5.1 Discussion: The Propositions Project
Watch the Propositions Project: Overview video below.
- How are the Anchor Standards/Common Core State Standards embedded within the project?
- How might you transition this project into an online or blended environment?
- What challenges might your encounter in conducting a project of this type online?
Project-based Learning in Action
Uploaded (to YouTube) on Jun 26, 2009
The following video shows students engaged in a project-based learning task (9 minutes). As you watch, think about the tools and strategies employed by both students and teachers in this project.
Learn more about Project Based Learning (PBL) at: http://bie.org/.
Follow the entire project cycle as students at the Metropolitan Arts & Technology High School create their own ad campaigns based on California Propositions.
5.2 Portfolio Project: Collaboration, Design Thinking, Bloom’s and Web 2.0 Tools
This portfolio assignment will include several elements: online group collaboration, Design Thinking (DT), Bloom's Digital Taxonomy and Web 2.0 tools. You will be working in collaborative groups to create a single Google Presentation (or other collaborative presentation tool) showcasing your group’s lesson. Use email, Skype, Google Hangout, or other messaging to communicate with the other members in your group.
- Your group will collaborate to create ONE lesson.
- Each group member will develop a part of the lesson which is interdependent on the other parts.
3. Each part will reflect a different part of the Design Thinking process.
4. As a group identify a problem you want to solve (this can be in education, like redesigning the classroom or a world issue, like how to utilize public spaces for community gardens or it can be something from your curriculum). You will design ONE COLLABORATIVE lesson using the Design Thinking (DT) process to help students solve the problem your team identified.
5. Once you’ve decided on the problem you want to solve, use the design thinking process to develop the lesson plan students would follow to solve this problem. You can decide as a group how to plan for each step in DT. For example, each member can develop one DT step for the lesson or you can divide the steps among team members and have a couple of people work on each step:
6. If your group has less than five people, you can divide the group into partners that can work on a couple of steps.
7. Create a Google Presentation to curate your group's lesson according to the directions below in #8. Depending on your instructor, a template may have been created for you.
8. Each group member/team must create slides that present their DT step(s) and the Web 2.0 tool that facilitates it. The slides must clearly identify the DT step and include:
- A short description of what the Web 2.0 tool does, how it facilitates the DT process in that particular step, and a link to its homepage.
- The level of Bloom's Digital Taxonomy the tool best supports and why.
- A list of the Common Core Anchor Standards, Standards for Mathematical Practice or Next Generation Science Standards (NGSS) which are addressed using this tool. (See below for Media/Technology Specific Standards in the College and Career Readiness Anchor Standards)
- A statement of how the tool could be used to support student learning.
- An image or screen capture that shows the tool’s logo.
- A student sample of your DT activity using the Web 2.0 tool you have chosen. This sample can be created by an actual student or one you create as if you are a student.
- The name(s) of the person who created the slide(s).
5.2 Portfolio Project Rubric: Online Group Collaboration
5.3 Reflection: Online Group Collaboration
All reflection assignments should show a thoughtful consideration of the topic. Reflections are expected to be written in standard English, and are typically 300-500 words in length. Reflections may include hyperlinks to outside resources, embedded Web 2.0 tools from this course, and/or properly cited images.
Reflect upon the online collaborative group project and the Proposition project (PBL). Write a post responding to the following:
- How does the process of the online collaborative work compare to face-to-face collaboration? What additional contributions could you have made to your group? What worked well in your group? What is one thing that could have been improved?
- Review the Web 2.0 tools your group members contributed to your collaborative lesson. What are the relative pedagogical strengths and weaknesses (pros and cons) for the tools? Where in the curriculum can these tools best enhance student learning, productivity, or creativity?
- Reflecting on your work in this module, how has it strengthened your skills in one or more of the Blended Learning Teacher Competencies? Specifically cite the Domain(s), Competency(ies) and Standard(s). OR “Reflecting on your work in this module, how has it strengthened your skills in one or more of the iNACOL Standards for Quality Online Teaching? Specifically cite the Standard(s) and Teacher Abilities. Reminder: You are to choose ONE focus of reflection for this course, blended learning OR online learning, and maintain this focus throughout the course in your reflection responses.