PROJECT PLANNING FORM Project title: Nine-Two-Five Teacher(s):__________________________________________________________ School:_____________________________________________________________ Grade level(s): 8th Grade Subjects: Information Literacy, Technology Education, English, Math,
STANDARDS-FOCUSED PROJECT BASED LEARNING Buck Institute for Education
Begin with the End in Mind Summarize the theme for this project. Why do this project? Through Nine-Two-Five, students will develop and design their own career fair focusing on jobs of the future. Students will construct this career fair either in â€œreal lifeâ€? or virtually, or through hybrid delivery. They will be challenged to think of current problems in their community or school and what jobs could be created to address those issues. In addition they will use digital fabrication to construct booth elements and booth layout.
Identify the content standard that students will learn in this project (two to three per subject). Information Literacy Standard 3: The student who is information literate uses information accurately and creatively. (AASL, Information Power) 1. The student will be able to organize the information in a manner that meets the need of the assignment or problem. 2. The student will assimilate new information into his/her existing knowledge. 3. The student will know how to use the information to communicate ideas and take appropriate action. Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. (AASL, Information Power) 1. The student will demonstrate the ability to be a contributing member of a group by locating, using and communicating information to solve a need or problem. 2. The student will respect diversity of thoughts and backgrounds of group members. Technology Education Standard 1: The student will define the characteristics and scope of technology in our world today. 1. Examine the evolution, application and significance of modern technology and its impact on our lives in the twenty-first century. 2. Identify the effects and reasons for commercialization of technology. Standard 4: The student will identify and differentiate the cultural, social, economic and political effects of technology. 1. Determine the impact and consequences of technology. 2. Identify and describe the rapid or gradual changes in technology and the related effects. Standard 20: The student will explore career opportunities to determine occupational and educational choices. 1. Examine opportunities related to specific occupations (e.g. career search software,
field trips, guest speakers and hands-on activities dealing with lasers, medical, technology, fiber-optics, robotics, biotechnology, computer-aided drafting, electronics, engineering, computer literacy, microwave systems, and other technology systems.) 2. Examine educational opportunities related to future careers (e.g. additional career technology classes at the secondary level in the comprehensive high school and area career technology centers, junior or four-year universities, postsecondary technical institutes, five-and six-year universities, military training, private sector training, and others.) Language Arts Writing/Grammar/Usage/Mechanics Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using creative, narrative, descriptive, expository, argumentative, persuasive, and reflective modes. Oral Language/Listening/Speaking Standard 2: Speaking - The student will express ideas and opinions in group or individual situations. Oral Language/Listening/Speaking Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea. Mathematics Standard 5: Data Analysis - The student will use data analysis, probability, and statistics to interpret data in a variety of contexts.
Identify key skills students will learn in this project. List only those skills you plan to assess (two to four per person). Information Literacy - The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources. (EnGauge 21st Century Learning) Creative Thinking - Thinking Flexibly; Approaching a problem from a new angle; considering additional information which contradicts one's beliefs shifting through multiple perceptual positions (points of view). (16 Habits of Mind) Collaboration - Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content. (EnGauge 21st Century Learning) Communication Skills â€“ Interactive Communication - The generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes. Identify the habits of mind that students will practice in this project (one to two per project). Analysis â€“ students will evaluate, question, and synthesize data as they consider current jobs and future jobs Creativity/imagination â€“ students will brainstorm new ideas for jobs and may
invent new careers for the future Communication – students will identify and utilize a variety of communication tools Collaboration/teamwork – students will learn to set goals together and use tools to work effectively Need to know/do – students will recognize the skills they are learning and how they apply to their future •
Does the project meet the criteria for standards-focused PBL?
Craft the Driving Question State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. What will your 9-2-5 look like? Will it be a 5-2-9? A 1-2-10? What kinds of tasks do we do now that may be turned into careers of the future? What issues do we face in our communities that may spark job creation? Those issues will be examined as we create the ultimate 9-2-5 jobs of the future. As a part of the 9-2-5 team, you will work both collaboratively and individually to build off of one another’s ideas for careers and jobs. As you begin to think about careers, you will have to consider the following questions: • What jobs already exist? • What jobs are going to be extinct because of technology? • How can we innovate current jobs? • How do I want to present this information? • What tools are available to use at the career fair? • What issues exist in my community? • How can we address some of those issues? • What skills would someone need for future careers? • How is my perception of a career different from others’? After researching current jobs, community and school issues, and brainstorming ideas, we will create a career fair highlighting those jobs and what you learned. It’s up to the class as to whether the career fair will be virtual or in real life, and we’ll use digital fabrication to construct our ideas. You are required to present your job/career idea in some way. Once the career fair is completed, we will reflect on all of our experiences.
Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?
Plan the Assessment Step 1: Define the products for the project. What will you assess? Early in the Project: Information literacy – students will research and provide lists of resources they’ve read regarding careers, 21st century skills, and issues faced in their communities. A simple survey will be given regarding the information they have read or viewed. Collaboration – Students will actively discuss their research findings in class and use each other for springboards to new ideas. They will
submit reflections on the discussion via a Wiki (or another collaboration/communication tool they choose).
