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    how to do projects in classrooms

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    how to do projects in classrooms

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    11 views40 pages

    The School Project: Idea Works

    Uploaded by

    Joseph Murphy
    how to do projects in classrooms

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 40
    School = PY] 6 ct ae a Bookai- CMe fe Berea Sr a Sete Secnnts OUT Te cara ) School Projects a Book Chapter One ntoduetion nnn Chapter Two: Soci! Studies Projet cen Flags Unplugged. Too Much Liter. i Family Tree Law Abiding Citizens. Reinvestigating History Family Vacation. ‘Chapter Thee: Language Arts Project nnn ‘Comic Rele. ‘Guide Wore Thesaurus Legendary Legends. In Search of Bas, Newsy News. ‘chapter Four: Genera Projects Bile Extravaganca, - Fir safety Family Broascasting Network Personal Holeay. Exercise Mala, Mall Delight. a Chapter Five: Math Pree enn Birthday Pay. Mighty Measures. Allowance Budget Math Games 101 Dads Diet Statistic Savey chapter She Seence Projects Invention Alle. (cean's Away. Pesky Garden Creatures : Protecting Your Own - Balencea Soil i ‘rime Capers School Projects Idea Book Chapter One Introduction ‘The School Project eas Book is conceived to help publi, private and homeschooling teachers use real-world projects as part of ther standard teaching practice. The projects in this book are designed to develop students critical thinking and problem solving sil, as wells teaching them an important subject, be it math, science, language, soil studies or something else ent 2y taking a part ofthe Real World and having students work out answers to rel probiems, they gain insight into the universe around them. Each sample project devel- ped inthis book can be modified to suit virtually any classroom environment. And each project can be expanded or contracted, depending onthe individ abilities and interests of de suadents ‘The possiblities are endless, so let’ get stared. The School Projects Idea Book ———$ $< Chapter One How to use this book This book is divided into three stetions. The first section explains the structre sssessment and evaluation of projects. The second gives tools and tricks to obtain the greatest educational gun from each project aid the final section consists of thirty fully developed projets based on guidelines outlined from the Buck Institue of Education in Novato, California. The institute researched and established itera for Project Based Learning (PBL) and a handbook can be obtained from their website at C swowbie.omy/pbl Ready, Set, Go What you do at conception will determine the success of execution, so please take extra time atthe beginning to set the tone, build the foundation and make sure everyone is clear on the project, its outline and outcome, Guidance is needed to ‘establish expectations and to set students in the right direction and once this ‘groundwork has been established, the exercise is wide open. The greatest Nexiblty ‘comes from within the structure that you create out of your chosen project and the activities which subsequently fellow vary, depending upon the needs of your st dents and the curricuhim, Is important to differentiate each project slightly o meet specific needs Structure All projects have the same structure and are divided into three distinct stages beginning, developing and concluding, Follow the same sequence of step for every project, creating continuity and repetition so students can begin to tap into the hought process behind the ideas. The process consists ofthe following steps, Vocabulary and Learning Outcomes Incorporate any vecabulary specific to your study and adjust the learning out ‘comes. Add or take sway as needed Brainstorm and Discuss Subject ‘Thc f free-flow of commuuication which establishes the basic Knowledge st ents need to proceed Now isa good time to ask questions and invite stademts to guess or sare any relevant information. Record the big ideas, concepts and vocabu: lary You can use graphic organizers to represent connections in information snd rte on single transparencies or chart paper to make the information easily accesi- ble. These ‘chat’ sessions allows you to assess the thinking of your students and «quickly evaluate which students have baseline knowledge end which students have ‘no prior experience, The School Projects Introduction Identify Project Focus As the brainstorming session ends, guide the dscussien toward the project focus which lies at the core of the subject. All explorations lead to and from it. Ths isthe main purpose underpinning the root of the matter. Guide your students to encapsu- lave it into one clear sentence or goal, or introduce the focs and display it clear ‘Ask students to record it in their journal for future reference. Identify Learning Objectives and Explain Assessment Alter detailing the focus, explain how the projet willbe assessed. Decide on the rubric (evaluation method) needed for assessment atthe end of this chapter and present ito the students. demi speci key objectives and give students the opportunity to aske {questions This fines their thinking on how they willbe assed Create Project Journal The first activity isto create a master project journal ‘or each student which is used at every stage. All information about the subject is recorded inthe journal and ‘includes intial chat session, facts, websites, books, encyclopedia data, drawings, dis- cussions, interviews, idess and questions, The journal canbe a store