102088 Curriculum 1B: Assessment 2

PROJECT-BASED
LLEARNING UNIT OF WORK

Eman Chami
Student Number: 17972853
 PBL Unit Plan
Unit Title: Energy Transfer: Sound and Light Total Duration of the
Unit (in hours):
6 weeks (21 hrs)

Subject: Teacher(s): E. Chami Grade Level:

Science: Physical World (PW) 9
Other subject areas to be included, if any:
(For cross-curricular PBL)

Outcomes
Outcome Type Outcome Code and Descriptor
Values and SC5-1VA
appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
attitudes
SC5-2VA
shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable
futures

Skills SC5-4WS develops questions or hypotheses to be investigated scientifically

WS4 Students question and predict by:

a. formulating questions or hypotheses that can be investigated scientifically
b. predicting outcomes based on observations and scientific knowledge

SC5-5WS: student produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively

WS5.1 Students identify data to be collected for an investigation by:

a. describing the purpose of an investigation
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation

SC5-6WS: student undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
a. individually and collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect
reliable data
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty

SC5-7WS: student processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions

WS7.1 Students process data and information by:

c. accessing data and information by using a range of appropriate digital technologies

WS7.2 Students analyse data and information by:

d. using knowledge of scientific concepts to draw conclusions that are consistent with evidence
f. evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations
g. critically analysing the validity of information from secondary sources

SC5-8WS: student applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
WS8 Students solve problems by:
a. describing strategies to develop a range of possible solutions to an identified problem
b. assessing strategies that have been identified as possible solutions to an identified problem
c. applying the processes of Working Scientifically in developing creative solutions to problems
e. using models to explain phenomena and make predictions
f. applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
g. evaluating different approaches used to solve problems

SC5-9WS: student presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language,
conventions and representations
 WS9 Students communicate by:
a. selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations,
expositions, procedures, recounts or reports
d. proposing ideas that demonstrate coherence and logical progression
e. presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate
scientific language, conventions and representations for specific audiences

Knowledge and SC5-11PW

explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
understanding
PW1 Energy transfer through different mediums can be explained using wave and particle models.
Students:
b. identify situations where waves transfer energy
c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed
d. explain, using the particle model, the transmission of sound in different mediums
f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations
Cross curriculum
priorities Sustainability: Relationships, cycles and cause and effect are explored, and students develop observation and analytical skills to examine
these relationships in the world around them to design solutions to identified sustainability problems.

Assessment
What am I looking for? How will I know the students have achieved these goals? How will we use formative assessment to give students feedback during the unit?
Include project rubric(s) and an assessment plan so that students know how they will be assessed.
Rubric(s)/Assessment Activity Outcome Code Formative or Individual or
Summative? Group?
Homework task: as part of the flipped model classroom, students will be given set tasks SC5-2VA Formative Individual
to complete before class. Teacher will go through these tasks in class to check students SC5-8WS
understanding. SC5-9WS
SC5-11PW
Mind-map: will allow for class discussion on main points as it tests students Formative Group
understanding of concepts and homework tasks SC5-11PW
Project, brainstorming ideas: this gives the teacher the opportunity to see possible SC5-1VA Formative Group
projects and to provide feedback early to guide students if any misconceptions SC5-4WS
SC5-8WS
Sustainability
2D Construct plan of venue: this gives the teacher the opportunity to provide SC5-8WS Formative Group
constructive feedback early before students construct their 3D model to guide students if SC5-9WS
any misconceptions SC5-1VA
SC5-2VA
Sustainability
KWL chart: what I know, what I want to know and what I learned about energy and Formative Individual
teacher will create lesson based off student responses SC5-11PW
SC5-11PW Formative Group
Hyperdoc: has a series of links and tasks to complete about sound vibrations. SC5-9WS
SC5-4WS Formative Group
Designing and implementing investigations: students will design investigations to test SC5-5WS
their hypothesis for their venue
SC5-6WS Formative Group
Conducting investigations: throughout the unit of work students will conducting SC5-7WS
investigations to further their understanding of key concepts.
SC5-11PW Formative Individual
Think, pair share: this is both individual and group as students check own understanding Group
with class understanding. Teacher will use this to check students overall understanding
and if any misconceptions arise
SC5-11PW Formative Group
Take and pass: this is a way to get the whole group involved to understand concepts and
contribute ideas. Teacher will use this to check understanding
SC5-9WS Summative Group
Part a: 3D scalable model of the music venue SC5-1VA
SC5-2VA
SC5-11PW
Sustainability
Group peer evaluation: at the end of the project students will evaluate the group SC5-1VA Formative Individual
dynamics. Teacher will collect however it is not graded SC5-2VA

