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Product: Class Dictionary 1. As part of the project launch, students will read an excerpt from Samuel Johnson’s first dictionary of the English Language. After discussing the value of such lexicons, students will be presented with the Entry Event: two samples of modern nonstandard English – one from a young native Australian speaker of English living in and the other from a young adult speaker of American English from .
Know Elements of script writing Components and format of a works cited page Attributes of a good research question Characteristics of a reputable website Documentation of sources in MLA format (works cited and parenthetical)
Grouping: Students may be grouped according to mixed ability or according to interest in the content. While the plan outlines allowing them to draw a conflict from a hat, one may easily decide to allow the students to select a topic.
21C.O.9-12.1.TT4 - Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment. 21C.O.9-12.1.TT7 - Student uses advanced features and utilities of presentation software (e.g., slide transitions, master slides, narrations and timings, creating web-enabled presentations, creating a non-linear presentation) to communicate ideas to multiple audiences. 21C.O.9-12.1.TT10 - Student implements various Internet search techniques (e.g., Boolean searches, meta-searches, web bots) to gather information; student evaluates the information for validity, appropriateness, content, bias, currency, and usefulness. Notes, documentation of interviews Media presentation which demonstrates knowledge of proficiency in use of digital camera, video, Power Point, LCD projector, etc.
Project Launch: A representative from the county historical society will speak to the class about the historical society (their purpose, their artifacts, their typical client). The representative will also discuss the need to draw interest to a younger generation in order to preserve the county’s rich history. Step one: Brainstorm what success means to the students. Who is successful?
Project Launch: Students will watch an excerpt of CNN’s Scream Bloody Murder . Step 1 – Entry Event Student survey: “What Would You Do?”
Step One: Have guest speaker(s) talk about a person of great influence in his/her life. (police officers, military personnel, religious leaders, school administrators, coaches, parent volunteers)
Know How to use Windows Movie Maker to create a PSA How to write a storyboard How to write a script How to use a Flip camera How to capture video for editing
Step One : Entry event will be a guest speaker who explains to class how some other towns have reinvented their business districts. The field trip takes students on a walking tour of Main Street with a local official or business person who will explain all the businesses that once thrived in better economic times. Students will write journal entries in response to the entry event. Step Two : Ask the driving question: How can we get business and industry to come to our town? Discuss the goal of the major group project: Students are assuming the roles of potential business owners and members of their town’s Chamber of Commerce. They will present to the town’s real Chamber of Commerce a multimedia project that shows the audience their vision for a revitalized Main Street.
Know · How to write a research paper with parenthetical documentation · How to write a works cited page · How to form a research question · How to research using reputable websites
Detailed version of Manage the Process is attached. Simple version of Manage the Process: Step 1: Pre-Launch ~ Identify community leaders to assist in the PBL. ~ Meet with the community leader who will participate in the launch.
Students will be divided into groups of four. The teacher may assign the groups or let students group themselves. The teacher may assign the decades to groups by random drawings or the teacher may choose to have the groups “lobby” for the decade of their choice. The duration of the project could run from 3 to 6 weeks.
Project-Base Learning Characteristics of Authentic Learning Activities from PBL-Online.org: Real-world relevance : Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualized or classroom-based tasks. Ill-defined : Activities require students to define the tasks and subtasks needed to complete the activity.
I've realized something. Project-based learning is the easiest thing in the world to talk about because it's almost a guarentee that no one will disagree with you. Everyone will nod their head and agree that it's a good thing... but -- and Wiggins and McTigue write about this as well, by the way -- true project-based learning is an inversion of our traditional classrooms in powerful ways.