bought folder ot ‘made from construction paper and paper stapled together and includes both blank paper and graph paper for drawings, graphs, and tables. Creating a journal with pockets is ideal for adding handouts and creating a place for students to put their Journal each dey. Don' allow the binder o be taken out ofthe classroom, since this ‘creates the potential fora lost journal. Record Project Focus, Chat Session and Estimate End Product Students record the project focus at the tap of page ome in their journal. At the bottom of the page, students estimate thelr end product choice. At times, students Ihave a choice in the final product, other times you will dictate their choice and ecide based on the needs of your students and the curiculum goals, Establishing cach ofthese in the journal creates a direction to follow and the space im between these two is used for questions and planning. On the second page, students record the brainstorm or chat session. Ask them to copy everything recorded during this session and this makes the basic knowledge readily available to therm, Greate Project Plan Directly under the project focus, students write five questions about the subject. Each question serves asa starting point, which will in-tara require research, Students record where they will frst look to begin ther exploration and you can hold brief conference with each student or group before they conduct fieldvork ‘nd ensure thir thinking ison track. Also verify their research avenues 2 valid and reliable as some students are quickly able to create a plan nd get started, where other students need guidance each step of the way The School Projects Idea Book Chapter One Conduct Fieldwork Students conduct fieldwork by talking to professionals, performing research on the internet, watching TV, reading books, magazines, and newspapers, Each episode is cited in their journal and you can conduct mini-lessons on citing information on the frst research day and on subsequent days as needed, Show students how to make lists, draw relationship webs or graphic organizers and guide them to choose key ele ments of information ‘© help them plan out thele research Students must delve into the subject deep enough to complete the activities but ‘monitor themselves te not get off tack. The project focus, plan and journal are invaluable tools to keep them focused Im the beginning sk every 10-15 minutes for students to check their direction This helps build» habit of staying on tack and not going off on a tangent. By refer ting to the focus, plan, and end prodict, students from the focus and ge: back on track quickly Occasionally students come across information that isnot relevant tothe project Dut is information they have been looking for otherwise. Depending on the age and responsibility level ofthe students, ak them to take a page atthe back oftheir jour nal to record brief information of olltopic subjects. Allow only one page for this Conduct Activities to Learn teach stage. activities cater to varied ability levee and lesming styles, Choose or change the activities to diferentiate instruction and learning and include all or ‘most activities to create the greatest depth. The beginning activites build the founda- tion of knowledge. The developing activities personalize leaning of relate students more closely o the subject and the concluding activities ate end product choices ‘While conducting fieldwork, students may come across activities of ideas to try Refer to the project fozus and end product choice to judge the applicability and fasi- Diity of their suggestion, sn verify if they have deviated The School Projects Idea Book Introduction Create End Product Demonstration ach of the concluding activities is an end product choice. Students should nat restate information but utilize their new knowledge to create a demonstration of what they learned. PoebIe eh oie includ + Poster displays Building awebsie Dioramas Writen repors Graphelsurveys + Product prototypes = tnade with eardboard, metal or plastic seraps, Plaster of Pars tc Board, pape, or cad games Picturelphoto displays Slide show presentations Timelines Graphic designs - created by hand or computer ‘Maps = drawn by hand or computer Fesults will vary. Sometimes students delve deeply into the subject, make great _generalizations, form fantastic final products and develop critical thinking inthe procs Other times, the end product doesn turn out as expected, has different Fesuls or just doesnt work. This isthe essence of learning; sientsts, CEOS, con- struction foremen and a host of other professionals try things that dont work. The procs isnot about being "ight, tis about the journey they embarked upon from A to Band what was experienced between these two points. Regatdless of right or ‘wrong, the end product should meet all predetermined assessment citer Reflection on Project (Captured through jourmal entries, a final chat session asks students to summarize {heir learning, Students write a paragraph or lis of what they learned and discuss What surprised or challenged them and what was of particular interest, Each written refleton is shared during our final chat session and students canbe asked to share their entries outloud tothe rst ofthe class School Projects lea Book —— Chapter One Planning Projects offer teachers an authentic teaching practice that caters to all student ‘needs, However, using projects requires a certain amount of pre-planning and the mote projects you complete, the easier the planning process becomes. Projects also offer educational