Design+Team+Member+D1


 * //Sylvia Browne: Team Member D1//**


 * Instructional Message: **

**Describe the chosen pre-instructional strategy based on Table 8-1 for your planned instructional module. Your document needs to match the format provided.**

Our instructional module, Assessment Methods for Project-based learning from K-12, like other instructional units, requires an introduction. This should prepare the learners for the instruction and learning that lies ahead.

__Gaining the Learners Attention__

To begin, it is imperative to get the learner’s attention. Beginning a unit with a “hook” is an effective way of engaging the learners. “ A hook is a natural motivator--it’s material that focuses people’s attention and draws them in” (Teachopolis). A hook can be a story, joke, experiment, picture, etc.

A video demonstrating project-based learning and assessment at work; focusing on the motivation of the students and the depth of the learning, would serve as a “hook” for many teachers. The video would enable the teachers to visualize project-based learning in their own classrooms. After the video, we could ask teachers if they felt standards were covered in these activities. The point of this “hook” is to connect for the learner (teachers) the role of project-based learning to standards based assessments. Our “hook” needs to get the learners motivated to explore project-based learning. Once you have the learners' attention, the challenge is to keep it.

__Focusing Learners Attention__

Before the teachers arrive at the training session, they would have completed a survey prompting them to share what they already know about project-based learning and assessment. This will enable the facilitator to cater the discussions more to the audience of teachers. The same survey will be given to the teachers after the session as a tool in determining the success of the instructional module.

Before the training session begins, the facilitator will share four guiding questions with the teachers. These serve to guide the teachers through the key points of our module. These guiding questions need not be answered as the learner will answer them independently as the training module goes on. They serve to keep the learners focused on the content (Morrison, et tal, 2011).

Pre-tests are designed for mature learners who are somewhat familiar with the content, working within a short instructional time frame. This strategy fits teachers expanding their knowledge of project-based assessment well (Morrison, et al, 2011).

Our pre-test can include the following guiding questions:
 * How does project-based learning and assessment fit into your existing curriculum?
 * What types of assessments work best for project-based learning?
 * How can I ensure that my rubrics target the standards while remaining flexible for the varied learners in my class?
 * What resources can I use to help me design project-based assessments?

**__How does project-based learning and assessment fit into your existing curriculum?__**

After watching a short Edutopia video (Introduction to PBL, 2009) introducing the benefits of project-based learning, teachers will be prompted to think of the applications to their curriculum. The module engages the teachers in a Think-Pair-Share activity, where teachers can collaborate with their colleagues.

**__What types of assessments work best for project-based learning?__**

Using a Prezi presentation, our module will guide the teachers through the process of creating a project-based assessment. The teachers will be prompted to identify the ultimate goal for a specific unit using the applicable state or national standards. The teachers will then determine what that learning looks like; how is that applied in the world outside of the classroom. Finally, they will go through the process backwards. Once the major goals are identified, the necessary intermediate goals will be outlined. Once this is done, we can create instructional activities to get us there. Five components of PBL will be discussed encouraging teachers to incorporate these in their PBL units.

An excellent assessment tool for project-based learning is the rubric. Our module will demonstrate two rubrics and prompt teachers to compare and contrast these. Also, we will share sites that facilitate the creation of rubrics, such as Rubistar.

**__How can I ensure that my rubrics target the standards while remaining flexible for the varied learners in my class?__**

"In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations" (PBL for the 21st Century). With PBL, students are given a degree of choice and therein lies the flexibility for the varied learners, who can choose areas of interests and strengths.

Due to their flexibility and accountability, rubrics are the ideal assessment tool for PBL. "A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor" (Andrade). Most national and state standards can easily be incorporated into rubrics. Most standards are written in broad terms that lend themselves to clear applications and differentiation.

**__What resources can I use to help me design project-based assessments?__**

There certainly is no shortage of resources to facilitate project-based assessment on the web. From Prezi to Wall Wisher, Rubistar to Edutopia, teachers will use a variety of tools during our instructional module. The ultimate goal is to encourage and enable teachers to embrace PBL and to continue to seek new and better ways of designing project-based assessments.

**//The four guiding questions, not only provide the teachers with specific goals for the instructional module but also allows them to reflect on their current practice.//**


 * References: **

Andrade, H. (n.d.) Understanding Rubrics. Retrieved from [].

Buck Institute for Education (2011). Project-Based Learning for the 21stCentury. Retrieved from [].

Edutopia (2009). An Introduction to Project-Based Learning. 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.

Rubistar (2009). Create Rubrics for your Project-Based Learning Activities. Retrieved from []

Teachopolis. (n.d.). What is an instructional strategy? Retrieved from [].

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