Monitor & Feedback Plan
The PBL project spans 8 weeks, with scaffolded steps building upon students' 21st century skills such as collaboration, critical thinking, creativity, real world experience, emotional intelligence and problem-solving skills. Additionally, students will receive formative feedback from their teacher and peers, leading up to their summative evaluations: PSA Videos, Anti-Cyberbullying Policy Posters and Presentations, and Persuasive Emails.
Week 1
Students will review and begin their PBL cyberbullying project by:
-discussing driving questions
-discussing credible online sources for research purposes
-individually researching global incidences of cyberbullying, considering causes, effects & solutions
-sharing findings with peers in small groups
-collectively brainstorming possible questions for surveys
Their teacher and their classmates will give them formative feedback while they are:
-participating in whole class discussions about cyberbullying
-analyzing, comparing & contrasting research in small groups
-considering driving question #1 to prepare for week 2: How does cyberbullying affect our school community? in small groups
Students complete scaffolded steps towards their summative evaluations; statistics from their research will be used to create charts & graphs for their PSAs & on their anti-cyberbullying policy posters.
Week 2
Students will continue to work on their PBL cyberbullying project by:
-individually conducting a survey about the prevalence of cyberbullying amongst their local peers
-creating the survey using Google Forms or Survey Monkey
-brainstorming solutions to cyberbullying based off of their research, surveys, and own ideas
-dividing up into small groups to work on their PSAs based off of their brainstormed solutions (students who share similar ideas for solutions will be grouped together )
Their teacher and their classmates will give them formative feedback while they are:
-analyzing, comparing & contrasting survey results in small groups to find commonalities in terms of reasons, problems, rate of occurrences, etc.
-participating in whole class discussion about major themes found in their survey results
-considering driving question #2 to prepare for week 3: How can you, your classmates, friends and teachers help someone in your school community who is experiencing cyberbullying? in small groups
Students complete scaffolded steps towards their summative evaluations; these survey results will be used in their PSAs & on their anti-cyberbullying policy posters.
Week 3
Students will continue to work on their PBL cyberbullying project by:
-watching an example of a PSA video about cyberbullying
-discussing and completing these activities - Self-Reflection: How to Be a Successful Team Member, Division of Tasks for PSA group members & Script Writing
Their teacher and their classmates will give them formative feedback while they are:
-dividing up the roles & tasks for their PSAs (script writer, videographer, editor, graphic designer for charts & graphs from statistics & surveys, etc.) within their small groups
-turning in their role & task division and their scripts for feedback from their teacher
-considering driving question #3 to prepare for week 4: What actions can your school take to address cyberbullying and to ensure a safe learning environment for all students? in small groups
Students complete scaffolded steps towards their summative evaluations by working on the steps to create a PSA video about the dangers of cyberbullying on their school community and by proposing solutions to this problem.
Week 4
Students will continue to work on their PBL cyberbullying project by completing the rough cut of their PSA and showing their PSA to their classmates for feedback.
Using the Peer Screening Evaluation of PSA Rough Cut Video form, their teacher and their classmates will give them formative feedback on ways to improve their PSAs and strengths of their PSAs.
Students complete scaffolded steps towards their summative evaluations by working on the steps to create a PSA video about the dangers of cyberbullying on their school community and by proposing solutions to this problem.
Week 5
Students will continue to work on their PBL cyberbullying project by:
-making revisions to their PSAs based on feedback from their teacher and their peers
-turning in the Final Draft of their PSA
-beginning to work on their anti-cyberbullying policy
Their teacher and their classmates will give them formative feedback by dividing up the roles & tasks needed for their anti-cyberbullying policy poster:
-researching their schools policy & other schools’ policies
-designing posters using Piktochart or by drawing by hand
-creating graphics from statistics & their surveys
Students complete scaffolded steps towards their summative evaluations by working on creating their anti-cyberbullying policy posters.
Week 6
Students will continue to work on their PBL cyberbullying project by writing a first draft of their anti-cyberbullying policy for their school in poster format using Piktochart to be displayed on classroom walls.
Using the Anti-cyberbullying Policy Rubric, their teacher and their classmates will give them formative feedback on ways to improve their policies & strengths of their policies.
Students complete scaffolded steps towards their summative evaluations by working on finalizing their anti-cyberbullying policy posters.
Week 7
Students will continue to work on their PBL cyberbullying project by turning in the Final Draft of their anti-cyberbullying policies posters.
Their teacher and their classmates will give them formative feedback by practicing for their Poster Presentations in the form of viewing and asking questions about their anti-cyberbullying policy posters, which are displayed on the classroom walls.
Students complete the summative evaluation of their posters as other students, classes, and administrators are invited to come to their Poster Presentations and ask them questions.
Week 8
Students will continue to work on their PBL cyberbullying project by:
-reviewing persuasive language
-reviewing appropriate email etiquette
-discussing the Email Rubric
-writing a persuasive email to the school principal about the importance of having/improving upon the school's anti-cyberbullying policy
Their teacher and their classmates will give them formative feedback by collectively writing their persuasive email, in small groups, including links to their PSAs and to their anti-cyberbullying policy posters.
Students complete the summative evaluation of their emails by cc'ing their teacher on their email to the school principal.