Академический Документы
Профессиональный Документы
Культура Документы
ISBN-13: 978-1490464800
ISBN-10: 1490464808
Send inquires to VisualAndActive@gmail.com
Published by TransformTeaching.org
VisualandActive.com
This book displays a sample of the projects that Matt Blazek has assembled.
For the interactive experience and to get full benefit
from the collection, order the CD: +1 (954) 646 8246
More than 25 full pages were mostly blank in this book. There are five pages with half the page lef
blank. To give some added use to these pages, some screenshots from videos and
some poster quotes have been inserted. These insertions are labeled TransformTeaching.org to
indicate that the photos are NOT part of Matt Blazek's work.
The campaign called Your Net Impact points out
that many students don't realize the impact that
one LIKE, one FOLLOW, one Tweet, and one
COMMENT can have on a marketing campaign. A
small school in Northwest France
(ELSLeaders.com) needs students (bookings), so
the hope is that some students will discover the
program and help it go viral.
What might happen if more teachers and parents
could read the messages
of Dan Pink, Ken Robinson and Sugata Mitra (TED
TALKS)? Or see A School in the Remaking by
Erik Friedl (Youtube.com/aigln27), an interview with Enrique Gonzalez (a principal in Los Angeles)?
What might happen if the free ebook from Abe Fischler could be
distributed and read (Transform-Education.com? What can we do to improve our schools?
(that's the title of a free ebook)... the campaign YourNetImpact.com
waits for your support.
The pages that Matt lef blank are highlighted with posters from the
St. Malo school, screenshots from the Grasshopper Entrepreneur video and
suggestions for visits by YourNetImpact.com.
Table of Contents
Introduction................................................................................................................................................. 3
What is a Project-Based Learning?.......................................................................................................... 3
Project Structure...................................................................................................................................... 3
Grading Rubric......................................................................................................................................... 3
Research Process..................................................................................................................................... 3
Evaluation................................................................................................................................................ 3
Reflection................................................................................................................................................. 3
Presentation................................................................................................................................................ 4
Research Paper............................................................................................................................................ 5
Poster.......................................................................................................................................................... 6
Timeline....................................................................................................................................................... 7
Video........................................................................................................................................................... 8
Documentary........................................................................................................................................... 8
Music Video............................................................................................................................................. 8
Interview...................................................................................................................................................... 9
Web-based Options................................................................................................................................... 10
Website.................................................................................................................................................. 10
Blog........................................................................................................................................................ 10
Wikipedia............................................................................................................................................... 10
Classroom Wiki...................................................................................................................................... 10
On-line Lesson/Course........................................................................................................................... 10
Biography................................................................................................................................................... 11
Journal................................................................................................................................................... 11
Autobiography........................................................................................................................................... 12
Genealogy.............................................................................................................................................. 12
Article/Editorial......................................................................................................................................... 13
Facebook Profile ....................................................................................................................................... 14
Resume...................................................................................................................................................... 15
Introduction
There are many approaches to teaching and learning that are used within our classrooms. Some
methods are more effective than others overall and others are ofen disparaged. Project based learning
happens to be a style that comes under intense scrutiny and ridicule at times, ofen being thought of as
the lazy way out for teachers because the student is expected to complete the project to learn instead
of the teaching preparing and delivering lessons.
This is where this guide comes. By using this guide, the aim is to eliminate the easy way out
stereotype that has come to represent project based learning. The intent of projects according to this
guide is for students to demonstrate mastery of a topic in a personal way- through an independently
researched and personally created project. Hence the title: Project Based Learning: Making it Personal.
Traditional models of lecture and test, which have come to dominate education in this age of
standardized testing, do not adequately prepare students for life afer school. The workplace does not
rely on multiple-choice tests to gauge success. Instead, it measures performance through the ability of
the person to complete and master assigned tasks, ofen with little guidance. In this sense, the person
must become an expert on the topic of their work (whether it is the menu at McDonalds or the load
calculations for a new bridge) and be prepared to demonstrate that expertise at any time for employers
or clients.
Essentially, life is one huge project that begins at birth and ends at death. Only at rare occasions
outside of educational system will a person ever need to master the five paragraph essay or the testtaking skills necessary for success on multiple-choice tests. Instead, a person will have to repeatedly
demonstrate mastery of the skills needed in their field through the completion of projects or tasks in a
timely and efficient manner.
