Cycle 2 1 EDCI 397

PBL Essential Elements Checklist

The Eight Elements Project Based Learning Must Have Posted by Jeff Dunn on 2013-03-22 http://edudemic.com/2013/03/elements-project-based/

PROJECT NAME: Looking at the Trees around Us

Does the project?

FOCUS ON SIGNIFICANT CONTENT
At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

SOURCE: Early Childhood Research& Practice http://ecrp.uiuc.edu/v6n1/bellous.html Questions & Possible Modifications

(FOR 397) FOCUS ON GLOBAL AWARENESS AND DEVELOP GLOBAL COMPETENCE

DEVELOP 21 CENTURY SKILLS (FOR 397 DEVELOP RESILIENCE)

Students build skills valuable for todays world, such as creativity, critical thinking and problem solving, collaboration, and communication, which are taught/practiced and assessed.

ST

ENGAGE STUDENT IN IN-DEPTH INQUIRY

Students are engaged in rigorous, extended process of asking questions, using resources, and developing answers.

ORGANIZE TASKS AROUND A DRIVING QUESTION

Project work is focused by an open-ended question that students explore or that capture the task they are completing.

This project would be considered a science project. Although there are some aspects of other academic subjects, it is not clearly described. As a modification, we would include activities from other subjects as well. One example of incorporating math would be measuring the diameters of different trees and comparing them. An example of incorporating geography would be creating a map showing where a particular tree is found. Thus to make this project better we could add activities that would incorporate other content areas. When looking at trees, the students also looked at trees in different climates. Although they studied trees in the rain forest, desert and etc., there was not specific instruction on other areas. Thus, as a modification, we can include instruction on where certain trees are found by describing their location. The project allowed for a lot of creativity as the students were able to make illustrations and create models. The students also developed communication skills through being able to present what they learned to their parents. The students were also developing critical thinking and problem solving skills when they created a list of questions that they wanted to ask and were able to figure out where they could find the answers (ex: research, scientist, etc.) The students started off with what they already knew, questions to think about, and determined where and who they could ask to answer those questions. The project was centered heavily on making observations. The students were able to go to different places to study the types of trees, the sizes, and etc. Throughout the project, the students answer many questions about trees. However, a clear driving question is not clearly explained. The questions that are discussed throughout the project are questions that the students come up with by themselves. The students decided what they wanted to learn and used observations and research to find the

Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu

Cycle 2 2 EDCI 397

answers. Thus as a modification we could choose one of the questions as a big overall topic for the project. Throughout the project, students see the need to gain knowledge however this is not based upon answering a driving question because there is no driving question identified. As the whole project is focused on looking at different aspects about trees, one main question is not used. Instead, a list of questions that the students generated is what is creating the need to gain knowledge and understanding. The students were able to choose what they wanted to observe and study when they went outside to look at the trees. The children were also able to choose what they wanted to do for their final project. They were able to choose between making a model, a game, a book, or a map of one of the areas that they had visited. Children were also given a choice of whether they wanted to work alone or in small groups. Students are given both the time and the chance to make changes and corrections to their project. The students are encouraged to provide feedback to one another before they make their official presentation in front of their parents. The teachers also provide feedback about what students may want to change or add. When the students are all done with their project they are able to share what they found through an open house where all the parents are invited to see what they have completed. This allows the students to present their projects to other individuals.

ESTABLISH A NEED TO KNOW

Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an ENTRY EVENT that generates interest and curiosity.

ENCOURAGE VOICE AND CHOICE

Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

INCORPORATE REVISION AND REFLECTION

The project includes processes for students to use feedback to consider additions and changes that lead to high-quality projects, and think about what and how they are learning.

INCLUDE A PUBLIC AUDIENCE

Students present their work to other people, beyond their classmates and teacher.

Lisa A. Bot, Ph.D. All Rights Reserved. Lbote@umd.edu