Part b: written project proposal that explains the design of the model SC5-9WS Summative Group
SC5-1VA
 SC5-11PW
Sustainability
Part c: Prezi presentation, can students communicate their proposal/ venue in an Formative Individual
effective and confident manner SC5-9WS

Scenario
Real or imaginary scenario within which the project will take place
As you may have heard in the media, noise pollution is now major
concern and it is at an all-time high. There is now a push from the
government to stop all and every music festival in order to reduce noise
pollution unless a solution is made.
Challenge
A description of task as it is presented to the students
Your role is to preserve the music culture and keep music festivals alive
for many generations to come. You will be required to work in groups
and design a music festival that will produce the highest quality of
music deliverance while adhering to environmental constraints. You
will also be required to ensure this music festival has the correct lighting
fixtures to create your desired atmosphere

Driving Questions
For the teacher: A question that helps initiate and focus the inquiry
For the student: A question that creates interest and a feeling of challenge and guides the project work

How do you make sure your outdoor music festival is producing high quality music with good bass and vibrations? Think about what influences
sound.

What measures are you taking to ensure your festival creates the least amount of noise pollution and how will you measure this outcome?

The overall atmosphere of your music festival is an important element. How are you going to include lighting fixtures and stage props to help
achieve your desired atmosphere?
 Entry Event Incursion: https://www.fizzicseducation.com.au/schools/secondary-science-incursions/science-of-sound-2/
This incursion aligns with the knowledge and understanding outcome: SC5-11PW. Students will gain an
understanding of how sound waves operate and how this knowledge is applied in the real world.

Products Part a. Students are to design a 3D scalable model of the music venue that includes possible placement of
sound system, design of audience area, lighting fixtures, and appropriate labels and legends for materials used
and their intended purpose for the ‘real venue’.
Part b. Student will also submit a written project proposal that explains the design of the model in terms of
energy transfer and feasibility.

Project Rubric

Public Audience Shark tank style: Presenting to a planal of scientists, engineers, event planners and government bodies.
(Experts, audiences, or product users’
Students will have to ‘pitch the sale’ of their scalable model explaining why they think this music venue will
students will engage with during/at end not only produce amazing music, but it will also fit within the requirements.
of project)

Resources and Teacher is to provide students with, headphones, music, speakers and a microphone. Students can use music
editing software’s like audacity to understand different wavelengths a sound produces. Students are
Materials Needed encouraged to test different sounds indoor and outdoor.

