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Digital Destinations in History
Pages and Files
Brochure- Year 3
Brochure Year 2
Syllabus Year 3
Agendas and Handouts Year 3
Agendas and Handouts Year 2
Agendas and Handouts Year 1
Resources & Video Tutorials
PBL - Buil
ding Upon Our Learning
PBL - Online- Planning
PBL - Project Reflection
PBL - Designing the Project
PBL - Starting the Journey
PBL - Exceptional Entry Events, Tantalizing Titles and Dynamic Driving Questions
PBL - Project Calendar
PBL - Project Wall
PBL - Authentic Culminating Products
PBL - Rubrics
PBL - Ten Tips for Assessment
PBL - Our Projects
PBL - Our Tech Fair Celebration
PBL - Evidence of Student Learning
SS Scope & Sequence
HS - Global Hist & Geography
2012 State Surveys - IS 73 ONLY
Online - Pre-Qualifying
Post-Survey -Students & Teachers
Pre-Survey - Students & Teachers
OIT Queens Website
Title IID Grant Blog
Our Google Maps
Teacher-Referred SS Links
New Projects to Join
Title II D Workshops
iPad Institute for Leaders
Materials & Information
60 Ways to Use Your iPad
NYCDOE Guidelines and Policies
PBL - Designing the Project
Buck Institute Project Checklist
Click Here for an online planning tool. You will need to register...It is free!
Content outcomes aligned with national, state, or district standards.
Requires students to develop, apply, and demonstrate literacy or numeracy skills.
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.
Requires students to construct knowledge.
Requires students to engage in targeted inquiry, including using prior knowledge,
gaining in-depth understanding of subject, and mastering core conventions of the
Addresses issues, problems, or questions faced by people in the world outside of
Requires students to develop 1-3 21st Century skills.
Encourages students to reflect on and develop personal strengths.
Incorporates activities and tasks that encourage student autonomy.
Encourages and honors student ‘voice and choice’.
Students have contact with
adults outside the classroom.
Student work reviewed by a “real” audience.
Students do extensive exploration and research, including field-based activities.
Involves students and teachers in a wide range of communication,
patterns, roles, and
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.
Involves presentation of student work to an audience beyond the teacher
The driving question or problem has meaning and relevance to students
and may be generated
The driving question is neither too open-ended nor too concrete.
The driving question is appropriate to the content outcomes for the project.
The driving question serves as a guide to the direction of inquiry and products
for the project.
Assessments are closely aligned to standards and are rich and varied
enough to make
credible judgments about learning.
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.
The project includes a culminating exhibition, presentation, or product in
demonstrate that they can apply their knowledge.
Artifacts or other assessments are included as ways to measure the
“process"of the project.
Formative assessments are included.
Students are informed of all assessments at the beginning of the project.
Students will be given regular feedback on performance as the project
Appropriate scaffold activities have been built into the project time-line.
Project includes an appropriate, engaging introduction or launch activity.
Students will use technology as a tool for learning.
Students will use a variety of time and task management tools during the
Students have opportunities to develop workplace competencies.
Appropriate time-line is established.
Project plans for differentiated instruction; students of varying skill levels
can approach the
Driving question is discussed and posted.
Solutions to the problem or approaches to the question are discussed at
the beginning of the
Assessments and criteria for performance are clearly explained to students
at beginning of
Project materials are organized and available to students.
Students receive timely feedback on their work in progress.
Students understand what is required of them and are given exemplars of
Reflection is built into the project plan.
Students are taught to self-assess and are required to use structured
methods to review
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