How to Plan Project Based Learning

Part I. Identification of Learning Problem

General Audience

The general audience consists of 26 K- 6 certified teachers which service multiple subject areas
within an Atlanta Public Charter School. The all female teaching staff cooperatively work in
departmentalized grade levels. Each teacher has a homeroom of 6-8 students and teaches
math and science or English Language Arts and social studies. Two sets of teachers share a
classroom. All 26 teachers are under the age of 35 and average 4 years of teaching experience.
The majority of the staff have either an advanced degree or experience teaching overseas.

Problem Identification

Over the last three years, that school has been in operation, the staff and administration have
tried to define how project based learning (PBL) should be implemented in the classroom and
how to systematically plan for the implementation of project based learning along with meeting
criteria for the state standards. At this point, the teachers have various opinions of how PBL
should be implemented in the classroom. This has caused major discrepancy between grade
levels and classrooms. Some teachers fully execute project based learning and others use it as
a tool to supplement standards. The goal of the instructional module is to streamline the PBL
planning process so that each teacher will be on the same accord when planning and
implementing PBL in their classroom. The goal of administration is to have a cohesive
systematic planning guide that all teachers will use to plan their PBL instruction. This will ensure
that each teacher is implementing PBL in the same manner across grade levels.

Part II. Learner Analysis

Introduction
Using a combination of interviewing and observation, I gathered the following data on the
teachers that will participate in the module. The all female faculty is made up of 19% African
American, 1% Hispanic, 80% Caucasian. 69% are between the ages of 23-30, 31% are
between the ages of 31-35. All the teachers reside in the city of Atlanta however, only 2% are
native Georgians.

Entry skills and prior knowledge
75% of the faculty have advanced level degrees in Education. 11% are first year teachers. The
remaining 89% have between 4 and 9 years of teaching experience. 15% have experience
teaching overseas and 23% have experience teaching in non-traditional learning environments.

Attitudes Toward Content & Academic Motivation 100% of the staff incorporate project
based learning (PBL) into their lessons. 30% fully implement complete project based learning in
all content areas taught. 70% incorporate PBL in isolation from their daily content. 80% of the
staff find PBL to be a vital part of instruction. 20% feel that PBL is a waste of instructional time.
84% of the teachers complete at least one class project once a month.

Educational Ability Levels
100% of the faculty use computers, internet and email on daily basis. 42% have taken an online
course. 100% have used computers to take assessments and surveys.

General Learning Preference
The faculty prefers learning through multiple means ranging from spatial visual to verbal-
linguistic. The majority are audio- visual learners.

Attitude Toward Teachers and School
The faculty is committed to providing a positive learning environment for the students. Overall,
they feel the school is a work in progress and they are optimistic about the advancement of
schools initiatives.

Group Characteristics
The faculty is devoted to learning new innovative techniques to incorporate in their daily
lessons. The schools culture is very relaxed. Teachers are encouraged to express their opinions
and try out new ideas.

Part III Task Analysis

Description of method
I conducted a procedural analysis to outline all the relevant steps to completing a project based
learning plan because the majority of the task is procedural. I started by creating a detailed
outline using the project planner to ensure that I did not miss any steps. I also complete the
planner myself using standards that I have taught in my class. This allowed me to make sure all
the necessary steps were added.

SME
Jessica R. has extensive experience working in International baccalaureate schools across the
world and implementing project based learning into the curriculum. She has worked closely with
classroom teachers on how to effectively incorporate authentic based classroom instruction.
She is currently the teacher leader for third grade and the project based learning coordinator for
our school.

1.0 Define Project based learning and importance of planning.

2.0 List standards addressed in the project
2.1 Common Core Standards

3.0 Identify entry event:
3.1 List Examples
3.1.1 video,
3.1.2 discussion,
3.1.3 guest speaker
3.1.4 field trip

4.0 Brainstorm a Driving Question:
4.1 Components
4.1.1 provocative
4.1.2 open-ended
4.1.3 complex
4.1.4 linked to standards

5.0 Identify options for students
5.1 choose how to design, create and present projects

6.0 List the 21 Century Skills:
6.1 21st Century Skills
6.1.1 collaboration
6.1.2 communication
6.1.3 critical thinking, and the use of technology

7.0 Timeline of the project
7.1 Outline project components
7.1.1 Mini lessons
7.1.2 Informal assessments
7.1.3 Final due date

8.0 Develop rubrics for feedback and Formal Assessment.

9.0 Determine the culminating product of the project

Part IV. Instructional Objectives

Terminal Objective 1: Teachers will define project based learning
Enabling Objectives:
1A. To differentiate project based learning from traditional instruction
2A. Give examples of how project based learning could be incorporated in your classroom
instruction.

