PBL Landscape project
Evidence of completed project:
Before the project students created the rules for working in a group by completing the concensus protocol. (picture0
1. Entry event: Create the ideal outdoor learning space. Students had to "purchase" supplies to create an outdoor learning space and explain why they designed the project the way they did. Students then did a gallery walk and wrote positive comments on post it notes. (see picture)
2. Students worked in groups to design a their outdoor learning space after creating the scale of 1:20 to create their design. Students had to research various products to place in the design and the cost of the items. Students needed to include a blue print of their design. (picture)
3. One of the protocols required students to create the written proposal for the project. Students were given examples of existing presentation rubrics and asked to create a section of the written proposal rubric, for example one group may have been given the section on the budget and another group given the description of the space use. (video -link)
4. Students presented their projects using a power point and/or visual aid. While one group presented the other students gave a critic of the presentation by providing feedback with "I like and I wonder" statements. (picture)
5. Students gave feedback in goformative to evaluate themselves and their peers. (link below)
https://goformative.com/formatives/gJf2xPYAo2qjvYWJ5/results/9
This group needed a lot more structure and examples. If I did this again, I would implement math skills lessons as mini units along the way. We might work on the project three days and mini math lessons two days. Also, I ended up having the students be more accountable for their group work by evaluating themselves and peers, which was not in the original plan, as a way to ensure students were contributing to the group. I think that these students were not used to the freedom to create and design a project themselves. They were used to more concrete assignments with a particular procedure and one correct answer. Therefore, I feel that they needed more guidance and redirecting than I expected. Hopefully, they will be better prepared next semester after completing one PBL.
I will try to upload a link to the selfie video in another post.
Here is the link: https://youtu.be/_Hr-ie_J1ec
Evidence of completed project:
Before the project students created the rules for working in a group by completing the concensus protocol. (picture0
1. Entry event: Create the ideal outdoor learning space. Students had to "purchase" supplies to create an outdoor learning space and explain why they designed the project the way they did. Students then did a gallery walk and wrote positive comments on post it notes. (see picture)
2. Students worked in groups to design a their outdoor learning space after creating the scale of 1:20 to create their design. Students had to research various products to place in the design and the cost of the items. Students needed to include a blue print of their design. (picture)
3. One of the protocols required students to create the written proposal for the project. Students were given examples of existing presentation rubrics and asked to create a section of the written proposal rubric, for example one group may have been given the section on the budget and another group given the description of the space use. (video -link)
4. Students presented their projects using a power point and/or visual aid. While one group presented the other students gave a critic of the presentation by providing feedback with "I like and I wonder" statements. (picture)
5. Students gave feedback in goformative to evaluate themselves and their peers. (link below)
https://goformative.com/formatives/gJf2xPYAo2qjvYWJ5/results/9
This group needed a lot more structure and examples. If I did this again, I would implement math skills lessons as mini units along the way. We might work on the project three days and mini math lessons two days. Also, I ended up having the students be more accountable for their group work by evaluating themselves and peers, which was not in the original plan, as a way to ensure students were contributing to the group. I think that these students were not used to the freedom to create and design a project themselves. They were used to more concrete assignments with a particular procedure and one correct answer. Therefore, I feel that they needed more guidance and redirecting than I expected. Hopefully, they will be better prepared next semester after completing one PBL.
I will try to upload a link to the selfie video in another post.
Here is the link: https://youtu.be/_Hr-ie_J1ec
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11/27/17
6 Photos - View album
Hi Christi,
ReplyDeleteOutstanding job providing evidence for the implementation of your fall pbl unit. I enjoyed seeing the pictures of students' work across the project and especially appreciated how you provided ongoing feedback to students throughout the unit using formative but also various protocols. Creating the models on a 1/20 scale helped ensure the product was doable while also helping students to understand the concept of scale models. Thank you for providing the video selfie video link as well as the formative examples.
Sincerely,
Dawn