For the 3D model, students are required to bring their own recyclable materials (FOR SUSTAINABILITY),
only the basics are provided: cardboard, foam, cotton buds and mirrors.
 Teaching/Learning Strategies and Tools
Outline the strategies and resources that will support students’ completion of the unit
Essential Week 1: Introducing project (3 lessons)
knowledge Classroom discussion mind map with explicit teaching where required
Unpack the scenario, challenge, driving questions and actually project, ask students to identify the key words and guide their thought process
and skills towards the meaning in terms of their assessment project:
What knowledge Discussion questions:
and/or skills are
- What is noise pollution?
going to be used to
enable the student to - What does high quality of music mean?
respond to the - What are the environmental constraints mean? / why are they in place?
driving question? - Sustainable resources include?
How will these be - What is the atmosphere of a music festival? What are key elements that need to be present in your model?
taught and/or
scaffolded? Teacher will explicit explain how this unit of work will be mapped out by instructing students of the flipped model approach through Google
classroom.
Students will have to watch a video and have a set task to achieve before coming to class. Teacher will spend 10-20mins explaining to students
any misconceptions they might have and to go through a classroom discussion on key points.
- A checklist will be provided to keep students on track of where they are supposed to be at by the end of each week to reach the
completion of the project

Student self- direction, teacher guided

Teacher will provide students with a list of roles:
1- Technician
2- Director
3- Reporter
4- Recorder
5- Materials manager
Students will then allocate themselves in groups of 5 and share the roles within in their groups based on individual strengths.
To maintain the group dynamics students will draw up a group contract, all students must agree on the rules listed before they sign the
contract. Contract must include:
- Roles and responsibilities
- Being an active member
- Not judging fellow group members
Incursion
During this week the entry event (incursion) will occur this will allow students to get excited about what’s to come as part of the unit and to
take any information down that they want to revisit as part of the project.

Student-centered, Group work: Project task

Students work on project; groups will research and brainstorm ideas about discussion questions aforementioned. Students will produce a draft
of these ideas and include possible recyclable materials. Teacher will see these drafts and provide constructive feedback and provide groups
with further driving questions to help guide students.

Classroom discussion KWL chart with explicit teaching where required

Students will be given a KWL chart as a way to test prior knowledge of what is energy, and if they can identify different types of energy.
Teacher will write the following words on the board to guide students in filling the chart Emphasis the importance of understanding sound and
light energy as part of their end project
- heat
- potential
- elastic
- light
- kinetic
- gravitational
- sound
- magnetic
- chemical

Week 2: Sound and light waves (3 lessons)

PW1b, c
Flipped model individual student task
Through Google classroom, students will watch a video teacher prepares about sound and waves, student are then required to answer the
following questions
What is sound?
What is light?
Which travels faster?
Describe compressions and rarefactions and define a sound wave?
Describe the difference between longitudinal and transverse waves?
What factor is associated with why the further you travel away from the sound, the waves decrease and become fainter?

Student-centered: Classroom discussion think pair share with explicit teaching where required
Discuss the key points from the homework task through the think, pair, share activity ensuring that all student grasp concepts.
Teacher asks for student volunteers to use a slinky spring to model how sound and light energy moves (transverse and longitudinal waves)
Further the students’ knowledge though an online simulation and check student understanding of transverse waves.
Interactive wave simulation website: https://phet.colorado.edu/en/simulations/category/physics/sound-and-waves
WS6b

Teacher guided practical investigation and student debriefing

1- Model a wave
Teacher will provide the practical investigation (YouTube link). Student will work in their groups and create a physical model of a wave. A
worksheet with questions will accompany this investigation
WS6b, 7.2a, 7.2d, 8e, 9a, 9e

Student-centered, group work: Project task

Students work on project, guide students to thinking about possible hypothesis for how they plan, students draw a 2D version of how they are
to construct their venue and placement of sound equipment. Teacher will view plan and provide constructive feedback.
WS4a

Week 3: Transmission of sound: Vibrations (4 lessons)

Teacher guided: hyperdoc and class demonstration
Through a hyperdoc students will further their understanding of how sound is produced as a result of vibrations. Students will work in their
groups and go through the Hyperdoc
Demonstration
- Teacher asks for student volunteers to use two different tuning forks to demonstrate the appearance of high- and low-pitched sounds
as a result of vibrations. Teacher defines frequency and its unit of hertz and relate this to pitch.
- Teacher will also demonstrate how sound causes vibrations through the air, by setting up a candle and using the tuning fork.
WS6b