Terminal Objective 2: Using the given project planner, design a classroom project that aligns
with the your subject common core standards.
Enabling Objectives:
2A. Create a driving question that will be explored throughout the project
2B. Identify the CCSS that will be addressed
2C. Explain how 21 century skills will be incorporated in the project
2D. Describe the culminating product or performance that will answer the driving question.
2E. Identify the entry activity
2F. Describe assessment options
2G. List resources needed
2H. Identify reflection methods

Terminal Objective 3: Teacher will plan lessons and describe assessments methods used
throughout the project to provide feedback.
Enabling objectives:
3A. Identify assessment methods
3B. Develop rubrics to provide constructive feedback
3C. Map the sequence of lessons and final due date

Content Performance Performance

Recall Application
Fact 1, 2B,
Concept 1A. 2A
Principles

Procedures

2,2C, 2D, 2E, 2F, 2G, 2H, 3, 3A,3B,
3C
Interpersonal

Attitude



Instructional Objectives

21 Century Skills Standards
that align to the actual project that the
teachers create

2
1.1.1 Follow an inquiry based process in
seeking knowledge in curricular subjects, and
make the real world connection for using this
process in own life.
2A 1.1.3 Develop and refine a range of questions
to frame the search for new understanding.
2D 1.1.7 Make sense of information gathered
from diverse sources by identifying
misconceptions, main and supporting ideas,
conflicting information, and point of view or
bias.
2D 2.1.6 Use the writing process, media and
visual literacy, and technology skills to create
products that express new understandings.
3, 3B 1.4.2 Use interaction with and feedback
from teachers and peers to guide own inquiry
process.
2F, 2H, 3C 3.1.1 Conclude an inquiry based research
process by sharing new understanding and
reflecting on the learning.

Part V. Development of Assessments

The learner will use performance based assessments throughout the module. Lesson one
assessment will be a short answer quiz. Lessons two and three will be authentic plans created
by the learner.

Lesson 1: What is project based learning?

Terminal Objective 1: Teachers will define project based learning
1A. To differentiate project based learning from traditional instruction
2A. Give examples of how project based learning could be incorporated in your classroom
instruction.

Assessment: Teachers will identify examples and nonexamples of PBL with a short answer
quiz. Teachers can choose one of the non-examples to rewrite to create an example of PBL.


UDL Principles: This assessment provides multiple means of expression by allowing the
teachers to choose an example and creatively redesign it to become an example of Project
Based Learning.

Lesson 2: The Steps to Planning a Project

Terminal Objective 2: Using the given project planner, design a classroom project that aligns
with the your subject common core standards.
2A. Create a driving question that will be explored throughout the project
2B. Identify the CCSS that will be addressed
2C. Explain how 21 century skills will be incorporated in the project
2D. Describe the culminating product or performance that will answer the driving question.
2E. Identify the entry activity
2F. Describe assessment options
2G. List resources needed
2H. Identify reflection methods

Assessment: The teacher will choose a set of standards that align with their subject area. Then
create a complete project based learning plan using the project planner. The teachers may use
BIE.org, Edutopia.com, or PBLu.org for ideas and suggestions.

UDL: This assessment meets the principle of multiple means of engagement and action and
expression. There are no limitations on high elaborate the project must be. Teacher have full
anatomy of choosing the type of project they would like to create. The teachers are also
encouraged to use the resources from three project based learning websites.

Lesson 3: Lesson Planning and Assessment

Terminal Objective 3: Teacher will plan lessons and describe assessments methods used
throughout the project to provide feedback.
3A. Identify assessment methods
3B. Develop rubrics to provide constructive feedback
3C. Map the sequence of lessons and final due date

Assessment: Using the project planner from lesson 2 assessment, the teachers will create a
project calendar that outlines the entire project timeline. The calendar will also include the first
three lessons plans and one formative assessment rubric.

UDL Principles: This assessment meets the principle of multiple means of engagement and
action and expression. The teachers can use multiple sources to create calendars such as
google or word. Teachers are also allowed to use rubric makers or create authentic rubrics to
meet the needs of the project.

Part VI. Content Sequencing and Instructional Strategies

Sequence Description Objective
1. Teachers will define project based learning 1.
2. Using the given project planner, design a classroom project
that aligns with the your subject common core standards.
2.
3. Teacher will plan lessons and describe assessments methods
used throughout the project to provide feedback.
3.

