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Project-Based Learning: Time & Fulfillment

Danielle Heffner

Arizona State University

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Abstract

Project-based learning is an excellent method in bolstering student creativity, critical thinking,

and motivation while still being driven by content. One topic very relevant to the lives of

students is how they can best utilize time to lead a fulfilling life. While investigating this driving

question, students enrolled in 7th grade general education ELA classes will participate in a range

of project-based learning activities such as analyzing relevant literature, class-wide debates,

conducting informational interviews and others. Central to the design of this project is teacher

and student utilization of technology and associated tech tools. Diverse members of the

community will be engaged in the project process, including school administrators, student’s

families, life coaches and more. The project will span 14 days and is budgeted to cost

approximately $9,500.
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Project-Based Learning: Time & Fulfillment

Applicant and School Environment

Applicant Narrative

My name is Danielle Heffner and I am a 7th grade general education English Language

Arts teacher at Mohave Middle School in Scottsdale, Arizona. Although this is my first year of

teaching upon completing my degree, I’ve spent multiple semesters at Mohave through prior

clinical experiences. These experiences permitted me to gain insight into the students of the

school and the greater community in which Mohave resides. I am so thankful to now be working

a as a full-time educator at Mohave and to have the opportunity to foster a positive learning

environment in my very own classroom.

Although I have gathered aspects of my teaching philosophy through my time as an

educator, my philosophy has been largely inspired by my own experience as a student. Central to

my teaching philosophy is inspiring a classroom brimming with mutual respect. I respect my

students by navigating my classroom through a lens of empathy. In attempting to understand my

students as individuals who possess unique experiences, feelings, etc. my treatment of them

reflects such. These students are a reflection of the diverse communities in which they belong to,

and diversity is embraced in my classroom as a product of culturally responsive teaching. Middle

school is an extremely transformative period for students, and teaching values that extend

beyond curriculum is critical in fostering an environment in which students genuinely believe

they are capable and empowered to succeed.

I believe project-based learning is an integral aspect of developing student skills that are

valuable beyond the classroom. Learning content alone is not an adequate means of developing

higher-order thinking skills such as the ability to analyze, evaluate, create, etc. In the process of
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completing a given project, students refine soft skills such as the ability to work in a team and

the ability to effectively communicate their ideas. Perhaps even more important, project-based

learning allows students to take a stake in something they care about that spans far beyond the

classroom. Student engagement is a difficult task for any educator, but project-based learning

eases this struggle. By taking the time to get to know my students and their concerns about the

complex world they are growing up in, I can implement a project that students are genuinely

excited to partake in. The unrestrictive nature of project-based learning provides students with

the opportunity for multiple means of expression and evaluation, pillars of the successful

learning environment I seek to create. The accumulation of these many benefits fosters a learning

environment in which students are empowered, a goal central to my teaching philosophy.

Technology is present in every modern-day institution, and my students were born into a

world in which unlimited access to information can easily be accessed through a phone, tablet, or

laptop. Although sometimes a distraction, the 21st century learners in my classroom are well-

equipped to utilize technology in any given part of their projects spanning from research to

presentation. During my undergraduate studies I was exposed to hundreds of tech tools that can

be utilized for any given purpose, many of which I integrate into my classroom on a regular

basis. For example, my students are experienced working with Stormboard as a collaboration

tool for smaller projects they’ve completed thus far. We co-construct presentations through

Buncee, and students frequently create digital portfolios using Seesaw. My students and I are

well-equipped to further integrate technology into various aspects of this project.

School Environment

Mohave Middle School is located near the crossroads of McDonald and the 101 freeway

and is one of 35 schools that belongs to the greater Scottsdale Unified School District. Lead by
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Principle Chris Asmussen, the school serves grades 6-8. Mohave offers a wide variety of

innovative programs to students, including STEM programs, honors sections, athletic teams,

Robotics/Future Cities and a large Special Education program (“Mohave Brochure,” n.d.).

Scottsdale Unified School District students test above state average in all subjects (Mohave

Middle School Profile (2018-19),” n.d.), and the district has a high graduation rate of nearly 90%

(“About,” n.d.). A family-friendly area, the median home value in Scottsdale is $433,500 and

median household income is $80,306 (“Explore Mohave Middle School,” n.d.). After graduating

from Mohave, most of my students will continue their studies at the nearby Saguaro High

School.

