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PBL Module 3 Unit 3 Activity 1

Page history last edited by Mike Daly 4 years, 7 months ago

Project Based Learning

 

What is Project Based Learning (PBL)?

 

PBL is a way of engaging students in deep, meaningful learning which expands their knowledge of a subject and provides them with the essential skills they will need as adults: critical thinking, communication and collaboration. Students work together in groups to complete a project on a particular topic which addresses a real world problem. They are given a lot of autonomy in what and how they learn, as well as in the way they present their project. In PBL, the teacher’s role evolves from a traditional giver of knowledge to a facilitator of the learning process. Formative assessment is used throughout the project and students are encouraged to both self and peer assess. In contrast to a traditional classroom project, PBL “is the process of students’ learning and the depth of their cognitive engagement – rather than the resulting product – that distinguishes projects from busy work.” (2010, Larmer & Mergendoller)

 

 

Page Purpose:

 

The purpose of this page is to complete an activity about PBL for Module of the Teach-Now program. Below I will outline the topic, goals and methods I have chosen to employ for a project based upon the theme of Global Citizenship for a 5th grade class.

 

Project Themes & Goals (based on cohort discussion)

 

Project Theme: Global Citizenship

 

What is Global Citizenship?

 

Oxfam defines a global citizen as “someone who is aware of and understands the wider world - and their place it. They take an active role in their community, and work with others to make our planet more equal, fair and sustainable.” (Oxfam, n.d.).

 

Project Goals: (based on cohort discussion)

  1. Students discuss and define global citizenship

  2. Students identify and discuss problems facing the world and provide research-based solutions. (examples of problems may include: ethnocentrism, climate change, etc.)

  3. Students work in groups to choose a problem and collaborate to creatively demonstrate engagement with and comprehension of the theme: global citizenship.

    21st Century Skills Being Developed per Project Goal:

  4. (Communication, Critical thinking, Interdisciplinary themes - global issues)

  5. (Communication, Critical thinking, Information/media/technology skills)

  6. (Communication, Critical thinking, Collaboration, Problem solving, Creativity) (Credit: Sterling Toppings)

 

Project Overview:

Key Focus: The Power of Voice: Bullying

Grade Level: 5th Grade

Duration: 1 month (4x40 minutes lessons per week)

Subjects Covered: English Language & Literature, Social Studies

 

Students will research, discuss and learn about what it means to be a global citizen, with particular focus on the issue of bullying and the power of language and how they can use their voice to make either a positive or negative difference in the world.

 

 

Task Goals for Project Delivery:

  1. Students summarize 2 case studies of positive and negative uses of words.

    (21st Century Skills: Communication, Critical thinking, Collaboration, Interdisciplinary themes – local & global issues)

  2. Students create a 5 step code of conduct for students in their school (in collaboration with all students and staff).

    (21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Information/media/technology skills, Interdisciplinary themes)

  3. Students create anti-bullying poster to be displayed in their school.

    (21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Problem solving, Information/media/technology skills)

  4. Students prepare and do a presentation about the power of voice for an audience of whole school & parents.

    (21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Information/media/technology skills)

 

Project Work Description:

 

  1. Students summarize 2 case studies of positive and negative uses of words.

Students will be presented with 1 written account of how someone made a positive impact in their school or community through their use of words and 1 oral account of how someone created a negative impact in their school or community through their use of words. Each group will be asked to summarize the content of both accounts: 1 oral submission & 1 written submission. They will choose the way they present their summaries. The use of technology will be encouraged.

(21st Century Skills: Communication, Critical thinking, Collaboration, Interdisciplinary themes – local & global issues)

  1. Students create a 5 step code of conduct for staff & students in their school (in collaboration with all students and staff).

Students will research ways of preventing offline and online bullying and interview students and staff from their school to create a school wide collaborative code of conduct. Again, the method of delivery will be chosen by each group.

(21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Information/media/technology skills, Interdisciplinary themes)

  1. Students create an anti-bullying poster to be displayed in their school.

Based on their previous research and consultation with their school community, each group will create an anti-bullying poster. They will be free to choose how they present the information.

(21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Problem solving, Information/media/technology skills)

  1. Students prepare and deliver a presentation about the power of voice for an audience of whole school & parents.

Using all their previous research, each group will plan and deliver a presentation to the whole school, including parents and outside guests. Again, how they present their information will be decided by each group. Audience members will be invited to ask questions and comment on the topic and to provide feedback on the presentations.

(21st Century Skills: Communication, Critical thinking, Collaboration, Creativity, Information/media/technology skills)

 

How will this project be evaluated?

 

 

Insufficient

Basic

Proficient

Outstanding

Summaries

Group failed to produce summaries or the summaries were copies of the originals.

Group produced 2 summaries which described the original content but failed to summarize succinctly. Their presentation lacked clarity and adhesiveness.

Group clearly summarized the main points of the 2 original accounts but their work contained some spelling and grammatical errors.

Group clearly and accurately summarized the main point of the 2 original accounts without spelling or grammatical errors. Their presentation was clear, adhesive and creative.

Code of Conduct

Group failed to produce a 5 step code of conduct

Group produced a 5 step code of conduct but it was difficult to understand due to spelling and grammatical errors and the information was poorly organized. The information was personal opinion as opposed to a school wide collaboration.

Group produced a 5 step code of conduct which showed evidence of whole school collaboration.

Group produced a 5 step code of conduct which showed evidence of whole school research and the way it was presented was creative.

Poster

Group failed to produce a poster or the poster was impossible to understand.

Group produced a poster but it did not adequately promote the prevention of bullying. The information was not clearly presented.

Group produced a poster promoting the prevention of both offline and online bullying. It was clearly presented.

Group produced a poster promoting the prevention of both offline and online bullying. It was clearly presented and students used technology in the making and/o presentation of their information.

Presentation

Group failed to deliver a presentation or the presentation was unintelligible.

Group delivered a presentation, Students read from scripts with no use of visual aids.

Group delivered a presentation which was interesting, factual and engaged the audience. They did not provide a question and answer session for the audience.

Group delivered a presentation which was interesting,; factual; creative, and engaged the audience. They made use of technology and provided a question and answer session for the audience.

Group Participation & Collaboration

Student did not participate in the group in any way or very rarely.

Student completed group tasks but shared few ideas and group support was minimal. Their communication was mostly about things unrelated to the topic.

Student completed group tasks and shared ideas with other group members. They stayed on topic, completed their task and helped other group members.

Student completed group tasks and shared ideas with other group members. They stayed on topic, completed their task and helped other group members. They also used mobile devices and apps to collaborate and communicate outside the classroom.

Use of technology

Group made no attempt to use technology to help aid their learning, collaboration and presentation of information.

Group used the internet to search for and find information.

Group used technology to search for and find information and to present their work.

Group used technology to search for and find information; to collaborate, and to present their work.

 

References:

 

BIE. (n.d.) Project-Based Learning: Explained. Retrieved from https://www.bie.org/object/video/project_based_learning_explained

 

Larmer, John & Mergendoller, John R. (2008, September). Seven Essentials for Project-Based Learning. Retrieved from http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

 

Oxfam. (n.d.). What is Global Citizenship?. Retrieved from https://www.oxfam.org.uk/education/who-we-are/what-is-global-citizenship

 

U.S. Department of Health and Human Sciences. (n.d). Stopbullying.com (information website). Retrieved from https://www.stopbullying.gov/

 

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