Design+Team+Member+A


 * //__Krystle Flerchinger: Team Member A__//**

"A proper sequence provides the learners with a pattern of relationship so that each activity will have a definite purpose. The more meaningful the content, the easier it is to learn and, consequently, the more effective the instruction" (Clark, 2010). It is extremely important to us to provide teachers with a rationale as to why project-based assessment is beneficial to student learning, as many of our learners may feel this type of assessment is a waste of time. By providing our learners with ideas and tools to guide them in creating their own project-based assessments, the instruction will be more effective.
 * __Sequencing description__**

Sequence of instructional tasks.

1. Introduce project-based learning through [|Edutopia Introduction Video]. This video explains what project-based learning is and what the benefits are.

2. Prezi presentation (similar to a PowerPoint): How to produce assessment tools for your project-based unit • “What is your ultimate GOAL?” Identify these goal(s). • How will I know students have learned? What does this learning look like? • Design Backwards: Major Goals – Intermediate Goals – Activities

3. Think-Pair-Share activity where the learners are asked to brainstorm a place in their curriculum where project-based learning would work well, share it with a colleague(s), and then take the best ones to share with the group for a group discussion.

4. The learners will look at two different rubrics to compare and contrast how useful they would be for project-based learning assessments.

5. Learners will then work toward creating their own //outline// for a PBL assessment that they could implement into their classroom, not the whole project, just begin getting an idea of a potential assessment for their classroom.

6. As our participants leave, we will provide them with a list of resources for project-based assessments (Technology tools : Prezi, polls, wikis. Websites: Edutopia, etc., blogs, rubric creation sites, etc.)

How instruction is sequenced is important to how our learners will react and in turn what they take away from this module. "Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives" (Morrison, Ross, Kalman, & Kemp, 2011, p. 136). The sequence of instruction for this module follows both learning and concept related.

We want to "begin with the topics or tasks that will create the most learner interest" (Morrison, Ross, Kalman, & Kemp, 2011, p. 138). By demonstrating and providing successful examples of project-based learning, we can present new ideas to better student understanding. We will have our learners discuss with one another to brainstorm their curriculum to come up with ideas to incorporate project-based assessment. Our instructional sequence is also concept related in that we will "teach the logical prerequisite concepts first" (Morrison, Ross, Kalman, & Kemp, 2011, p. 140). It will be important for our learners to understand what project-based assessments are and why they are beneficial before we move to the actual creation process.

Link to the NEXT PAGE

Clark, D. (2010, August 3). Sequencing and structuring learning modules in instructional design. Retrieved from []. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
 * References**