This project will take place in my 7th grade general education English classroom and will

span the course of 10-15 days, as each class period is 50 minutes long. Each of my classes has

approximately 20 students, the compilation of these students a reflection of diversity within the

greater school. The majority of students are Mohave are Caucasian, with minority enrollment

(mostly Hispanic) at about 34% (“Mohave Middle School Profile (2019-19),” n.d.). Mohave is

one of the largest middle schools in the state, with a student body totaling nearly 800 students

(Mohave Middle School Profile (2018-19),” n.d.). Approximately 30% of these students qualify

for free or reduced lunch (“Explore Mohave Middle School,” n.d.). The Mohave Middle School

mission statement is as follows: “Mohave Middle School is a learning community that empowers

all to achieve their highest potential in academics, intellectual growth, social connection,

physical well-being and emotional stability” (“Mohave Brochure,” n.d.). Our mission statement

exemplifies the goal of integrating multiple aspects of student life into the educational

experience, also a mission of project-based learning.

Project Summary & Impact

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Summary of Project

Through the completion of this project, students will explore the theme of time.

Specifically, the question that will drive their work is as follows: how should we utilize time to

lead a fulfilling life? Scoring a 91 on Hofstede’s individualism dimension, the United States is

one of the most individualistic countries in the world (“Country Comparison”). Members of

individualistic cultures are “seen as independent and autonomous” (Cherry, 2018). A country

whose residents are presented with vast individual freedom and the ability to navigate life as they

choose, Americans have simultaneously been described as getting “less happy even as the United

States has grown in wealth” and the country as a whole keeps ranking lower on the annual

“World Happiness Report” (Trimble, 2018). The concept of time use as it relates to lifetime

fulfillment is a relevant consideration for individuals in any age group. Youth have both the

interest in and largest opportunity to reflect upon their utilization of time to lead the most

fulfilling life possible. Adults in the students life are typically not prompted to ponder the use of

their own time, yet possess a lot of authority over the activities their children spend time doing.

The project will span 14 days and will allow students to participate in activities such as

analyzing relevant literature, class-wide debates, conducting informational interviews, working

with a panel of community members, and more to investigate how they may best utilize time to

lead a fulfilling life. At the culmination of the project, students will have produced a digital

scrapbook containing research they have gathered throughout the project as well as an action

plan (regarding use of time) that involves themselves, their families and school administrators.

Students will present their digital scrapbooks to their families and school administrators at a

symposium.

Project Impact
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This project will be implemented in all of my 7th grade ELA classes, which involve 100

students directly. Completed student portfolios will be displayed in the school library and

integrated into the annual 6th grade orientation a means to inspire new students to make the most

of their time as they enter into a new chapter in their educational career. As a result, this project

will indirectly impact approximately 200 students per year.

Even as a young educator, I am still generationally far removed from my students. It is

often difficult for educators to see through the lens in which our students view education, their

interests, habits, etc. This project will allow myself and other teachers to gain a better

understanding of what our students value so we can further mold the educational experience to

their interests, involving anything from the examples we use during instructional input to those

we present as essay topics. The unique products produced through this project serve as a

reminder of the diversity and individuality present within our classrooms, a key component of

taking the role of culturally-responsive educator.

As discussed previously, the topic of time utilization has both individual and collective

implications. Not only will the project process engage multiple parties within the community

(older generations, life coaches, etc.), but the final product will implore parents to examine how

the ways in which they utilize their time impacts their children. In the future, this project is

planned to be implemented as a signature assignment for all 7th grade students, allowing the

Scottsdale Unified School District to draw upon this data when designing curriculum, proposing

new extracurricular activities and more.