So lets get away from the lecture and test mentality and move back into reality. It is time to
truly prepare students for life and not merely prepare them to attend educational institutions. Real
world skills need to be emphasized and mastered so students are able to move into the next stage of
their lives. Lets put the student first and change education for the better by following through on the
purpose of this book: MAKING EDUCATION PERSONAL!
Project Structure
When beginning a project it is important to first identify what the goals are for the project- what
ends are going to be achieved the means of this project? Demonstration of concepts and subject-specific
knowledge is a given in education, so that should never be the end for a project. Maybe research and
documentation is the most important skill that will be demonstrated or maybe the goal is generate
effective group cooperation. Whatever is chosen as the key skill or skills to be assessed needs to be
determined prior to beginning a project assignment, otherwise the project is once again the easy way
out.
This is where the teacher becomes the most important component of the project because you
are the guide. While the project does allow for autonomy from the student in selection of a particular
method or topic, the guidance and support of a teacher is vital to successful demonstration of skills.
Once key skills have been chosen (I suggest beginning at research and documentation with oral
presentations and then adding more skills), it is time to decide how to achieve those ends- backward
planning.
When backward planning, begin by asking a few questions:
>> What prerequisite skills are required?
>> Are the skills developmentally appropriate?
>> At what level does a student perform these skills?
>> What is the progression of levels in the skill?
>> What scaffolding is required?
When these questions have been answered, determine if the project is even possible for the current
students. There is a difference between high expectations (a high school class learning calculus) and
unachievable expectations (a sixth grade class learning calculus). If the skills are developmentally
appropriate, begin planning and teaching the required lessons for learning the prerequisite skills. Once
the skills are achieved, present the project.
Grading Rubric
It is important for students to understand the goals of projects before they begin their project.
Considering that it is impossible to be successful without having clear expectations established, each
project discussed also includes a suggested grading rubric. There are several important features to each
rubric.
Research Process
Evaluation
Reflection
Presentation
The value of a presentation cannot be over stated. Students need to develop oral
communication skills to be effective in most work environments. I require every project that is created
for me to be presented in front of the class.
10
11
12
13
14
15
16
17
18
19
Research Paper
See the CD for Matt Blazek's procedure
TransformTeaching.org
20
Poster
One important key to success is selfconfidence. An important key to selfconfidence is preparation. Arthur
Ashe
TransformTeaching.org
21
Timeline
See the CD for Matt Blazek's procedure
http://tinyurl.com/richardclarkexperts
TransformTeaching.org
22
Video
Documentary
Music Video
See the CD for Matt Blazek's procedure
http://tinyurl.com/richardclark
TransformTeaching.org
23
Interview
See the CD for Matt Blazek's procedure
http://tinyurl.com/grasshoppervideo
TransformTeaching.org
24
Web-based Options
Website
Blog
Wikipedia
Classroom Wiki
On-line Lesson/Course
See the CD for Matt Blazek's procedure
YourNetImpact.com
TransformTeaching.org
25
Biography
Journal
See the CD for Matt Blazek's procedure
TransformTeaching.org
26
Autobiography
Genealogy
See the CD for Matt Blazek's procedure
http://tinyurl.com/loveoflearning
TransformTeaching.org
27
Article/Editorial
Having an opinion is easy- having a rational argument is hard. However, that is the purpose of
these projects is to advance these skills while giving the student a chance to express opinion and
personality. Projects involving articles or editorials develop three key skills: research, reasoning and
argument. It is important for students to be able to demonstrate knowledge in writing, but an essay or
research paper can be used if that is the only purpose for the writing. The article or editorial allows for
an opinion to be stated and argued with evidence. Strong projects in this category will require quality
research to obtain factual information that supports the argument presented.
The following newsletter was created as the culminating assignment of an introductory college
mythology course. While the articles are opinionated, there is a demonstration of knowledge
throughout that shows mastery of the content that was taught in the course.
28
29
30
31
32
33
34
Facebook Profile
A Facebook profile is analogous to having a student write a biography or autobiography. A good
Facebook Profile can be created within a Word Document, PowerPoint slides, Publisher, or in various
Adobe products. The keys to this type of project are the same as another other project- the
consolidation of various sources of information into a coherent whole.
Using Facebook allows a student to utilize technology in a more unique way and also be more
creative with their presentation of material. Creating a profile means the student will understand the
person who is being researched, including: friends, family, travels, home, and the personality of the
subject through the use of interests, likes, activities, hobbies, etc. Facebook also contains a timeline,
which a student can recreate to identify important activities during the subjects life.
