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    Project Design: Overview: Appendix 27.1

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    Ranjeet Singh Bisht
    The document provides templates for designing a project-based learning unit, including an overview template that outlines the name and duration of the project, subject areas, required knowledge and skills, and products to be assessed. It also includes templates for the unit question, required products, resources needed, means of teaching and assessing, and a planner template that outlines the unit title, duration, competencies, and assessment plan.

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    Project Design: Overview: Appendix 27.1

    Uploaded by

    Ranjeet Singh Bisht
    19 views9 pages
    The document provides templates for designing a project-based learning unit, including an overview template that outlines the name and duration of the project, subject areas, required knowledge and skills, and products to be assessed. It also includes templates for the unit question, required products, resources needed, means of teaching and assessing, and a planner template that outlines the unit title, duration, competencies, and assessment plan.

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    pbl checklist

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    The document provides templates for designing a project-based learning unit, including an overview template that outlines the name and duration of the project, subject areas, required knowledge and skills, and products to be assessed. It also includes templates for the unit question, required products, resources needed, means of teaching and assessing, and a planner template that outlines the unit title, duration, competencies, and assessment plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views9 pages

    Project Design: Overview: Appendix 27.1

    Uploaded by

    Ranjeet Singh Bisht
    The document provides templates for designing a project-based learning unit, including an overview template that outlines the name and duration of the project, subject areas, required knowledge and skills, and products to be assessed. It also includes templates for the unit question, required products, resources needed, means of teaching and assessing, and a planner template that outlines the unit title, duration, competencies, and assessment plan.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    Appendix 27.

    P R O J E C T D E S I G N : O V E R V I E W page 1

    Name of Project: Duration:


    Subject/Course Name (if any): Faculty: No. of Credits:
    Other subject areas to be included, if any:

    Need to Knows : Key


    Knowledge and
    Understanding

    Success Skills Critical Thinking/Problem Solving concepts : Self-Management(Individual work) :


    (to be taught and
    assessed) Collaboration (team work) : Other:

    Project Summary
    (include student role,
    issue, problem or
    challenge, action taken,
    and purpose/beneficiary)
    Driving Question

    Products Individual: Specific content and competencies to be assessed:

    Team: Specific content and competencies to be assessed:


    Notes:

    Project Design: student Learning Guide

    Project:

    Driving Question:

    Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners

    Presentations, knowledge, understanding & to check for learning and ensure students Provided by teacher, other staff,
    Performances, success skills needed are on track
    Products and/or by students to successfully experts; includes scaffolds, materials, lessons aligned to learning
    Services complete products
    outcomes and formative assessments

    (individual
    and team)
    Appendix 27.2

    Unit Question

    For the faculty: A question that helps initiate and focus the inquiry

    For the student: A question that creates interest and a feeling of challenge and guides the project work

    Products
    Public Audience

    (Experts, audiences, or product users


    students will engage with during/at end
    of project)

    Knowledge and Skills

    What knowledge and/or skills are going


    to be used to enable the student to
    respond to the unit question?

    Resources and Materials Needed

    What resources are available to us?

    How will our classroom environment,


    local environment and/or the
    community be used to facilitate
    students’ experiences during this unit?
    Multiple Means of Representation

     What different teaching


    methodologies will we employ?

     How are we differentiating


    teaching and learning for all?
    Have considered those with
    special educational needs?

     How will students know what is


    expected of them? Will they see
    examples, rubrics, templates,
    etc.?

     How will we know if the students


    have enough prior knowledge?

    Multiple Means of Expression

     How will students acquire the


    knowledge and practice the skills
    required? How will they practice
    applying these?

     How will students demonstrate


    their learning?
    Multiple Means of Engagement

     How do we help students engage


    and keep their interest in
    learning?

    Reflection Methods Observational

    How individual, team, and/or whole Essays


    class will reflect during/at end of
    Surveys
    project?
    Discussions
    Appendix 27.3

    Unit Title:One that engages student enquiry PBL Unit Planner Total Duration of the
    Unit (in hours):

    Subject/Course: Teacher(s): Grade Level:

    Other subject areas to be included, if any:


    (For cross-curricular PBL)

    Core Competency Focus


    Which Core Competency/Competencies will be my focus?

    Subject(s) Big Ideas Curricular Curricular Content


    What are the Big Ideas from the What are curricular content from the
    new curriculum?
    Competencies new curriculum?
    What are curricular competencies from
    the new curriculum?
    Assessment

    What am I looking for? How will I know the students have achieved these goals?How will we use formative assessment to give students feedback during the unit?

    Include project rubric(s) and an assessment plan so that students know how they will be assessed.

    Rubric(s)/Assessment Activity Curricular Connections Formative or Summative? Individual or Group?


    Scenario Challenge

    Scenario within which the project will take place A description of task as it is presented to the students

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