Project Narrative & Innovation

Project Narrative

Essential driving question: how should we utilize time to lead a fulfilling life?
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Learning Goals and Outcomes Project-Based Assessment Technology & Support

Learning
Activities
Content: Driving question will Formative: students Padlet will be utilized during the
7.SL.1: Engage effectively in a range of collaborative be introduced by write a thesis “Engage” portion of the lesson
discussions (one-one-one, in groups, and teacher-led) posing the following statement combining
with diverse partners on grade 7 topics, texts, issues, question to students: both elements of Stormboard will be utilized for
building on others’ ideas and expressing their own “what would you be “time” and student commentary during gallery
clearly (PO c,d) doing if you didn’t “fulfillment” on a walk presentations
7.W.9: Draw evidence from literary or informational have to go to flash card as an exit
texts to support analysis, reflection, and research school?” ticket

ISTE Student: Formative: each

Empowered Learner (1c) In groups, students student will make one
Knowledge Constructor (3d) will make bubble individual
Day 1 Global Collaborator (7b) mind maps with the contribution to a
topic of “time” or group mind map
ISTE Teacher: “fulfillment” in the
Leader (2c) center
Designer (5b)
Facilitator (6a) Gallery walk
presentation of mind
Anchor: maps
Presentation of Knowledge and Ideas (4)
Class-wide
Objective: discussion over
7.SL.1: Students will be able to draw upon knowledge need-to-knows
gained through class activities to write a one sentence generated from
thesis statement combining elements of both topics previous activities
within the project (time and fulfillment)
7.W.9: Students will be able to make one individual NOTE: See appendix
contribution to a group mind map, drawing ideas from for full lesson plan
sources provided by the instructor

21st Century Skills:

Critical thinking, collaboration, communication,
creativity

Content: Day 2: Panel of Formative: At the end Portfolio tool Seesaw will be utilized
7.SL.1 Engage effectively in a range of collaborative community members of the class-wide by students to compile their
discussions (one‐on‐one, in groups, and teacher‐led) will come to discussion (day 3) individual mini news articles
with diverse partners on grade 7 topics, texts, and classroom to share students will each
issues, building on others’ ideas and expressing their with students both write a one paragraph
own clearly (PO d) their biggest regret mini news article
and most positively relating knowledge
Days ISTE Student: impactful decision gained through the
2-3 Empowered Learner (1c) they’ve made- panel and discussions
Digital Citizen (2a) students will each be to their own life
Knowledge Constructor (3d) responsible for
recording 3 points
ISTE Teacher: they found to be
Facilitator (6c) noteworthy

Anchor: Day 3: Students will

Comprehension and Collaboration (1) then participate in
small-group
Objective: Students will be able to translate ideas discussions to
presented by community members to their own life by discuss the ways in
writing mini news articles which perceptions of
time and fulfillment
21st Century Skills:
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Critical thinking, communication, collaboration vary between

generations
Content: Day 4: Based off of Formative: Students Students will utilize Stormboard to
7.W.7 Conduct short research projects to answer a student-determined will peer-review each record and organize interview data
question, drawing on several sources and generating need-to-knows (see other’s interview
additional related, focused questions for further day 1), students will questions
research and investigation. each generate a list
of interview Formative: Students
ISTE Student: questions to ask will write journal
Days Empowered Learner (1b) numerous reflections throughout
4-6 Digital Citizen (2c) stakeholders the interview process
Knowledge Constructor (3a)
Day 5: Students will
ISTE Educator: interview district
Facilitator (6c) administrators

Day 6: Students will

Anchor: interview the PTO
Research to Build and Present Knowledge (7)

Objective: Students will be able to independently

conduct research by holding informational interviews.

21st Century Skills: Communication

Content: Based off of student- Formative: students Students will utilize Buncee to
7.RL.1 Cite several pieces of textual evidence to generated need-to- will construct construct and present their graphic
support analysis of what the text says explicitly as knows (see day 1), individual graphic organizers
well as inferences drawn from the text the instructor will organizers
gather sources representing both
ISTE Student: presenting diverse implicit and explicit
Creative Communicator (6c) perspectives on the concept presented in
Day 7 topics the text (along with
ISTE Educator: evidence)
Analyst (7b) Students will work
Facilitator (6a) through these
sources at stations
Anchor: (one need-to-know =
Key Ideas and Details (1) one station)

Objective:
Students will be able to summarize both explicit and
implicit concepts within an informational source by
utilizing a graphic organizer

