Implementation+Member+A

**__Section I: Unit Overview __**
 * //Krystle Flerchinger: Team Member A //**


 * I. Unit Overview **

 **A. Background and goals of overall project** "Project-based learning (PBL), is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups" (Why teach with project-based learning?, 2008). In this training teachers will begin to develop a project-based learning assessment to be used in the classroom that meet teacher and student standards and be able to develop assessment model(s) utilizing rubrics. By the end of the training, we hope that teachers will understand how to use PBL assessments and feel confident in creating them to benefit student learning. We will provide teachers with the knowledge, tools, and examples to actually implement these assessments in project-based learning units. Our overall goal is //to enable teachers to produce a PBL unit plan with an effective summative assessment rubric//.

 **B. Learning Objectives** In order for teachers to feel confident about creating PBL assessments, we want to break down the planning process as much as possible. After discussing what PBL is and why it is important, teachers will be taught about the different parts of project-based learning. They will learn the essential components, concepts, and methods as well as compare and contrast meaningful rubrics. Teachers will be given several resources for them to use at a later point in hopes they will continue to use PBL assessments in their teaching.

By providing K-12 teachers with the essential PBL concepts, a structure for project-based learning, methods of assessment, resources, and ideas,
 * Objective #1 - Teachers will be able to identify and explain 5 components of PBL unit plans (21st century skill acquisition, authentic assessment using a rubric, use of technology, interdisciplinary focus and the sharing of results with wider community).
 * Objective #2 - Teachers will be able to compare and contrast effective PBL rubrics.
 * Objective #3 - Teachers will be able to create an outline for their own PBL unit (including rubric for assessment). Their outline will include the standards that they are targeting.

 **C. Leaner audience** Each training will comprise of a small group of teachers, generally between the ages of 24 and 65. Although all teachers will have a minimum of a Bachelor’s degree and teacher certification, their work experience will vary. Some may be new teachers just beginning their career, while others may have several years of teaching experience. Teachers will have worked in a variety of socio-economic groups in culturally diverse schools.

Our instructional module will include the use of technology. It would be useful and beneficial to include entry tests to determine the teacher’s level of computer proficiency (Morrison, 2011). As you will read later, we ask that the facilitator send out a survey to gain some information about the participants of the training module. The design of our module should reflect a challenging but not overwhelming level of difficulty (Morrison, 2011). As adult learners, our teachers will most likely require “the material to be relevant, and they [will] quickly grasp the practical use of the content” (Morrison, 2011).

Some teachers may already be familiar with project-based learning assessments and how to use rubrics. By grouping those that are familiar with PBL and those that are not, hopefully they can guide and work each other to feel confident about this type of instruction. For those that already know about PBL assessments, our module will serve to solidify their knowledge, provide additional opportunities to practice their skill and hopefully introduce new tools and varying examples that will enhance their units. For those that are new to PBL, the difficulties may lie in the ability to assess standards through project-based learning opportunities or to develop helpful rubrics. Many teachers will need to be convinced that project-based learning is an effective method of teaching.

**__ References __** Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Why teach with project-based learning?: Providing students with a well-rounded classroom experience. (2008, February 28). Retrieved from[].

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