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 21 st CENTURY SKILLS

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

6. Continuum of assessment  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

7. FORMATIVE SUMMATIVE

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

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

10. KATEGORIESNot YetAlmost ThereGood to GoWow! Cost of Materials Specifications Aesthetics

11. INDIVIDUAL GROUP

12. Best practices in assessment  Create rich descriptors of criteria 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. Below Standard 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. At Standard Student examines the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. Above Standard Student thoroughly analyzes and evaluates relations between the United States and Mexico in the twentieth century, including key economic, political, immigration issues. 11.11.1 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. 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. Standards-based Rubric Design tip

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

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

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

22. 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 MONDAY

23. planning  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 Day 0 Smooth move

24. 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 “LASTDAYS”

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

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