21st Century Skills: Critical thinking, creativity,

collaboration
Content: Students will spend Formative: students Students will store and organize their
7.W.8 Gather relevant information from multiple print time in the school will construct their research on tech tool Stormboard
and digital sources, using search terms effectively; library conducting own “credibility keys”
assess the credibility and accuracy of each source; and any supplemental to assist them in
quote or paraphrase the data and conclusions of others research they need to research
while avoiding plagiarism and following a standard gather through both
format for citation. print and digital
Days sources
8-9 ISTE Student:
Knowledge Constructor (3a, 3b)

ISTE Educator:
Citizen (3b)
Designer (5b)
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Facilitator (6a)

Anchor:
Research to Build and Present Knowledge (8)

Objective:
Students will gather and assess the credibility of
sources on various mediums by constructing and
utilizing personalized “credibility keys”

21st Century Skills: Critical thinking

Content: Day 9: Students will Students will refer to their

7.W.1 Write arguments to support claims with clear create an outline for Stormboard pages in writing (their
reasons and relevant evidence each section written research was gathered there)
section within their
ISTE Student: digital scrapbook (an Students will write all of their
Knowledge Constructor (3c) end product) excerpts within Google docs so
Days content can be easily accessed by
10-11 ISTE Educator: Day 10: Students peers and the instructor
Facilitator (6d) construct rough
drafts of each written
Anchor: Text Types and Purposes (1) section within their
digital scrapbooks
Objective: Students will be able to synthesize their
research by writing numerous one paragraph excerpts

21st Century Skills: Critical thinking, creativity

Content: Students will Formative: students Students will peer edit within Google
7.W.5 With some guidance and support from peers participate in a peer- will assess each docs
and adults, develop and strengthen writing as needed editing activity over other’s written
by planning, revising, editing, rewriting, or trying a each other’s written contributions using an Students will submit their writing to
new approach, focusing on how well purpose and portion of the digital instructor- generated NoRedInk for a final grammar check
audience have been addressed. (Editing for scrapbook rubric
conventions should demonstrate command of
Day Language standards 1–3 up to and including grade 7.)
12 (PO b)

ISTE Student:
Empowered Learner (1c)

ISTE Educator:
Analyst (7b)

Anchor:
Production and Distribution of Writing (5)

Objective: Students will be able to evaluate the

writing of their peers by utilizing a rubric

21st Century Skills: Collaboration, communication

Content: Students will Students will utilize portfolio tech
7.SL.5 Include multimedia components and visual configure the final tool Squarespace to curate their
displays in presentations to clarify claims and drafts of their writing digital scrapbooks
findings and emphasize salient points pieces into their
7.W.6 Use technology, including the internet, to digital scrapbooks,
produce and publish writing as well as to interact and integrating various
collaborate with others multimedia
components
ISTE Student:
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Creative Communicator (6d)

Digital Citizen (2a)

Day ISTE Educator:

13 Leader (2c)
Citizen (3a)
Collaborator (4b)
Designer (5a)

Anchor:
Presentation and Knowledge of Ideas (4)

Objective: Students will be able to enrich

presentations by integrating various media

21st Century Skills: Creativity

Content: Students will present Summative: students Students will present their digital
7.SL.4: Present claims and findings, emphasizing their digital will submit a scrapbooks straight out of tech tool
salient points in a focused, coherent manner with scrapbooks to district completed digital Squarespace
pertinent descriptions, appropriate vocabulary, facts, administrators and scrapbook containing
details, and examples; use appropriate eye contact, their families at a research gathered over
adequate volume, and clear pronunciation. symposium the course of the
7.W.4: Produce clear and coherent writing in which project as well as an
the development, organization, and style are action plan (regarding
appropriate to task, purpose, and audience. (Grade‐ time use) that involves
specific expectations for writing types are defined in themselves, their
standards 1–3 above). families and school
administrators
ISTE Student:
Empowered Learner (1c) Students will
Knowledge Constructor (3d) participate in mock
Day Creative Communicator (6c, 6d) mini-presentations
14 with the instructor
ISTE Educator: (who will take role of
Analyst (7a, 7b) various stakeholders)
Collaborator (4d)
Leader (2a)

Anchor:
Production and Distribution of Writing (4, 6)
Presentation and Knowledge of Ideas (4, 5, 6)

Objective: Students will be able to deliver 5 minute

presentations to various stakeholders, emphasizing
different points in relation to the audience.