rewards far beyond worksheets and book questions and you can use the tods and tricks included in ths book to find the greatest educational gain from all the projects. Evaluation Before embarking on a project, ecublish an effective plan allowing you to create -effecine asessinent tools, The questions below will help establish guidelines and answer thest questions atthe outset ofeach project. + Do the questions take the direction you want to take? * Which direction would benter enable you to mect the needs of your eut- vicolum? + Are you deciding the direction orate the students, or a combination of both? + Gould other disciplines be inchided with the projec? + Ave there specific skills or objectives you would like so add to the project? + How much time do you have so complete the project” + What resourees are available for sudents to use? + Are there any specific sensitive areas for this project?” Ae there any government entities that have information on the topic? ‘Assessment Alter determining the direction of the project using the questions above, chose the objectives and skills unique to that diection, Rubrics are the most amiable assessrient 100] and since students may study in dilleent directions atthe same time, aflexible tool is necessary A rubric isan outline or grid of criteria and defines what specific objectives and criteria will be azcesoed, I specifies the expected lest ing outcomes and other suitable factors such as neatness, creativity, and appearance. Use the rubric atthe beginning stage to introduce expectations and guidelines, and ‘you can also refer tothe rubric during the exploration to maintain focus, and ater ‘completion to score the overall projet. There are two basic types of rubrics: holistic and analytical. A holistic rubric assesses an overall projector activity and gives one total scare, An analytical rubric hanales specific skills; each receiving its own score. Each individual scare can stand alone or Become par ofan overall project score. 6 The School Projects Idea Book Introduction Holistic Rubrics Holistic rubrics ate good for assignments that receive one grade because there is ‘one main objective. Below is en example ofa holistic rubric fr a timeline, obtained from Te Staff Room for Ontario’ K-12 Teachers’ website at hupiwwww.odyssey ‘on.a/-elaine.coxon/rubris him, People, events J People, events | Incomplete | Feople, events snd inventions J and inventions information on | and inventions fon timeline are J on timeline are | people, events | on timeline are Important. lemportant. orinventions | rot important and and contimeline. | cr are missing Timeline snot | Timeline is J or snd clutered somewhat | Timeline is | timeline i and elutered somewhat | duwered. Spelling and] or clutered. = gammatare —} Spetingand J and Spelling snd correct. grammarae | Spelling and | grammar are Incoret. grammar are | heorrect. ‘Analytical Rubrics Used to assess specific pats, portions o assignments within a project, each por tion i assigned a score, The seores ean then be totaled to determine a complete sore for the entire project. This research rubric was obtained from the Teach-nology web- site at www teach-nologycom, The School Projects Idea Book ————— dl hapter One Generic Elementary ” Research Rubric Name cn Teacher: Mrs. Davis Ccoteria Points Introduction Topic Student ) properly generate questions and/or problems around atopic Student(s) generate questions and/or problems. Studen() require prompts to generate questions and/or problems, Questions or problems are teacher generated, Conclusions Reached Namerous detailed conclusions are reached from the evidence offered. Several detaled conclusions are reached from the evideace offered Some detailed conclusions are reached from the evidence offered A conclusion is mad from the evidence offered, Information Gathering Information is gathered from multiple electronic and non-electronic sources and cited propery Information is gathered from multiple eleetonic and non-electronic sources, Information is gathered from limited e ‘onic and non-electronic sources, Information is gathered from non-electronic or electrorie soutces only. The School Projects Idea Book Introduction ‘Summary Paragraph Well organized, demonstrates logical sequencing and sentence siucture, Well organized, bur demonstrates illogieal sequencing or sentence structure, Well organized, but demonstrates ilogial sequencing and sentence structure Weakly organize. Punctuation, Capitalization, & Spelling Punctuation and capitalization are correct. There is one eror in punctuation and/or capitalization. There ae two or thee errors in punetuation and/or capitalization. There ae four or more errors in punctuation and/or capitalization, Tota—> Teacher Comments The School Projects Idea Book Chapter One | Creating Rubrics ‘Writing your own rubrics allows you to address objectives specific to your explo ration, Use the questions below to create a clear understanding cf the objectives and sla to aecezz, help you decide your goals, how you will reach those goals, and what you expect of your students. ‘What isthe motivation forthe project” ‘What curicuium goals do I want to meet? ‘What objectives are natural io the project? What sills are natural to the project? Can any other disciplines be included? ‘What overiding ideas should students internalize, f any? Ts therea “take home message,” such as an environmental oF hurranitarian message? ‘What specific sls will be taught? | What activites wall develop these

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