Project Design Workbook
Project Design Workbook A Supplement to Project Based Learning and the Arts
Project Design Workbook
Brianne DeFrang EducationCloset.com
1
Big Ideas Module 1, Lesson 1
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
Effective Questioning Module 1, Lesson 2
Name the five types of questioning discussed in this module and create an example of each. Type of Question
Example
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
Look at Kandinsky’s Merry Structure (1924) to the right, and develop some effective questions to encourage inquiry below.
Project Design Workbook
3
Shades of Inquiry Module 1, Lesson 3
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
Project Design Workbook
Inquiry Description
4
Narrowing the Field: PBL Module 2, Lesson 1
List a few traditional projects that you already have done successfully in your classroom.
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
Teacher provides lesson introducing content.
Students participate in inquiry-based engagement or entry activities.
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.
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.
Students turn in their projects to the teacher for a grade.
Students present their projects to an authentic audience.
Introduction
Investigation
Create
Present
Project Design Workbook
5
PBL Planning Module 2, Lesson 2
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)
Project Design Workbook
Materials (publications, manipulatives, supplies)
Community (partners, speakers, experts, helpers)
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
Quizzes/Tests
Written product (rubric)
Journaling/Learning Log
Oral presentation (rubric)
Plans/Outlines/Prototypes
Other product (rubric)
Rough Drafts
Test
Critical Thinking
Checklists
Peer evaluation
Creativity
Anecdotal notes
Self evaluation
Assessment (if applicable) Collaboration Communication (Presentation)
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? Description
Assessment Tool
Presentation Audience Class School
Group
Community Experts
Individual
Web
List any questions you have about this process or challenges you foresee.
Project Design Workbook
7
Contexts for Arts Integration Module 2, Lesson 3
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
Developing Driving Questions Module 3, Lesson 1 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?
Complete the Project Overview for your original PBL.
Project Overview Project Title:
Duration:
Content Area:
Grade Level:
Integrated Content:
Teacher:
Project Description:
Driving Question(s):
Content Standards:
Project Design Workbook
9
From Planning to Product Module 3, Lesson 2 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? Description Group
Individual
Project Design Workbook
Assessment Tool
Presentation Audience Class School Community Experts Web
10
Authentic Assessment Module 3, Lesson 3 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
Quizzes/Tests
Written product (rubric)
Journaling/Learning logs
Oral presentation (rubric)
Plans/Outlines/Prototypes
Other product (rubric)
Rough Drafts
Test
Critical Thinking
Checklists
Peer evaluation
Creativity
Anecdotal notes
Self evaluation
Assessment (if applicable)
Collaboration
Communication (Presentation)
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
Choose and/or create your assessments for your original PBL, including: Formative Assessments
Assessments of 21st century skills
Summative Assessments
Reflection Tools
Project Design Workbook
11
Establishing Partners Module 4, Lesson 1
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
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
Project Design Workbook
12
Addressing Challenges Module 4, Lesson 2
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
Project Design Workbook
13
Reflections and Celebrations Module 4, Lesson 3 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?
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?
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
Project Design Workbook
Large Celebration
14
Project Design Workbook
Brianne DeFrang EducationCloset.com
1
Big Ideas Module 1, Lesson 1
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
Effective Questioning Module 1, Lesson 2
Name the five types of questioning discussed in this module and create an example of each. Type of Question
Example
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
Look at Kandinsky’s Merry Structure (1924) to the right, and develop some effective questions to encourage inquiry below.
Project Design Workbook
3
Shades of Inquiry Module 1, Lesson 3
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
Project Design Workbook
Inquiry Description
4
Narrowing the Field: PBL Module 2, Lesson 1
List a few traditional projects that you already have done successfully in your classroom.
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
Teacher provides lesson introducing content.
Students participate in inquiry-based engagement or entry activities.
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.
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.
Students turn in their projects to the teacher for a grade.
Students present their projects to an authentic audience.
Introduction
Investigation
Create
Present
Project Design Workbook
5
PBL Planning Module 2, Lesson 2
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)
Project Design Workbook
Materials (publications, manipulatives, supplies)
Community (partners, speakers, experts, helpers)
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
Quizzes/Tests
Written product (rubric)
Journaling/Learning Log
Oral presentation (rubric)
Plans/Outlines/Prototypes
Other product (rubric)
Rough Drafts
Test
Critical Thinking
Checklists
Peer evaluation
Creativity
Anecdotal notes
Self evaluation
Assessment (if applicable) Collaboration Communication (Presentation)
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? Description
Assessment Tool
Presentation Audience Class School
Group
Community Experts
Individual
Web
List any questions you have about this process or challenges you foresee.
Project Design Workbook
7
Contexts for Arts Integration Module 2, Lesson 3
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
Developing Driving Questions Module 3, Lesson 1 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?
Complete the Project Overview for your original PBL.
Project Overview Project Title:
Duration:
Content Area:
Grade Level:
Integrated Content:
Teacher:
Project Description:
Driving Question(s):
Content Standards:
Project Design Workbook
9
From Planning to Product Module 3, Lesson 2 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? Description Group
Individual
Project Design Workbook
Assessment Tool
Presentation Audience Class School Community Experts Web
10
Authentic Assessment Module 3, Lesson 3 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
Quizzes/Tests
Written product (rubric)
Journaling/Learning logs
Oral presentation (rubric)
Plans/Outlines/Prototypes
Other product (rubric)
Rough Drafts
Test
Critical Thinking
Checklists
Peer evaluation
Creativity
Anecdotal notes
Self evaluation
Assessment (if applicable)
Collaboration
Communication (Presentation)
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
Choose and/or create your assessments for your original PBL, including: Formative Assessments
Assessments of 21st century skills
Summative Assessments
Reflection Tools
Project Design Workbook
11
Establishing Partners Module 4, Lesson 1
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
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
Project Design Workbook
12
Addressing Challenges Module 4, Lesson 2
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
Project Design Workbook
13
Reflections and Celebrations Module 4, Lesson 3 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?
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?
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
Project Design Workbook
Large Celebration
14
