PBL+-+Designing+the+Project

= Buck Institute Project Checklist = = = = [|Click Here for an online planning tool. You will need to register...It is free!] = = =  ð Requires students to develop, apply, and demonstrate literacy or numeracy skills. ð Organized around an open ended driving question or problem that inspires higher order thinking, encourages focused problem-solving skills, and requires core knowledge to answer. ð Requires students to construct knowledge. ð Requires students to engage in targeted inquiry, including using prior knowledge, gaining in-depth understanding of subject, and mastering core conventions of the discipline/field. ð Addresses issues, problems, or questions faced by people in the world outside of  school. ð Requires students to develop 1-3 21st Century skills. ð Encourages students to reflect on and develop personal strengths. ð Incorporates activities and tasks that encourage student autonomy. ð Encourages and honors student ‘voice and choice’. ð Students have contact with adults outside the classroom. ð Student work reviewed by a “real” audience. ð Students do extensive exploration and research, including field-based activities. ð Involves students and teachers in a wide range of communication, patterns, roles, and activities. ð Is of sufficient duration for students to engage in a complex, problem- focused process of assimilating facts, using skills, contemplating solutions,and creating worthwhile products. ð Involves presentation of student work to an audience beyond the teacher classroom. || by them. ð The driving question is neither too open-ended nor too concrete. ð The driving question is appropriate to the content outcomes for the project. ð The driving question serves as a guide to the direction of inquiry and products for the project. || credible judgments about learning. ð Products and performances are varied and sufficient to provide the opportunity for students to  be adequately assessed on all outcomes, including performance assessments for skills, and self-report or similar assessments for personal strengths. ð The project includes a culminating exhibition, presentation, or product in which students demonstrate that they can apply their knowledge. ð Artifacts or other assessments are included as ways to measure the “process"of the project.   ð Formative assessments are included.    ð Students are informed of all assessments at the beginning of the project.    ð Students will be given regular feedback on performance as the project  progresses. ||  ð Project includes an appropriate, engaging introduction or launch activity.    ð Students will use technology as a tool for learning.    ð Students will use a variety of time and task management tools during the  project.   ð Students have opportunities to develop workplace competencies.    ð Appropriate time-line is established.    ð Project plans for differentiated instruction; students of varying skill levels  can approach the  project appropriately. ||  ð Solutions to the problem or approaches to the question are discussed at  the beginning of the  project.   ð Assessments and criteria for performance are clearly explained to students  at beginning of  project. ð Project materials are organized and available to students. ð Students receive timely feedback on their work in progress. ð Students understand what is required of them and are given exemplars of work. ð Reflection is built into the project plan. ð Students are taught to self-assess and are required to use structured methods to review progress. ||
 * ** Design **
 * Principle ** || ** Evidence ** ||
 * < ** Begin **
 * with **
 * the **
 * End **
 * in **
 * Mind ** || ð Content outcomes aligned with national, state, or district standards.
 * < ** Craft **
 * the **
 * Driving **
 * Question ** || ð The driving question or problem has meaning and relevance to students  and may be generated
 * < ** Plan **
 * A **
 * s **
 * s **
 * e **
 * s **
 * s **
 * m **
 * e **
 * n **
 * t **
 * s ** || ð Assessments are closely aligned to standards and are rich and varied  enough to make
 * < ** Map **
 * the **
 * Project ** || ð Appropriate scaffold activities have been built into the project time-line.
 * < ** Manage **
 * the **
 * Process ** || ð Driving question is discussed and posted.