Teacher guided practical investigations

1. Good vibrations
Teacher will provide the practical. Students will work in groups and conduct an experiment using empty wine glasses each with different levels
of water to investigate how vibration produces sounds of different pitch.
WS6b, 7.2a, 7.2b, 7.2d, 9b, 9e

2. Straw clarinet
Teacher will provide the a fun practical. Students will work in groups to investigate how pitch is related to the length of the object that
vibrates.
WS6b, 7.2a, 7.2b, 7.2d, 9b, 9e
Student-centered, group work: Project task
3. Musical instruments
Students will work in their groups to explain how all musical instruments produce sound by vibration and how different mediums effect the
sound. Groups will receive a musical instrument of their choice (guitar, saxophone, drum, triangle) and they will use the music editing
software “audacity” to test these instruments indoor and outdoor. Students will use their 30 second recording of instrument in their project
that displays different levels of sound waves. This gives students the opportunity to formulate further inquiry regarding their venue design for
their music festival (surrounding place) and the placement of sound equipment.
WS5.1a, 5.1b, 5.1c, 6b, 7.2d, 7.2f, 8a, 8b, 9d

Week 4: Transmission of sound in different mediums (4 lessons)

PW1c, d
Flipped model individual student task
Through Google classroom, students will watch a video teacher prepares on transmission of sound in different mediums (solid, gas and liquid).
Students are then required to answer the questions on a google form

Teacher-led: classroom discussion through idea spinner with explicit teaching where required
Teacher will ask the following driving questions, to get the students thinking about their group project and how important the venue they
create in terms of transmission of sound. Teacher will also formatively assess students understanding of the homework task for this week,
through driving questions and idea spinner. The teacher creates the idea spinner by creating a spinner marked into 4 quadrants and labeled
“Predict, Explain, Summarise, Evaluate.” Based on the homework task material and driving questions, the teacher spins the spinner and asks
students to answer a question based on the location of the spinner. For example, the spinner lands in the “Summarise” quadrant, the teacher
may ask, “List the take home message.”

Driving questions
Why is sound different underwater, indoor or outdoor?
Why is the speed of sound an important factor to consider in different mediums?
Why on do some Snapchat filters make us sound squeaker or the opposite deeper? What is occurring that allows for that to happen?

Student-centered, practical investigation: Project task

Students will test their hypothesis for their chosen ‘venue’. Students will then design and implement a practical investigation to examine the
speed of sound in different mediums (liquid, gas and solid) and discuss possible reasons why that is occurring. As part of formative assessment
students will present their experimental procedure to teacher before they implement the practical. From results gathered students will start
constructing their music festival.
WS4a, 4b, 5.1a, 5.1b, 5.1c, 6b, 7.2d, 7.2f, 8a, 8b, 9d
In this week students will be given the opportunity to work on their presentation. Teacher will provide students with how to use the Prezi
software for their presentation. Teacher will go around to the groups and observe students, provide feedback if required.

Week 5: Reflection and absorption of sound/ Reflection and refraction of light (4 lessons)
PW1f
Flipped model individual student task
Through Google classroom, students will watch a video teacher prepares about reflection and absorption of sound, student are then required
to answer the following question
Explain how sound waves can be largely reflected from some surfaces and largely absorbed by other surfaces?
Explain the echo effect and why we echo in an empty room?

Student-centered: class activity: take and pass with explicit teaching where required
As a whole class activity, teacher will formatively assess that students have grasped concepts from the homework task through the take and
pass activity. Teacher will ask the question “will absorption of sound reduce noise pollution?” and in project groups, a one student will write a
response, then pass to the right, the next student will add their response to next paper, continue until they get their paper back, then group
debriefs. Students will then do some research on what reduces noise pollution to further help with create their venue design.

Class demonstration with explicit teaching where required

1. Cardboard box sound absorption
Teacher will ask for student volunteers in this demonstration. It requires different sized boxes and a speaker. Students will observe and hear
the sound that occurs when you place a box within a box. Through demonstration ask students to recall information discussed.

