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This is the culminating event and reflection of the whole PBL. Days 36-39
present proposals
present proposals
Present, as a group, their ideas for new community space to the wider community, have people vote on their proposals, and then reflect on the whole process to include filling in their own rubrics.
differentiation
differentiation
Provide 1:1 sessions for students who need help breaking down the rubric. Give examples of each rubric point that clearly shows the difference between a 1, 2, or 3. Some students may need scaffolded rubrics to encourage more growth from where they started - may need to only do one of the three points in a category, but focus on doing the task really well. Give students feedback early and then extra time to revise. Allow students to choose one way to represent or present that they are most comfortable with. Give students the option to present in their native language to other community members who speak that language. Offer to let them pre-record part of their presentation so they can have extra practice and not have to do it “live.”
rubric for PBL community unit
rubric for PBL community unit
Students can receive either a 1, 2, or 3 on the rubric scale.
They will reflectively evaluate themselves and also go through the rubric with the teacher.
Peer Assessments: Did the student provide meaningful feedback with both positive and points to improve to peers during all the phases?
Peer Assessments: Did the student provide meaningful feedback with both positive and points to improve to peers during all the phases?
Was quiet during feedback times and did not provide feedback to peers and classmates.
Provided one or two comments, but did not give meaningful feedback to help the peers or class grow.
Provided feedback throughout the phases to classmates and peers, and gave both positive comments and points to improve. In addition, gave suggestions and brainstormed ideas with the peers and classmates on how to make improvements.
Collaboration: Did the student participate actively during group activities to create and follow through with ideas for the project.
Collaboration: Did the student participate actively during group activities to create and follow through with ideas for the project.
Contributed very little to the group and was not active during group activities
Worked with others to come up with a few ideas on the project surveys and brainstorm, but was passive in the action phase of model construction and community presentation (or vice versa: no contributions in the brainstorm, but a few actions to support the group during the action phase).
Contributed actively in all phases and acted as a leader at different points during the process, leaving room for others to be leaders during other parts of the process.
Use of technology: Did the student use technology to: research information about community spaces, create products that represent data found, and make presentations about the community space ideas.
Use of technology: Did the student use technology to: research information about community spaces, create products that represent data found, and make presentations about the community space ideas.
Did one of the three points above, but did not use appropriate technology for all.
Used some technology for all three points above, but not to the full extent possible.
Used appropriate technology to research, represent data, and make presentations to the community and made good use of the technology chosen.
Research, interview, and data collection: Did the student contribute to group research, interview questions and data collection?
Research, interview, and data collection: Did the student contribute to group research, interview questions and data collection?
Participated in one but not all aspects of the research, interview/survey, and data collection.
Contributed a few ideas to the interview, helped in some of the data collection, and researched a few ideas.
Actively sought resources for research about community spaces. Was a leader in created questions for interview and/or survey. Understood data collection process and interpreted the data.
Understanding of community and culture: Does the students work reflect an understanding of how communities function and what role culture and values play?
Understanding of community and culture: Does the students work reflect an understanding of how communities function and what role culture and values play?
Did not grow in understanding of community and culture during the PBL process.
Developed new ideas and connections about community and culture throughout the process of PBL.
Developed new ideas, connections about community and culture, during the PBL. Used the new understanding to make improvements to community. Has ideas for improvements that could be continued after PBL is finished.
Presentation Proposal: Did the student participate in the presentation portion?
Presentation Proposal: Did the student participate in the presentation portion?
Participated a little in the background during the presentation and did not demonstrate understanding.
Participated in the presentation, during one portion of the presentation, but was not engaged during group members portion of presenting.
Presented with enthusiasm in a meaningful and helpful way for the group, and provided support to team members during their presentation portion.
group reflection
group reflection
Provide time for the class to reflect in groups and then share to the whole class. Ask them what they would have done differently. What would they tell another class that had to do this kind PBL of unit? What could they act on now that they are finished with their PBL - is there some way to create momentum on actually putting the winning proposal into action?
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