Implementation+Member+E


 * Team Member E **


 * Lesson Overview **

“Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation” (pbl-online.org, 2011). In Project-Based Learning, the activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom (from PBL.org, 2011).

In this lesson, teachers will provide teachers with the content structures including; facts about PBL and assessment tools, concepts surrounding PBL and rubric assessments and the principals/rules relationships that exist between PBL and the assessments needed for analyzing student achievement (Morrison, Kalman, Ross, Kemp, 2011). Our goal as educators is to provide fellow teachers with some additional tools that will not only improve their teaching, but nurture student learning and success by demonstrating how to implement Project-Based Learning and assessment methods into their instruction.

For our delivery method, we chose to conduct our training using the small–group format. “In the small-group teaching/learning format, instructors and learners, or learners themselves, work together in groups of 2 to 10 or so individuals to discuss, question, pursue problems cooperatively and report” (Morrison, Ross, Kalman, Kemp, 2011).By investigating all of the content in a small-group format with fellow professional colleagues, our teachers will be better prepared to modify their own PBL unit of instruction to meet the needs of their students.


 * Content Presentation – Step-by-step sequence of activities. **

The Teachers in this course will learn how to create Project-Based Learning units relevant to their course of instruction, how and where to find further resources that support PBL units and identify rubrics for assessing their student’s work of the PBL unit through the following step-by-step sequence of activities.

// Format // :

1.Teachers will watch the Edutopia video as an introduction to their instruction. 2.Student will work through the Prezi Presentation which will: Provide teachers with essential concepts about Project-Based Learning, Methods of assessment including rubrics, Provide teacher with resources and examples to assist them in creating their own unit of instruction in Project-Based Learning 3.Teachers will discuss PBL activities using the standards they have and use in their curricular subject area using the Think-Pair-Share chart. 4.Teachers will compare/contrast two assessment rubric examples relevant to their purpose. 5.Teachers will identify an example that they can adopt or modify for use with their PBL unit of instruction by completing the General Outline Table.

By following the table provided below, both student and instructor(s) will be able to perform the activities in the order listed.


 * Activities || Role of facilitator || Role of student ||
 * Edutopia video demonstrating PBL in action || Identify video and project. Ensure equipment is available and location is appropriate for viewing. || Visualize Project-based learning and assessment. ||
 * Prezi presentation providing essential concepts of PBL || Design Prezi presentation that identifies essential concepts of PBL design and assessment, reviews rubrics and useful resources. || View, take notes. ||
 * Think-Pair-Share || Prompt teachers to Think-Pair-Share site and present two questions that help generate ideas for for PBL units of instruction. || Discuss areas of instruction where they can currently apply a PBL unit of instruction. ||
 * Using resources shared, teachers will identify an example of a rubric that they can adopt or modify. || Present from the materials listed in the appendix, two different rubrics for teachers to compare and contrast. Introduce teachers to Rubistar as a resource to find additional rubrics that may better suite teacher's needs in relation to their PBL. Facilitator should be familiar with the site and its uses. || Teachers will compare/contrast two provided assessment rubric examples relevant to their purpose. ||
 * Teachers will identify a topic from their curriculum content to build an outline of a PBL unit with assessment rubric || Prior to the session, the facilitator(s) would of sent out an emailing prompting teachers to consider possible PBL units. After the Think-Pair-Share activity, the facilitator can set them in their grade level, interdisciplinary groups to decide on a unit for PBL unit with assessment. || Teachers should collaboratively decide on an interdisciplinary unit to build an assessment for. ||

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