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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 - Post Project Reflection
PBL - Project Reflection
Bill Andersen’s Reflections on His Project
. Student Engagement
What was the level of student engagement during the project?
Students had done PPT presentations in prior project. This time they did Mayan history.
Sent students out to research the Mayan culture.
Created google maps
Use of technology
Amount of gore in the topic! (content)
Quality of literature on Latin America, books and Internet
What key aspects of the project design or delivery contribute to the level of student engagement?
(What reflections do you have about the overall idea for the project?
Following the New York City SS Scope & Sequence
Learning a lot of geography, geology as well as technology
Answering the question in the google map takes time.
Accessing the google map.
Quality and Use of the Driving Question:
How does Geography, Economics, People and Key Events affect a region?
Initially, they didn’t understand the driving question. Economics: no, Geography: yes.
Where your students able to answer the driving question right away? No, took weeks for them to answer the question. Not easy to answer the question.
Will they be able to answer the question at the end of the project? Yes! His goal is to have them use PPTs, podcasts and google maps to explain the driving question.
What strategies did you use to maintain a focus on the driving question throughout the project?
Using research questions on the Internet.
They have researched these questions and answered them.
Do you think you would refine the driving question next time?
Yes, I would define the word “geography” more specifically.
They need some type of specific question to help them focus.
Scope of Project
Time consuming: He would make the project smaller
maybe study just the Mayan calendar and incorporate math into it.
Or perhaps, just their religion.
Or group it with one group studying just religion, calendar, sacrifices, etc.
Selection of Content Standards & 21st Century Skills
Took them right off the Scope & Sequence
Students were deeply engaged in the content.
He feels they covered the content standards very well.
Geography was the most important content standard they studied.
Cities were in rain forests which generated study into role of rain forests in today’s society.
The rock structure of Mayan cities was crucial.
They will be able to show what they know through the end product and performance.
What 21st Century skills did you teach? Colaboration, presentation, critical thinking skills ALL DAY LONG?
Teaching the skills of presentation: Gave them a rubric on presentation & creativity and he noticed that they duplicated them. Make sure you understand what you have put on your slide.
What would you add? Collaboration (double or triple up students in groups)
Selection of Culminating Products & Performances
How well did your culminating products and performances align with your intended outcomes?
Intended Outcomes: What will students know at the end of the project? Yes, definitely. They will love presenting what they know.
How authentic were the products and performances?
“Authentic” - presenting to an authentic audience like parents, group.
Effectiveness of Entry Event
How effective was the entry event?
Launched right after a series of presentations on Lewis & Clarke.
Based next project on the one he modeled on Lewis & Clarke
Did your entry event cause your students to pose questions about the topic and tasks?
Definitely. We asked a lot of questions on “Who are they?”
Introduced it by a lesson on the “Ball Court Game & Mayan Culture”
Would you make any revision to your entry event or adjust your approah when launching the project in the future?
21st Century skills - collaboration, presentation, more focus on critical thinking
Content - target only a few specific topics, not all.
Quality and Use of Rubrics
Was the rubric clear enough? No, they have to be more specific for students to be able to use them effectively.
Did you use the rubric as a teaching tool?
Yes, after the presentations and during the presentations. I gave them a critique and the peer group offered CONSTRUCTIVE critique. Peer group posed questions. (Ron Berger’s book)
Quantity and Use of Scaffolds and Learning Activities
How well did you build your students’ background knowledge for inguiry?
Did you front load instruction? Yes but during the project. I wanted them to find the information for themselves first.
I sued the textbook, video and students engaged in research.
How effective was your project “scaffolding”? To what degree did you provide the necessary amount of skill instruction?
How well did the students work in groups?
Students were constantly engaged in group work -- we modeled and supported their efforts to collaborate.
How did your selected project management strategies/structures contribute to your students’ level of success with the team work?
Specific Instruction on Plagiarism: We are teaching them to understand not to plagiarize. We taught them to use “Word” and find synonyms. We saw them then teaching each other.
Research Structures: Jigsaw research
help on how to format text
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