This Facebook profile was created by a ninth grade student for a research project on Zeus:
In
the picture above, we can see the creation of some of the key components: friends, family, relationship
status, a picture of the subject.
35
Here we can see some of the timeline features that a student can add, including references to some
favorite activities and the establishment of a relationship (with Hera, in this case).
36
Again, these images show aspects of a Facebook profile that show research and knowledge of the
subject that this was created for. Allowing students to utilize Facebook provides an alternative for
students who do not like writing papers to display their research skills and knowledge of a subject in a
manner that is more enjoyable.
Of course, no product is finished until it is presented. The following PowerPoint slides were used by the
same student to preset Zeus to the class, in addition to navigating the Facebook page.
37
38
39
40
41
42
Resume
A resume works well as a prelude to the LinkedIn profile or as a substitute for a biographical
paper. The resume displays student knowledge and understanding of the key aspects of a subjects life
and career. Conducting a job interview as the presentation component of a resume will allow the
student to demonstrate knowledge of the details of a subjects life and this knowledge in a unique way.
Resumes also teach students a key skill for their own lives. I have found that it is very common
for students not to know how to create a resume at the end of college years, much less by the end of
high school.
The resume on the next two pages was created for the Hindu God Shiva by a ninth grade student.
43
Shiva
Contact information: Just call. I'll be there.
Education
I invented the schools. After all, Im a god
Experience
Hindus Heaven India, Tamil Nadu
Work as: Destroyer
Tamil Nadu is my home-office but I travel a lot
Current
Professional Background
I've worked as the destroyer of bad habits especially ego, for 4000 years.
Skill Highlights
Disease specialization
Treatment of ego
Medical Assisting
Intravenous therapy
Body mechanics
Client relations
Accomplishments
I am able to eliminate habits, ego, distractions, and these type of things that can get involved in your
life.
Also I am very good with my clients, my Client /God relationship is very good and communications in
general is excellent.
44
Current
Certifications
Worshiped God- Hindu Religion.
Destroyer- Hindu Religion
Bibliography
Johari, Harish. "ShivaIntroduction on Shiva (Shiv), the Hindu God of Destruction." .
http://www.sanatansociety.org Hindu God Shiva : Shiva (Shiv). Sanatan Society. Web. 25 Mar.
2012
Pandit, Bansi. "Hindu Deities: Lord Shiva." http://www.koausa.org 302 Found. Kashmiri Overseas
Association. Web. 25 Mar. 2012.
Tortora, Kyle. "Hindu God Lord Shiva the Destroyer." http://www.lotussculpture.com Shiva, Hindu
God Shiva, Lord Shiva, Shiva Hindu God, Shiva Destroyer. The Lotus Sculpture. Web. 25 Mar. 2012.
LinkedIn Profile
45
TransformTeaching.org
46
Twitter
The use of Twitter emphasizes a skill that is ofen neglected in education: brevity. So many
projects and assignments require a certain length (e.g., a five page paper or a ten minute presentation),
but Twitter requires a student to become concise, emphasizing quality over quantity. The ability to
effectively communicate information in 140 characters or less requires skill and knowledge about a topic
that may also be displayed through a research paper or presentation. However, the ability to make a
strong argument in a short space is a valuable skill that is lacking in many students.
Feed
Sample feed (actual feed of Navy Seal raid that killed Osama Bin Laden on May 1st, 2011:
@ReallyVirtual SohaibAthar
A huge window shaking bang here in Abbottabad Cantt. I hope its not the start of something nasty:-S
19 hours ago
@mohcin all silent afer the blast, but a friend heart it 6 km away too the helicopter is gone too.
19 hours ago
Since taliban (probably) dont have helicopters, and since theyre saying it was not ours, so must be a
complicated situation #abbottabad
19 hours ago
47
RT @ISuckBigTime: Osama Bin Laden killed in Abbottabad, Pakistan.: ISI has confirmed << Uh oh, there
goes the neighborhood :-/
12 hours ago
I need to sleep, but Osama had to pick this day to die :-/
12 hours ago
Uh oh, now Im the guy who liveblogged the Osama raid without knowing it.
11 hours ago
Reference: Twitter @ReallyVirtual, SohaibAthar; www.twitter.com Also The Daily Show with John
Stewart; www.thedailyshow.com
Synopsis
Sample Speech:
Gettysburg Address by Abraham Lincoln
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in
Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a
portion of that field, as a final resting place for those who here gave their lives that that nation might
live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground.
