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The Project-Based Learning (PBL) assignment is currently finished through stage
The Project-Based Learning (PBL) assignment is currently finished through stage 2, with stage 3 nearing completion. Assistance is required to finalize stages 3, 4, and 5. Resources linked in stage 2 are available for reference and can be utilized for ideas, assessments, rubrics, and lesson plan inspirations. Specifically, three lesson plans are needed to illustrate the PBL’s initiation, development, and conclusion. While a preliminary concept for the culminating activity has been started, feel free to modify it for a better fit if necessary. It’s crucial to thoroughly review the rubric, as it details all requirements for this project, which constitutes 30% of my overall grade. Your task is to continue developing this PBL from where it currently stands aswell as 3 lesson plans to show the beginninh middle and end of this whole unit PBL plan. here are the actual assignment details below EDES 440: Integrated Curriculum Integrated Curriculum Project: Integrated PBL Plan Designers’ Name(s): ____________ _____________ As a middle years teacher, you will be designing an integrated PBL plan that will synthesize all your knowledge of curriculum, instructional design, assessment, active and interactive learning, and integration. The topic/driving question for this integrated PBL is your choice, although students may wish to plan a unit that they can teach during their final round of student teaching. You will experience integrated planning from a minimum starting point of including at three of the five major core areas; language arts, social studies, mathematics, science, and phys-ed/health/wellness as well as any of the complementary courses. To fully appreciate interdisciplinary planning, students are encouraged to integrate around several subject areas. Integrated PBLs may be original ideas, or an extension of lessons/unit plans/PBLs you created in your various curriculum classes provided you have permission from fellow team members. NOTE: This project may be done individually or with a partner. Special exceptions can be made for those in unique placements. Purposes: – To experience “backward design” planning with curriculum – To develop an integrated PBL plan for a 4-6 week timeframe, with consideration of the Alberta programs of studies, children’s interests/needs, current topics/problems/issues, Indigenous Perspectives, and available resources. Note: Students may choose to use the new K-6 curriculum if they wish. – To explore the interplay of curriculum documents, resources, learners in classrooms, learning and teaching strategies, and the broader world that children experience. – To develop assessment tools as identified in the integrated PBL plan. – To utilize effective instructional design to develop lesson plans and learning activities which are linked to assessment – To experience a model of integrated curriculum as a learner, including the integration of literacy/numeracy, Indigenous Perspectives, and additional competencies of learning Procedures: 1. Meet with your partner to determine (1) organization for this project, and (2) roles and commitments to contributions and schedules for team work. Consider schedules/work preferences in making this decision. 2. After agreeing upon working arrangements, you should brainstorm and discuss essential questions, possible themes/concepts/outcomes in each core subject that are suitable for the topic you have chosen, and potential culminating projects or GRASPS task. Use related curriculum documents to assist with this. Check out exemplars from past years and other resources (e.g. The Buck Institute, etc.) 3. After the initial brainstorming session, continue to follow the backward planning model. Each week you will complete one step of the planning process: Week #1: Logistics Week #2: Resources Week #3: Project Content Week #4: Learning Plan Week #5: Website Design of Integrated PBL Plan/Projects submitted As you gather material and ideas for your PBL, keep careful records of your planning and from where you get material. Cite reference material accurately and consistently so that others can find them easily. It is acceptable to use previously created work (e.g. performance based task, introductory activity, culminating project, similar theme, etc.) and the work created by your peers as long as proper permission has been granted, and accurate citation has been provided. You may use the following planning templates to complete your work: PBL Framework 4. Take the opportunity to plan/work during class time, and to take advantage of the time to consult with your instructor. Your plan will be shared during Week #3 with the instructor for formative purposes only. At this time your plans may be sketchy but they should show that you have been working hard to develop more concrete ideas from abstract beginnings. 5. Continue with the planning process. Keep in mind that curriculum planning is a recursive process. Begin with one consideration (a problem/issue, students’ interests/your interests, program of studies, resources, an activity, a project, skills, etc.) and work your way around to each area. Refine your driving question and other essential questions, and think about how you will develop facets of understanding, how you will assess evidence of understanding, etc. Develop a timeline for this 4 – 6 week PBL; it will be approximate but will be important to help you teach. 6. The complete integrated pbl plan will be submitted as a Google Site (or equivalent) to be shared with the instructor, your peers as well as to the professional community (e.g. link on your eportfolio, Twitter, LinkedIn). Templates are provided: PBL Template or you can use your own website design. To recap: 1. Preliminary Plan. – Individual or Partner—commitment to individual contributions and roles – Concept web of brainstorming ideas (understandings, topics, activities, etc.) – PBL logistics/calendar/learning map – Driving question/Problem/Issue/Project Summary/Rationale/KeyVocabulary – Resources/Mindmap/References 2. Integrated PBL plan components. – a PBL overview explaining your overall goals and rationale for the integrated PBL. Your driving question and enduring understandings should be provided for an in-depth learning experience. Note: This PBL overview could be developed in the form of a “learning map” or calendar. An explanation should be provided as to what model of curriculum integration you are using for this project. – explicit reference to the particular topics, concepts, skills, etc. of the programs of studies in the subject areas for your chosen grade level. – a complete, concise, consistently cited and annotated reference list of materials/resources used, including web sites, field trips, guest speakers (with contact addresses and/or phone numbers), etc. – formal and informal assessment strategies that are varied and appropriate for diverse learners, with an explanation of how your activities lead to various facets of understanding. A culminating project will be developed along with other performance tasks, traditional tests, and other evidence -varied and developmentally appropriate integrated learning activities showing links to the program of studies, setting context and sequence within the PBL. The activities should focus on the problem/ issue and engage, invite, and challenge students to find solutions which will be shared/shown through the culminating project. Your learning plan should include (1) the entry event lesson plan that will establish the context for the integrated PBL, address the problem/issue, and introduce the driving question for the PBL; (2) additional lessons which further explain and demonstrate integration at a distinguished level, and (3) the culminating lesson plan that will bring closure and celebration of the learning done in the PBL in the form of a well developed culminating project involving a public audience.
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