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Problem
I chose to focus on deliverables (Performance Tasks) because I think they give the best evidence of learning, particularly when engaged in Project Based Learning and Competency Based Education.
Hypothesis
I believe that by incorporating Public Products into the Performance Task students will be more engaged and produce higher quality products. I measured my results by comparing the quality of work products produced for in-class presentation with the quality of work products produced for public presentation.
Target group
I will target one of my Python Programming classes. I want to use Public Products (an essential element of PBL) as a way to foster student agency and promote engagement. I plan to do so in all of my classes, so I will select which class to target based on the timing of the research.
Planning & resources
Data collection
Data collection
Baseline data
I used student work produced for this Performance Task by last year’s class as the baseline for this research.
Measuring success
I measured success by comparing the quality of the work produced for the Performance Task by this year’s class with the baseline.
Overall findings & impact
I believe that I was successful in that this year’s students produced higher quality work for this Performance Task than last year’s students did. I will adjust this practice by starting to incorporate Public Products into every Performance Task moving forward. My planned next steps are to increase the requirements/rigor of the project/rubric and to provide higher quality exemplars to students.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
You clearly communicate to the students at the beginning of the unit that their work will be displayed/presented publicly.
Ed Hawkins | ed.hawkins@uamaker.nyc
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