Explicit teaching and class demonstration

Teacher will create a PowerPoint presentation with visual representation to help teach students about reflection and refraction. Through a
series of classroom demonstration using water, oil and glucose, students observe how light is reflected or refracted. Students will have a
booklet that accompanies these demonstrations as they write down answers to why some mediums reflect or refract objects.
WS6b

Teacher guided practical investigation and student debriefing

In groups students will conduct an investigation with lenses, light box and mirrors to show paths of reflection. Use convex and concave lenses
to demonstrate refraction. Students will debrief within their groups and discuss everyday situations where we see reflection.
Driving question: what surfaces are effective in reflecting light and what surfaces are not so effective and why?

Student-centered, group work: Project task

Students will be given the opportunity to use this knowledge to create the lighting fixtures of their project. Students are provided with mirrors
however, Students with other ideas are encouraged to test them out now, to allow for teacher to provide feedback if improvements are
required
 Week 6: Final edits and presenting model (3 lessons)
Teacher will go around to each group and do final checks of projects. Groups will be given the opportunity to go through a mock trial of their
presentation before they present in front of the panel and pitch their music festival

Time Week by week checklist

management
What strategies will - This will help students produce the end project in time and help if students are stuck on where to be at by the end of the week.
you use to help - Students may use the checklist to delegate further roles within the groups to ensure they get these checkpoints ticked off.
students complete - Teacher will collect checklist each week and use this as a formative assessment tool, to check if students are completing the week by
the project on time? week checkpoints. If teacher observes that a group is falling behind, teacher will give scaffold to guide students in the right direction
Checklist

Self- Self- evaluation

Students at the beginning of each week will note down a goal they would like to achieve. This is done individually it could be about the progress
management of the project or new knowledge they want to understand. Students will revisit these goals at the end of the week and note down, if goal was
How will you
achieved and if not possible reasons why this occurred. Students will then provide one or two ways they can make sure this goal is achieved next
establish a culture
that promotes self- time around.
regulated learning
in students?
What strategies will
be used to help
students develop
these skills?
 Group Group contract
To maintain the group dynamics students will draw up their own group contract, all students must agree on the rules listed before they sign
management
How will you the contract as the success of the group will depend on the cooperation of its members.
promote full The contract must inform the teacher:
participation and - how you will work effectively in groups:
keep track of each - how you will determine what needs to be done;
group’s progress? - how you will share the workload; and
How will you - how you will resolve conflicts that might arise.
encourage the
development of
social skills?

ICT Scaffold
How will you guide To show teacher expectation students will be provided with how to use certain ICT software’s. This will also be used to ensure that all students
students to use are aware of how to safely and appropriately use ICT to further improve their projects. Majority of this unit of work is delivered through google
technology classroom, therefore teacher will create the following scaffolds to guide students.
effectively in - Scaffold how to use audacity software
researching and - Scaffold how to safely and respectfully use Google classroom
presenting their - Scaffold how to use Prezi for their presentation component of their project
project?

Differentiation Analogies, Visual Representations and Demonstrations

- To increase students understanding of particular concepts the use of visual aids on the PowerPoints and worksheets that can help
students put to and to together. This is the same with demonstrations, giving the students the ability to see information through a
demonstrations can further students knowledge of concept

Mock Trial- Week 6

- For students who are nervous speaking in front of people will have a chance to do a mock trail of their presentation in front of the
classmates before presenting in front of the panel. Students will receive feedback from teacher on which areas they did well and which
areas they will need to improve.

