By the end of PBL 101, you will have started planning a project by:

1. By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above

2. TRADITIONAL ASSESSMENT

3. CONTENT 21st CENTURY SKILLS

4. Involve Everyone • “Real World” (Problem/Task & Context) • Emphasize Quality (relevant and rigorous) • Transparency of Tools • Assessor & Assessee Interactions • Standards • Formative and summative Authentic assessment

6. Daily • Homework • Weekly • Quiz • Lab • Informal assessment • Early milestone • Journal • Self-reflection • Preliminary plans • Group process report • Mid-project milestone • Essay • Mini-Presentation • Model • Storyboard • Blueprint • End of project • Exhibition • Completed artifact • Oral presentation • Defense before a panel • Unit Test Continuum of assessment

7. FORMATIVE SUMMATIVE

8. Checklists v. Rubrics KITTY KARRIER PROJECT REQUIREMENTS ☐ Low Cost Materials ☐ No Metal Parts ☐ Fit Underneath Seat on Plane ☐ Open & Close Access ☐ Comfortable & Breathable ☐ Rigid Structure

9. KITTY KARRIER PROJECT REQUIREMENTS ☐ Low Cost Materials ☐ No Metal Parts ☐ Fit Underneath Seat on Plane ☐ Open & Close Access ☐ Comfortable & Breathable ☐ Rigid Structure

11. GROUP INDIVIDUAL

12. Best practices in assessment • Create rich descriptors ofcriteria for your rubrics • Provide students with assessment criteria from the start • Provide exemplars of quality work (?) • Capture process as well as product (e.g., work folders) • Weight later performances (P21 Skills) • Disaggregating data And, as a school... • Use common, calibrated rubrics school-wide

14. Rubrics & Grading in PBL • A rubric for each major product in project • Separate rubrics (or rows) for content • knowledge/skills and 21st century skills  • Checklists and rubrics – there is a big difference • Provide a tool for precise feedback • Increase fairness while decreasing grading time (create rich descriptors for criteria) • Weigh individual grades more heavily than group grades

16. Standards-based Rubric Design tip Below Standard At Standard Above Standard Student thoroughly analyzes and evaluates relations between the United States and Mexico in the twentieth century, including key economic, political, immigration issues. 11.9.7 Student does not examine the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. Student examines the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. 11.11.1 Student thoroughly analyzes the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society in both positive and negative directions. Student does not accurately discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. Student accurately discusses the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

17. Project Management Deliverables • PowerPoint storyboard • Exhibit planning guide • Concept maps • Website map • Audience planning guide • Learning logs

18. Next steps Refine a Driving Question Determine Culminating Products Create an Entry Event* Draft a project rubric

21. PROJECT PACKET • Team Roster • Project Calendar • Rubric & Assessments • Checklist of Requirements • Templates for contracts, • lists, etc. • Presentation/Exhibition • Schedule • Resource List

22. MONDAY Entry Event Create Need to Know list Project teams announced Discussion of expectations for teamwork First team meeting: team-building activity, contract, initial task list

23. Review Standards • Write/Refine the Driving Question • Write/Refine/Find the Project • Describe Student Products (demonstration of understanding) • Create an Engaging Entry Event • Meet with your team; get some help • Create master project calendar for school planning Day 0 Smooth move

24. “LASTDAYS” Stage Exhibition Conduct Summative Assessment Individual Defense – take the time! Followed by… Structured Reflection Peer Evaluation (Collaboration Assessment) Self Reflection of Learning Outcomes Assignment of Bonuses/Rewards Project Debriefs

25. Begin with the end in mind Manage the process Craft the Driving Question Map the project Plan the Assessment • Student performance tied to driving question and standards • Student engagement • Clarity of instructions • Clarity of process • Clarity of evaluation Reflect on process and outcomes

26. Next steps • Refine Project Idea & Driving Question • Create Project Calendar • Design Project Materials • Entry Event • Guidelines • Draft a project rubric