During the Project: Creative Thinking – Students will be challenged to brainstorm as many ideas as possible about their career selection or community issue and submit them. Ideas will be assessed on the ability of students to develop new solutions to old problems. Communication – Students will show ability to convey meaning in their messages, and speak coherently about their ideas or research. A weekly student-led debriefing will be required of students, who will be assigned to collect summaries from students each week and present their findings. Information Literacy – Students will provide updates via memos that they are continually researching their career idea to continue idea generation and creative thinking processes Need to know/do – Students will be able to better communicate potential career goals or issues as they see fit pertaining to their generation’s professional careers
End of the Project: Collaboration – Students will be assessed on coordination of the career fair and their reflections of their career fair success. Collaboration – Students will assess work completed individually and in groups through peer evaluations Communication – Students will write a reflection and present it using a visual/graphical communication method of their choice (i.e., Prezi, Pixton) Overall assessment – Teachers will judge career fair displays/ideas and submit their evaluations to the class
Plan the Assessment (2) Step 2: State the criteria for exemplary performance for each product: Early Product: Collaboration Criteria: Students actively think about each otherâ€™s ideas, consider ideas without assessing judgment, and realize that different perceptions are healthy in a collaborative environment. Reflections will be thorough, indicating their thoughts about ideas and how they might apply them to their own career fair project. Product: Information literacy Criteria: Students show evidence of knowing credible vs. non-credible resources and use a variety of sources including social media, blogs, university studies, journals, and other related information. Responses to survey will indicate their abilities to synthesize information and apply their own viewpoints to the research materials studied.
During Product: Creative Thinking Criteria: Students demonstrate a willingness to go outside their comfort zone in developing ideas and solutions. Product: Communication Criteria: Appointed debriefing students actively pursue summaries from classmates and present them with little or no hesitation. Product: Information Literacy Criteria: Student memos indicate increased research and reading and active
reflection regarding their career idea. Product: Need to know/do Criteria: Students show understanding of importance of future planning, goals, and an interest in exploring careers related to their career idea.
End of project Product: Collaboration Criteria: Students demonstrate collaboration and coordination skills as they plan the actual career fair event. Students show ability to delegate tasks to each other to accomplish the end goal. Product: Communication Criteria: Students show ability to reflect and present that reflection in class, knowing the classroom is a safe environment to discuss their findings and feelings without judgment from other students.
Do the products and criteria align with the standards and outcomes for the project?
Map the Project
What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Product: Career Fair KNOWLEDGE AND SKILLS NEEDED
ALREADY HAVE LEARNED
TAUGHT BEFORE THE PROJECT
TAUGHT DURING THE PROJECT
2. Communication 3. Coordination skills 4. Information literacy
5. Creative Thinking
6. Need to know/do
7. Digital fabrication
8. 9. 10. 11. What project tools will you use? □ Know/need to know lists □ Daily goal sheet □ Journals X Briefs □ Task lists X Problem logs
X Memos_________ X –Wikis ______________ □ ________________________________ □________________________________ □ ________________________________ □ ________________________________
Do the products and tasks give all students the opportunity to demonstrate what they have learned?
Map the Project (2) List the key dates and important milestones for this project. Day 1 – introduce project, discuss questions, do question and answer session to ensure students are completely understanding of project. Discuss assignments, goals, and complete a team building activity. Week 1 – Students begin research process and consider roles each plays in the development of the career fair. Students research traditional career fair offerings. Students consider community issues. Brainstorming techniques are discussed. First student-led debriefing assignments are made. Week 2 – Students turn in first assignment and complete opinion survey. Students complete decision-making activities. Students create reflection Wiki or find another tool they would like to use to submit their reflections. Week 3 –Students are shown resumes of current professionals and asked to evaluate them. Idea generation continues. Students are asked to determine whether career fair will be in “real life,” virtual, or hybrid – or something different altogether! Week 4 – Students are assigned roles as career fair coordinators. Students begin their career idea materials and consider how they will present the idea at the career fair. Students will use digital fabrication machine to create presentations as well as a layout of how the career fair will look. Final updates on reflections. Week 5 – Career fair time! Students do last minute updates to their ideas and finishing touches. Students and teachers from other classes are invited to attend career fair and conduct evaluations of the fair. Week 6 – Final reflection presentations are due
Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project? We could have guest speakers come in to talk about community issues and the global economy/jobs of the future.
What challenges or problems might arise in this project?
Manage the Process List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.
Students would be paired or grouped based on strengths of each student. An assortment of different activities and assignments would provide variety to those who processed information differently. Accommodations would be made for students with disabilities, and special needs would be seen as a great opportunity for new ideas and solutions.
How will you and your students reflect on and evaluate the project? X Class discussion □ Fishbowl □ Student-facilitated formal debrief □ Teacher-led formal debrief X Student-facilitated formal debrief
X Individual evaluations X Group evaluations □ Other: □
What do you expect to learn from this project?