Flipped Classroom
- This gives students the opportunity to learn at their own pace and not have the ‘hour’ of the class to grasp concepts. Students are
encouraged to write down any questions or concepts they do not understand to allow the teacher to provide more scaffolds or direct
 teaching to further understanding. On the other hand, students can use this opportunity to seek out further inquiry about concepts and
inform teacher about these inquiries to build lessons that will continue this spark in curiosity

Reflection Group-peer Evaluation

- This gives students the opportunity to evaluate the group dynamics and list what worked well, and the types of improvements are
Methods needed for future group work.
How individual, - A question at the end will provide the students the opportunity to self-reflect on their own contribution towards the
team, and/or whole group assessment. This is used as a tool to help the teacher further understanding the group dynamics and if all
class will reflect students contributed fairly.
during/at end of
project?
- This evaluation isn’t graded but it will help teacher grade presentation

Group-peer evaluation

Resource checklist:
(Attach all relevant resources to the program) NOTE: all the following resources highlighted in yellow are my original

Project schedule/calendar/timeline
- Checklist

Criteria for product

- Project rubric

Formative assessment strategies

- Week 4: Transmission of sound: flipped model homework task: Google form (digital artefact)

Scaffolds (may support development of essential knowledge and skills, self-management, group management, etc)
- Week 3: Sound vibrations: Hyperdoc (digital artefact)
- Group-peer evaluation
Justification
The fundamental goal when producing a Project-Based Learning (PBL) unit of work is preparing students for the 21st century,

by equipping students with the skills and attitudes to take on challenges faced in a highly technological society. The traditional teaching

style of direct instruction and ‘spoon feeding’ students’ information, creates a passive learning environment, where students are passively

learning facts and regurgitating them out of context making the learning superficial. Traditional teaching style are no longer sufficient

in preparing students for the 21st century world. Armstrong and Shaffner (2007) define 21st century skills has a combination of,

“teamwork, problem solving, research gathering, time management, information synthesises and the utilisation of high-tech tools”. PBL

provides the platform for students to gain these 21st century skills ensuring they become the directors and take charge of their learning

process, alongside and mentored by their skilled teacher. These 21st century skills were present throughout the PBL unit of work, as

students were required to formulate their own groups and divide roles and responsibilities amongst them however, in this sense the

teacher provided the given roles to establish a sense of student direction and to maintain order. As suggested by Fernandes (2014) in

student centered activity, the teacher serves as a facilitator, rather than a depositor of information, therefore, by providing the roles,

students will communicate their strength to be given the appropriate role. Students will also be required to communicate their knowledge

and understanding of content to effectively complete the project. This act of effective communication is also a vital component of PBL

as it allows for students’ thoughts and ideas to be expressed, effective communication also gives students the confidence to voice any

concerns or misconceptions that may arise when research a particular component of the project.
 Teamwork is a recurring strategy used in this PBL unit of work, giving students multiple opportunity to master and understand

their group dynamic. Students will work in groups for conducting practical investigations, brainstorming and putting together their

projects (music venues). Students will also work in groups to further their understanding of knowledge outcomes and they will be

required to work on activities and share their combined knowledge during class discussions. By learning through teamwork, “students

move from merely listening and reading about abstract concepts to working with their teammates in applying those concepts in order to

solve real-world problems” (Michaelsen et al., 2004, p. 206). However, working in groups has its challenges, students must learn skills

to effectively overcome certain challenges that may arise due to differences within the groups. One way to maintain harmony within the

groups was to get students to construct their own group contract, which states all the roles and responsibilities which each team member

will agree upon. The reason behind allowing the students to construct their own group contract is again that idea of preparing students

for the 21st century world, giving students autonomy over their beliefs and learning (Reinders, 2010). PBL provides that platform for

autonomy by connecting students to the real world as these tasks and activities mirror what professionals do on a daily basis, giving

students the upper hand and building that can-do attitude.