21st Century Skills: Communication

Innovation

The primary reason this project is so innovative is because it allows students to gain

fluency in numerous variations of tech tools (screen casting, portfolio, presentation, etc.) while

also engaging a diverse set of stakeholders. The project has been proposed to be implemented as

a signature assignment of sorts for students to complete every two years while in the district. As
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student products are digitally curated, they will continue to add to their digital scrapbook

throughout their time in high school. This practice extends impact and period of reflection far

beyond the time span of the project.

This project also has a transformative impact on my teaching as it is the first opportunity

I have had to create a project that connects both the middle and high school within the district. I

hope the design of this project creates precedent for other educators to direct the span of their

project-based learning activities far beyond the classroom. In future years, I plan to make the

project even more innovative by teaming up with educators in different content areas as a means

of integrating even more diverse perspectives into the design of the project.

Budget

Budget Table

Item Name Cost Quantity URL for Possible Funding

Purchase Source
iPad $279.99 25 Hyperlink NEA Foundation
Grant,
GoFundMe
Honorarium fee $50.00 6 N/A GoFundMe

Logitech $29.99 25 Hyperlink DonorsChoose

attachable
keyboard
Squarespace $16.00 100 Hyperlink DonorsChoose
membership

Budget Narrative

iPads are the central necessary line item within the above budget. Beyond answering the

driving question, this project seeks to expand and refine 21st century skills of participating

students. Students will utilize varying tech tools every day of the project, as well as publish their

final products using digital portfolio service Squarespace. A class set of iPads is imperative if

students are to efficiently work through planned project-based learning activities. iPads are
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particularly useful, as they are mobile and can be transported with ease to accommodate to the

needs of the project. Attachable keyboards will allow students to type the written portions of

their work with ease. Finally, each guest speaker attending the in-class panel will be paid an

honorarium fee of $50.00 for their time.

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Appendix

Inquiry-based lesson plan (to be utilized Day #1 of project)

INQUIRY (5E) LESSON PLAN TEMPLATE

Teacher: Danielle Heffner Subject: ELA Grade: 7

Common Core State Standards:

 7.SL.1: Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on
grade 7 topics, texts, issues, building on others’ ideas and expressing their own clearly
o c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas
that bring the discussion back on topic as needed
o d. Acknowledge new information expressed by others and, when warranted, modify their own view
 7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
 ISTE Technology Student Standards:
o Empowered Learner 1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways
o Knowledge Constructor 3d. Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions
o Global Collaborator 7b. Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints
 ISTE Technology Teacher Standards:
o Leader 2c. Model for colleagues the identification, exploration, evaluation, curation and adaptation of new digital resources
and tools for learning
o Designer 5b. Design authentic learning activities that align with content areas standards and use digital tools and resources to
maximize active, deep learning
o Facilitator 6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and
group settings
Objective (Explicit):
 7.SL.1: Students will be able to draw upon knowledge gained through class activities to write a one sentence thesis statement combining
elements of both topics within the project (time and fulfillment)
 7.W.9: Students will be able to make one individual contribution to a group mind map, drawing ideas from sources provided by the
instructor
Evidence of Mastery (Measurable):

 7.SL.1: Students will be able to draw upon content knowledge gained through class activities to write a one sentence thesis statement
combining elements of both topics within their projects (time and fulfillment)
o Master: Student incorporates elements of both time and fulfillment and writes a thesis statement of more than 1 sentence
o Proficient: Student incorporates elements of both time and fulfillment and writes a one sentence thesis statement
o Novice: Student incorporates only one project element (time or fulfillment) in their one sentence thesis statement
o Students will write their responses on flashcards:

 7.W.9: Students will be able to make one individual contribution to a group mind map, drawing ideas from sources provided by the
instructor
o Master: Student makes more than one contribution to the group bubble mind map
o Proficient: Student makes one contribution to the group bubble mind map
o Novice: Student makes no contribution to the group bubble mind map
o Students should each place their contributions into a sub-bubble off of the given theme (time or fulfillment), pictured below:

Sub-Objectives, SWBAT (Sequenced from basic to complex)