The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to
48
ELSLEADERS.COM
49
Poetry
See the CD for Matt Blazek's procedure
TransformTeaching.org
50
Song
Performance Art
Some students like to put on a show- literally. This project is for the creative and dramatic
person because it provides the opportunity to display knowledge, understanding and mastery through
the writing and performance of a script. Another advantageous aspect of this project environment is
that it easily works for individuals, small groups, and large groups.
Dance
Musical Composition
Theater
51
Visual Art
Art may seem like a general category that could apply to many of the other project areas that
have been listed. So, in order to avoid a philosophical argument about what constitutes art, the focus for
these projects is the visual arts with a specific emphasis on sculpture, drawing, painting, carving,
photography and graphic design that emphasizes images over written words.
52
Create a Country
This project covers some of the major topics of government courses. For this project, the
student will be creating their own country. Let the creative juices flow- it can be a newly discovered
territory on Earth, on another planet, or secession an existing nation.
Required Information
1. Name
2. Location
3. Flag
4. Map
5. Geography
6. Resources
7. Style of government
a. Create a founding document that establishes how power will be distributed.
8. Culture
9. Funding
10. How will the five purposes of government be fulfilled?
a. Protection
a.i. Military
b. Order
b.i. Legal system
c. Conflict resolution
d. Economic stability
e. Public services
53
Create a Business
This project fulfills requirements of economics courses. Detailed information about the business
is required as part of this project, with few other restrictions. Any type of business, in any location
throughout the world, may be created, as long as all the required research and analysis requirements
are fulfilled.
Required Information:
1. Name
2. Location
3. Type of business, including information about:
a. Consumer(s)
b. Product(s)
c. Producer(s)
d. Worker(s)
4. Market conditions
5. Business model
6. Government regulations/taxes/licenses
7. Financing/capital funds
8. Supply and demand of product(s)
9. Cost/benefit analysis of product(s) and pricing
10. Rationale for opening this business
11. Other requirements as specified by instructor
54
Write a Bill
This is another project that will teach some of the major concepts of United States government
and politics courses. Students will write a bill and follow it through the process of passage and judicial
review in the United States government.
Required Information:
1. Define government.
a. Also include definitions of at least seven styles of government.
a.i. Democracy
a.ii. Republic
a.iii. Monarchy
a.iv. Dictatorship
a.v. Communist
a.vi. Others?
2. Write a bill to submit to the United States Congress.
3. What are the five purposes of government and which purpose(s) is(are) addressed by this bill?
4. How will this bill be funded?
5. Why is this bill necessary?
6. Which amendments are related to this bill?
a. Discuss how this bill is related to the specific amendment(s).
7. Which interest groups/PACs/lobbyists may be involved with this bill?
a. What aspect of the bill is of interest to these groups?
a.i. Include website/contact information of existing groups.
b. Define each of the terms: interest group, PAC, lobbyist.
8. Is this bill liberal, conservative, or moderate?
55
56
Experiment
See the full-version CD for Matt Blazek's procedure
Stock Market
Personal Finance
See the full-version CD for Matt Blazek's procedure
Fairs
See the full-version CD for Matt Blazek's procedure
57
Resources
The History Teachers YouTube Channel: www.youtube.com/user/historyteachers
Excellent examples made by teachers of music videos and the rewriting of songs for history content.
Online instructions & collaboration: https://moodle.org
Open-source access for creating online course materials and teaching modules.
Referencing: www.bibme.org & www.easybib.org
58
Glossary
In the full version of this book (available on CD or a download), This page will give a glossary of terms
used in the list of projects.
projects: A project can be more than a poster or a three-fold science fair panel. Projects can
include building a web page, collecting material from interviews and publishing the ebook on
Createspace and other one-at-a-time printers and editng a video for sharing on Youtube and Vimeo.
portfolio: a presentation of a student's work. Art students ofen carry a portfolo of their drawings to
interviews to assist them in showcasing their past work. By presenting their work, they give the
audience a chance to predict future achievements.
digital portfolio: a collection of items in digital from (photos, links to videos, essays, repports,
powerpoint presentations, audio files) that present evidence of the student's work.
59
Index
Imagine what a complex document this ebook might be? Buy the full-version CD and find out more.
YourNetImpact.com
60
TransformTeaching.org
References
Learn more about Matt Blazek's CD of Projects by visiting the Youtube video.