To further equip students with the 21st century skills, is utilising the flipped classroom approach, this approach creating the

backbone of this PBL unit of work. As suggested by Du, Fu and Wang (2014) “the flipped classroom is a pedagogical model where the

typical lecture and homework elements of a course are reversed” (p. 17). Furthermore, in a study by Karlsson and Janson (2016), they

mention the importance of homework tasks as a method of preparation rather than a form of extension. Therefore, classroom time in a
flipped model, focuses more on “active learning under the guidance of the teacher” (p. 127). To ensure the success of the flipped

classroom approach, the incorporation of reliable, highly engaging ICT components is crucial. Students accessed the set homework tasks

before each week through Google classroom, students were then required to complete given task. As students attempt the homework

tasks, they are encouraged to write down concepts they do not understand, during classroom time teacher will spend the first half of the

lessons ensuring that students have grasped the key concepts. This formative assessment was often done through incorporating a student-

led discussion allowing students to voice their understanding. Furthermore, the Google classroom also provides the platform for the

teacher to gain a deeper insight into students understanding of content to build appropriate lessons that continues to spark student’s

curiosity. By implementing the flipped model approach, the students experience blended learning, that enhances teacher-student

interactions, allows for differentiation, creates an atmosphere of learning and providing students with the tool to learn at their own pace;

promoting self-control (Bergmann and Sams, 2014).

The flipped classroom approach is more effective when paired with formative assessment, formative assessment is an essential

component of student learning and, due to the nature of PBL is it crucial that teachers are implementing formative assessment strategies

as a method of provide constructive feedback to further enhance students understanding (Trauth-Nare and Buck, 2011). As part of the

equipping students with the 21st century skills, is creating assessments that “requires students to do more than replicate what was taught

in the classroom. Instead, assessment should focus on generative problem solving and extension of knowledge” (Kulasegaram and

Rangachari, 2017, p. 7). Formative assessment was used throughout the PBL unit to further students understanding and provide
constructive feedback about student project along the way. The crucial component of implementing effective formative assessment is

the ability for the teacher to provide instant feedback (Kulik and Kulik, 1988). When feedback is delayed, this can hinder students

understanding and affect their overall projects as the misconception of a concept will be present throughout. The nature of PBL places

teachers as the guide on the side not the sage on the stage, therefore, formative assessments help the teacher provide detailed feedback

to progress students understanding. During group work teacher will walk around and speak to each group about their progress, use

questioning and answering method teacher will be aware of students understanding and provide on the spot feedback in a non-threatening

manner.
References:
Armstrong, S., & Shaffner, M. (2007). Project-Based Learning professional development guide. Edutopia. Retrieved from
https://www.edutopia.org/project-based-learning-guide

Bergmann, J. & Sams, A. (2014). The flipped classroom. Centre for Strategic Education, 17(3), 24-27. Retrieved from
https://www.acsi.org/Documents/Professional%20Development/CSE17.3%20-%20Bergmann%20-%20The%20Flipped%20Classroom.pdf

Du, S. C., Fu, Z. T., & Wang, Y. (2014). The flipped classroom: Advantages and challenges. Paper presented at the International Conference on
Economic, Management and Trade Cooperation

Fernandes, S. R. G. (2014). Preparing graduates for professional practice: Findings from a case study of project-based learning (PBL). Procedia -
Social and Behavioral Sciences, 139(C), 219-226. doi: 10.1016/j.sbspro.2014.08.064

Karlsson, G., & Janson, S. (2016). The flipped classroom: A model for active student learning. Portland Press Publishing. 88, 127-136. Retrieved
from http://www.portlandpresspublishing.com/sites/default/files/Editorial/Wenner/PPL_Wenner_Ch11.pdf

Kulasegaram, K., & Rangachari, P. (2018). Beyond "formative": Assessments to enrich student learning. Advances in Physiology Education, 42(1),
5-14. doi: 10.1152/advan.00122.2017

Kulik, J. A., & Kulik, C. L. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58(1), 79-97.
doi:10.3102/00346543058001079

Michaelsen, L., Knight, A., & Fink, L. (2004). Team-based learning: A transformative use of small groups in college teaching. Westport,
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