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 Students will collaborate to analyze sources provided by the instructor and construct a group bubble mind map
 Students will utilize Padlet and Stormboard to digitally communicate their ideas, comments, etc. at various points throughout the lesson
 Student will think critically in elaborating upon their ideas and the ideas of their peers during the class-wide discussion
 Students will bolster their creativity in combining elements of both time and fulfillment into their individual exit ticket thesis
statements
Key vocabulary: mind mapping, collaboration, questioning, extracting, Materials: Large sheets of paper, pencils, markers, colored pencils,
thesis statement, elaborate, respond iPads, flashcards
Engage (5 Minutes)
Teacher Will: Students Will:
 Introduce the driving question to students by posing a question  Students will be tasked with answering this question by
for them to answer individually utilizing the technology tool Padlet
o “What would you be doing if you didn’t have to go to o Each student is responsible for submitting at
school?” least one note to the class Padlet
o Teacher will explain that there are no limitations as to  After students are finished submitting their contribution(s),
what students can answer, or requirements as to how they will adhere to classroom policies by putting their
wide or narrow the time frame their answers iPads face down on their desks
encompass must be (some students may provide o This ensures students will remain actively
answers as to what they would do in one day while engaged in reading the contributions of their
others may provide answers that have longer-term peers as opposed to utilizing technology in an
activities in mind) inappropriate manner
o Project the class Padlet page on the large screen at the  In viewing the contributions of their classmates on the big
front of the room so students can view each other’s screen, students will be reminded of the diverse answers
responses open-ended questions call for
 After students submit their responses on Padlet, the teacher will o This will bolster the notion that components
transition students into the “Explore” section of the lesson by produced over the course of the project should
introducing the driving question of the project also be unique to each student
o “Over the next two weeks, we will be investigating
how to best utilize time to lead a fulfilling life”

Explore (15 minutes)

Teacher Will:
 Place students into 6 groups to begin exploring the concept of
time and fulfillment
 Provide students with materials to be utilized during a group
bubble mind mapping activity
o Groups #1-3 will be provided 3 brief sources offering
diverse perspectives on the concept of time
o Groups #4-6 will be provided 3 brief sources offering
diverse perspectives on the concept of fulfillment
 Model expectations by writing an explicit, numbered task list on
the whiteboard
o Ex: “1. Get into your designated group, 2. Read all
sources as group……”
 Walk around the classroom while students are making their mind
maps in order to ensure they are staying on task and provide them
additional verbal prompts that may further guide their
exploration
o Ex: “What emotions are associated with fulfillment?”
o Ex: “Who cares about how we use our time?”
 Provide time cues to students to ensure they understand how
much time they have left at given points throughout the activity
to ensure that all groups are finished at the same time and are
prepared to move on to the next section of the lesson
Differentiation Strategy
 During the mind mapping activity, ELL students will have the ability to process the text both through listening and reading, as one student
will read the text aloud for the group while all others members follow along on printed copies
Students Will:
 Participate in the mind mapping activity within their
designated table groups
o Students already sit at round tables with
approximately five students in total, and will
remain in these groups for this activity
 Be tasked with designating one “reader” for the activity
o This individual will read the instructor-provided
sources aloud while the rest of the group follows
along on the iPads
 After students are finished reading the sources, they will
begin their bubble mind maps
o The theme circle of group #1-3’s mind maps will
be “time”
o The theme circle of group #4-6’s mind maps will
be “fulfillment”
 Each student will be required to generate and record one
sub-topic off of the general theme (see “Evidence of
Mastery”) on the group mind map
o Students will initial next to their contributions
o This will ensure all students remain accountable
and engaged while simultaneously mitigating
groupthink
 After the groups are finished completing their maps, they
will tape the map to a wall in preparation for the “Explain”
portion of the lesson
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o The instructor will also ask ELL students to verbally summarize the sources while facilitating the activity to check for
understanding
 Students with ELN will be provided the opportunity to read sources with text enlarged
 The instructor will also provide sentence stems to students as a means of further differentiating instruction
 In addition to the basic requirements described above in the “Students Will” section, all students will be challenged to create an additional
stem off of either their own or one of their group member’s sub-topics so as to challenge stronger learners

Explain (10 minutes)

Teacher Will: Students Will:

