjoys creative
and artistic outlets, others prefer technology. During my time in a grade 5 classroom I learned that when a
student feels strongly about a topic, they are more likely to put in the effort needed to successfully complete the
task. During our social studies PBL, the students were able to choose which province to study and which
aspects of the province to focus on. They were able to choose how to display their pictures, and which format
they would use. Because the students were given choices, they were more engaged in the project and excited
about the topics they would be covering. For their final project to close the unit, they will be able to choose
between any number of projects. My TA gave me a list of projects often used in PBL activities, and I will be
allowing the students to choose any project they would like to complete. One student has already told me that he
is going to be completing a card game (much like the game I had made to help the students learn about the
animals and vegetation in Atlantic Canada). The students were given a couple of weeks’ notice before we will
be starting the final project so they can think ahead and decide what they would like to do.
  TQS #4: A teacher establishes, promotes, and sustains inclusive learning environments where diversity
is embraced and every student is welcomed, cared for, respected, and safe.
 Resources: My TA sent me this website to give me ideas for project-based learning activities.
Additionally, it lists the various ways which project-based learning is effective in the classroom.
https://www.unrulr.com/post/100-project-based-learning-ideas. My TA often uses student choice for
assignments, and he has been a huge asset in my quest for information on project-based learning
activities.
 Evidence of success: When I first introduced the project for our social studies unit, I clearly laid out the
parameters and expectations. The students were not very excited about the project. The moment I told
them that they could choose which province and format they wanted to use, they became more invested.
When I told them they had to artistically create the front of a postcard from that province, some were
excited while others were not. In response to this, I allowed them to choose whether to draw the front of
the postcard or use printed pictures from the internet. This choice sealed the deal. All the students found
something to be excited about! At the end of the project, the students’ postcards were unique and reflect
each student interests in the Atlantic region. The Rubric was a great checklist and guideline for the
students and helped me to accurately assess their understanding.
 Timeline: Each project we worked on took approximately 1-2 weeks to complete, following 2 weeks of
instruction. I would always let the students know what the project would include while we were learning
the content, so students were given time to prepare. I find that when given time to prepare, their projects
were thought-out and well-done.

Strategy #3: Use of Technology in education and assessment: Technology has never been my strength. I have
felt quite nervous about integrating technology into my instruction and assessment practices, but I am aware of
it’s usefulness as a learning tool. In a grade 5 classroom, technology is more than a benefit- it is a necessity. By
incorporating technology into my PBL activities, instruction, and assessments, students were more engaged and
I was able to review their understanding as they completed their work rather than just at the end of the projects.
My TA has been an incredible help in showing me simple and effective ways to create learning opportunities
while being able to assess understanding, both formatively and summatively. In Social Studies, I used a series
of QR codes to guide research for our PBL activity. In math class, I used math prodigy (an online game) to
assess the students understanding of content we had covered throughout the week. Through this website, I
created assignments for the students to complete as they embarked on challenges and battles with their peers
within the game. I was able to go into their accounts to check which questions were more difficult for them.
This showed me what information we needed to continue learning as well as information they have successfully
retained. Finally, In science class we used Minecraft Education to practice circuitry and create projects that
include the aspects of electricity and magnetism we had learned. They used the screen-record option to present
their creation, and I assessed their understanding after their video was completed.
 TQS #3: A teacher applies a current repertoire of effective assessment practices to meet the learning
needs of every student.
 Resources: When researching ways to assess project-based learning activities, I found an incredible
resource on the Edutopia website. On the website, there are links to helpful resources including tools and
strategies for effective assessments. https://www.edutopia.org/pbl-assessment-resources. One of the
useful resources I have utilized was a YouTube video I found on the Edutopia website titled
“Embedding assessment throughout the project: keys to PBL series”.
Math prodigy- https://www.prodigygame.com/main-en/teachers/
Minecraft Education- https://education.minecraft.net/en-us
 Evidence of success: The useful part of using technology to assess student understanding, is that there
are clear records of a students work. Math Prodigy allows to the teacher to look closely at which
questions the student got right, how many attempts it took, how long they were working on it, and which
concepts they struggled with most. A students completed assignments, I added more difficult questions
and concepts connected to the previous questions.
 Timeline: Learning how to use technology for assessment and engagement will be a work in progress
my whole career. However, I have been able to learn so much about project based learning and
assessments working with both Minecraft Education and Math Prodigy in my time at Mike Mountain
Horse School. I look forward to a future using technology to engage and assess students.