Project Design Workbook �1

Project Design Workbook

A Supplement to Project Based Learning and the Arts

Brianne DeFrangEducationCloset.com

Describe your purpose and vision for using inquiry in the classroom.

Outline some of your “big ideas,” or your major curricular goals, for the school year.

Project Design Workbook �2

Big Ideas Module 1, Lesson 1

Name the five types of questioning discussed in this module and create an example of each.

Type of Question Example

Look at Kandinsky’s Merry Structure (1924) to the right, and develop some effective questions to encourage inquiry below.

Project Design Workbook �3

Effective Questioning Module 1, Lesson 2

Reflect on your own questioning in the classroom. What types of questioning do you use the most?

What strategies might you focus on to increase student engagement in questioning and inquiry?

Wait time Close looking Turn and talk Follow-up questions Other

What are some forms of inquiry you already include in your classroom?

What are some processes you use in your classroom? Where do you see them aligning with other processes?

Of the curricular goals, or “big ideas,” you outlined on page 2, choose 3-4 curricular goals and briefly describe an inquiry-based learning experience you could create from each goal.

Curricular Goal Inquiry Description

Project Design Workbook �4

Shades of Inquiry Module 1, Lesson 3

List a few traditional projects that you already have done successfully in your classroom.

Project Design Workbook �5

Narrowing the Field: PBL Module 2, Lesson 1

Choose one of the projects above. In the left column, outline your project as it has been done in the past. In the right column, make adjustments to your project to align with the PBL process.

Project PBL

Introduction

Teacher provides lesson introducing content. Students participate in inquiry-based engagement or entry activities.

Investigation

Students participate in engagement activities with prescribed steps.

Students plan their investigation, and collaboratively create criteria that will determine how they know they have been

successful.

Create

Students are assigned a project as homework that will synthesize the information learned in class.

Students work collaboratively to design, create, revise, and prepare for presentation.

Present

Students turn in their projects to the teacher for a grade. Students present their projects to an authentic audience.

Fill out the PBL Planning Template based on your project-to-PBL example from Module 2, Lesson1 (page 5).

Project Overview

Project Title: Duration:

Content Area: Grade Level:

Integrated Content: Teacher:

Project Description:

Driving Question(s):

Content Standards:

Instruction

Performance Objectives: What must all students know and be able to do as a result of this PBL experience?

Evidence of Success: How will you know students have successfully achieved objectives and standards?

Entry Event: Describe how you will engage students and introduce the project’s driving question.

Content Lessons: Identify any content on which you will provide instruction or embed learning activities.

Resources: Identify any resources, personnel, or materials you will need.

School-based resources (people and facilities)

Technology (websites, apps, presentation tools)

Materials (publications, manipulatives, supplies)

Community (partners, speakers, experts, helpers)

Project Design Workbook �6

PBL Planning Module 2, Lesson 2

Assessment and Reflection

21st Century Skills: Will these be explicitly taught and assessed, or simply encouraged? Formative Assessment Tools Summative Assessment Tools

Assessment (if applicable) Quizzes/Tests Written product (rubric)

Collaboration Journaling/Learning Log Oral presentation (rubric)

Communication (Presentation)

Plans/Outlines/Prototypes Other product (rubric)

Rough Drafts Test

Critical Thinking Checklists Peer evaluation

Creativity Anecdotal notes Self evaluation

Reflection Tools

Journal/Learning Log Class Discussion Survey Focus Group

Product

Culminating Product: Does the culminating project have a group component, an individual component, or both, and how will they be assessed?

Presentation Audience

Description Assessment Tool Class

GroupSchool

Community

IndividualExperts

Web

List any questions you have about this process or challenges you foresee.

Project Design Workbook �7

PBL Planning Module 2, Lesson 2

Choose one of your “big ideas,” or your major curricular goals, for which you will develop a PBL.

Choose your Common Core or NGSS content area. Choose your arts area.

What skills, processes, and knowledge do these contents have in common?

Brainstorm how you might integrate the arts and other content areas into your PBL in the following ways:

Process Learning (What processes do these

content areas have in common?)

Entry Event (Can you provide an arts integrated engagement

activity?)