The instruction is sequenced in real world order to build on each step of the planning process.
the instruction is broken into segments to allow the learner to view examples of each step
before execution. Videos, articles and samples are provided to maintain high levels of interest
and interaction.

Lesson 1: What is project based learning?

Terminal Objective 1: Teachers will define project based learning
1A. To differentiate project based learning from traditional instruction
2A. Give examples of how project based learning could be incorporated in your classroom
instruction.

Motivational Strategy: Have teachers brainstorm and describe what project based learning
looks like in their classroom. Teachers will share their descriptions by posting them to the
discussion board.

Initial Presentation: Have the teachers watch the videos: Project Learning Explained
http://www.youtube.com/watch?v=LMCZvGesRz8&feature=share and
http://www.youtube.com/watch?v=p5q4BiGcRqM&feature=share&list=PLLknNhfKbH_KbXG8kJf
ZZ-t3DLyz7jGeE&index=1 thea teachers will make a list of the project based learning
characteristics shown and described in the videos.

Generative Strategy: After watching the video, discuss the characteristics of project based
learning that were described from the video and collaborate with the groups members to create
a chart of characteristics.

UDL: Multiple means of representation were used to present the Project based learning.
Multiple means of engagement were used to share the outlines with group members.

Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2012). Designing effective instruction
(7th edition). New York: John Wiley & Sons. ISBN-10: 1118359992 (p. 140-143)


Lesson 2: The Steps to Planning a Project

Terminal Objective 2: Using the given project planner, design a classroom project that aligns
with the your subject common core standards.

2A. Create a driving question that will be explored throughout the project
2B. Identify the CCSS that will be addressed
2C. Explain how 21 century skills will be incorporated in the project
2D. Describe the culminating product or performance that will answer the driving question.
2E. Identify the entry activity
2F. Describe assessment options
2G. List resources needed
2H. Identify reflection methods

Motivational Strategy: Have teachers identify a set of standards that he or she will be teaching
soon that can be taught using project based learning and then share possible driving questions
that will stimulate thought from students.

Initial Presentation: Have the teachers watch the video: BIE Project Planner tutorial
http://www.youtube.com/watch?v=YWh0act_9HE&feature=share&list=PL3AA6ADD734414F11
&index=1 and read Discover a project-based learning model that motivates students to pursue
knowledge and drives academic achievement by Mariko Nobori. http://www.edutopia.org/stw-
project-based-learning-best-practices-guide Teachers will take notes on the steps to planning a
project.
Generative Strategy: Using PBLU.org the teachers will search for a project and collaborate
to compete a project outline. The outlines will be shared and amongst groups.

UDL: Multiple means of representation were used to present the how to complete the planner.
Multiple means of engagement were used to share the outlines and work with group members.

Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2012). Designing effective instruction
(7th edition). New York: John Wiley & Sons. ISBN-10: 1118359992 (p. 144-145)

Lesson 3:
Terminal Objective 3: Teacher will plan lessons and describe assessments methods used
throughout the project to provide feedback.
Enabling objectives:
3A. Identify assessment methods
3B. Develop rubrics to provide constructive feedback
3C. Map the sequence of lessons and final due date

Initial presentation: Using PBLU.org, the teachers will review lesson activities that correspond
to the project they choose in lesson 2. They will also be given a completed project calendar with
assessment and due dates.

Generative Strategy: Teachers will collaborate on how to incorporate mini lessons and
assessments into the overall plan of the project. Teachers will make a group calendar to support
the project they reviewed on PBLU.org

UDL: Multiple means of representation were used to present the lessons and calendar. Multiple
means of expression were used to collaborate on the group calendar.

Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2012). Designing effective instruction
(7th edition). New York: John Wiley & Sons. ISBN-10: 1118359992 (p. 144-145)



Part VII Design of Instruction

See attached chart

Part VIII. Plan for Formative Evaluation

The learners will be asked to take a survey at the end of the module to rate the following
comments:
Instructors knowledge of subject matter.
The instructor provided feedback regarding completed course assessments
The instructor's presentations positively impacted on my understanding of material.
The instructor's use of examples to help get points across.


The SME will be asked the following survey questions at the end of the module.
Was the subject matter content accurate?
How can the instructor provide more subject matter content?
How can the instructor increase learner participation and engagement?
Was the sequence of material presented effectively?

The feedback from both evaluations will be reviewed and used to improve the module for future
use.