 Facilitate student gallery presentations  Be tasked with delegating one member from their group
 Create a Stormboard page for students to contribute to and (cannot be the same person who was delegated to read
provide a demonstration as to how to use it before the activity previously) to present the content of their group’s mind
begins map
o Within the Stormboard page, there will be a section  All students (except those designated as presenters) will
dedicated to both student questions and elaborations rotate around the room to explore the creations of their
peers
 Contribute to the class Stormboard by individually posting
a sticky note after each round of mini-presentations.
Students can post either:
o One question they’ve formulated based off
content they’ve been exposed to
o One elaboration they have based off of content
they’ve been exposed to
o Within Stormboard, students can also upvote
individual sticky notes that they agree with, have
a similar question about, etc.
Differentiation Strategy
 Students with ELN will have the opportunity to stay at one presentation for two rounds to ensure they don’t feel rushed in
comprehension
 Instructor will be walking around during the gallery presentations, paying attention to ELL students and providing any necessary
scaffolding to meet their language needs
 Students in need of an additional challenge will be tasked with commenting on sticky notes of their peers within the class Stormboard
in addition to making their own original contributions
Elaborate (20 minutes)

Teacher Will: Students Will:

 Utilize the student-generated sticky notes from the class
Stormboard to facilitate a class discussion based off of project
need-to-knows
o These need-to-knows will be extracted from student
contributions to the class Stormboard
o “What if?” questions will be formulated based off of
these need-to-knows
 Redirect discussion that strays off topic
 Monitor the conversation to assure that all students have a chance
to be heard and respond to their peers
 Provide meaningful contributions to the class-wide
discussion
o Are not permitted to simply say they “agree,”
“good point,” etc.
 Students will each provide one contribution regarding the
topic their group was not assigned to during the “Explore”
portion of the lesson
o Ex: Group members assigned to topic of time in
the “Explore” portion of the lesson will provide
a contribution on the topic of fulfillment
 Students will each provide one comment as to how a
contribution of their peers (not necessarily from this
portion of the lesson) has modified or affirmed their
understanding
 Be required to back up their statements by explaining the
why behind their thought process
o This bolsters higher-order thinking skills and
ensures students are thinking critically

Differentiation Strategy
 Utilize contributions of ELLs and students with exceptional learning needs from previous activities within the lesson (Padlet notes,
Stormboard, etc.) to scaffold these students into the discussion as they may not readily feel comfortable contributing
 Allow students in need of a greater challenge to begin facilitating the conversation hallway through as opposed to the instructor
 Running head: PBL TIME & FULFILLMENT
Evaluate (5 minutes)
Teacher Will:
 Explicitly explain to students performance expectations (see
“Evidence of Mastery” above)
 Hand out flashcards for students to write their responses on
o Completed flashcards will serve as an exit ticket
 Take a hands-off approach during this activity and refrain
from directing students so as to ensure the project progresses
in the most student-led manner possible
17
Students Will:
 Independently complete their exit tickets as directed by the
instructor
 Color-code different aspects of their thesis statements buy
underlining respective text with colored pencils
o Ex: phrases relating to time gets underlined in red,
phrases relating to fulfillment gets underlined in
green
Running head: PBL TIME & FULFILLMENT 18

References

About. (n.d.). Retrieved March 17, 2019, from https://www.susd.org/index.php/about

Cherry, K. (2018, October 22). How Do Individualistic Cultures Influence Behavior? Retrieved

March 31, 2019, from https://www.verywellmind.com/what-are-individualistic-cultures-

2795273

Country Comparison. (n.d.). Retrieved March 31, 2019, from https://www.hofstede-

insights.com/country-comparison/the-usa/

Explore Mohave Middle School. (n.d.). Retrieved March 17, 2019, from

https://www.niche.com/k12/mohave-middle-school-scottsdale-az/

Mohave Brochure. (n.d.). Retrieved March 17, 2019, from

https://www.susd.org/application/files/6715/4991/9607/Mohave_Brochure.pdf

Mohave Middle School Profile (2018-19). (n.d.). Retrieved March 17, 2019, from

https://www.publicschoolreview.com/mohave-middle-school-profile

Trimble, M. (2018, March 14). These Are the Happiest Countries in the World. Retrieved March

31, 2019, from https://www.usnews.com/news/best-countries/articles/2018-03-14/world-

happiness-report-finland-lands-no-1-united-states-falls-again