Instructional Activity (Can you find or develop an

arts integrated lesson to explicitly teach content?)

Product (How can students create a piece of art to demonstrate their learning around the

driving question?)

Project Design Workbook �8

Contexts for Arts Integration

Module 2, Lesson 3

Complete the Project Overview for your original PBL.

What standards and objectives do you want your students to

achieve?

What project might students be able to use hands-on skills

to make or do something related to this objective?

What real-life situations or careers can you think of where

this would apply?

What problem or driving question comes to your mind

based on these answers?

Project Overview

Project Title: Duration:

Content Area: Grade Level:

Integrated Content: Teacher:

Project Description:

Driving Question(s):

Content Standards:

Project Design Workbook �9

Developing Driving Questions Module 3, Lesson 1

Complete the Instruction and Product sections of the planning template for your original PBL.

Instruction

Performance Objectives: What must all students know and be able to do as a result of this PBL experience?

Evidence of Success: How will you know students have successfully achieved objectives and standards?

Entry Event: Describe how you will engage students and introduce the project’s driving question.

Content Lessons: Identify any content on which you will provide instruction or embed learning activities.

Resources: Identify any resources, personnel, or materials you will need.

School-based resources (people and facilities)

Technology (websites, apps, presentation tools)

Materials (publications, manipulatives, supplies)

Community (partners, speakers, experts, helpers)

Product

Culminating Product: Does the culminating project have a group component, an individual component, or both, and how will they be assessed?

Presentation Audience

Description Assessment Tool Class

GroupSchool

Community

IndividualExperts

Web

Project Design Workbook �10

From Planning to Product

Module 3, Lesson 2

Complete the Assessment and Reflection section of the planning template for your original PBL.

Assessment and Reflection

21st Century Skills: Will these be explicitly taught and assessed, or simply encouraged? Formative Assessment Tools Summative Assessment Tools

Assessment (if applicable) Quizzes/Tests Written product (rubric)

Collaboration Journaling/Learning logs Oral presentation (rubric)

Communication (Presentation)

Plans/Outlines/Prototypes Other product (rubric)

Rough Drafts Test

Critical Thinking Checklists Peer evaluation

Creativity Anecdotal notes Self evaluation

Reflection Tools

Journal/Learning Log Class Discussion Survey Focus Group

Develop a portfolio of general assessment tools and rubrics, including tools for 21st century skills and each of the arts content areas.

Creativity Communication Collaboration Critical Thinking

Visual Arts Music Theatre Dance

Media Arts�

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Choose and/or create your assessments for your original PBL, including:

Formative Assessments Assessments of 21st century skills

Summative Assessments Reflection Tools

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Project Design Workbook �11

Authentic Assessment Module 3, Lesson 3

For the PBL you developed in Module 3, please identify the following types of partners you might seek out:

Colleagues Local Businesses

and Organizations

Parent Volunteers

Other

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Identify any resistance points you anticipate, or any you have personally, in the implementation of project-based learning, and provide your “Ready Response.”

Group Resistance Point Ready Response

Educators

Students

Parents

Myself

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Project Design Workbook �12

Establishing Partners Module 4, Lesson 1

Project Design Workbook �13

Identify any challenges you anticipate in your implementation of project based learning, and brainstorm how you might address each challenges.

Challenge Point Possible solution

Teacher Role

Resources

Embedding Instruction and Assessment

Ensuring Authenticity

Others

Addressing Challenges Module 4, Lesson 2

Identify some reflection points for your students.

What was the most important thing you learned through this PBL?

How well did you answer the driving question or challenge that was set forth at the beginning?

What was your favorite aspect of the entire process?

If you were to do this project again, what would you do differently?

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Identify 1-2 small celebrations and one large celebration you might implement to acknowledge successes in your PBL. Refer to your Celebration Idea Sheet.

Small Celebrations Large Celebration

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Project Design Workbook �14

Identify some reflection points for yourself and your PBL partners.

How well did students answer the driving question or challenge set forth at the beginning?

Did I remain focused on standards throughout the process?

Did my students gain important skills through this PBL?

If I was to do this project again, what would I do differently?

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Reflections and Celebrations

Module 4, Lesson 3