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Nine Essential Components for LifePractice PBL Planning

Nine Essential Components for LifePractice PBL Planning

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Published by Ginger Lewman

These are the nine components and further details an educator might consider as she launches into a Project/Problem-Based Learning unit with students of any age.

For more information about PBL projects visit http://LifePracticePBL.org

If you're interested in professional learning opportunities, visit http://GingerLewman.org

These are the nine components and further details an educator might consider as she launches into a Project/Problem-Based Learning unit with students of any age.

For more information about PBL projects visit http://LifePracticePBL.org

If you're interested in professional learning opportunities, visit http://GingerLewman.org

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Categories:Types, School Work
Published by: Ginger Lewman on Jan 14, 2013
Copyright:Attribution Non-commercial

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09/17/2013

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The prep
teacher notes
Timeline
How much time can you commit? When willyou set hard/soft deadlines?
Standards
What is the hard academic content you wantyour students to know? To be able to do? Tounderstand?
Skills
What are the soft skills and tech skills youwant students to know, understand, do?
Assessment
How will you know that your studentslearned? What is your plan for gatheringevidence?
Product
What will students turn in to you as finalevidence of their learning?
Materials
What do you need to be ready to provide orhave students provide for this project?
Collaborating teachers
Who will you connect with to help integratecontent, skills, etc?
Collaborating students
How will students be grouped?
Resources, primarydocuments, experts
Have you gathered where students will findresources? You might not hand them to yourstudents, but you should know where theyare.
Publishing
Where will the students publish their work?
Media outlets
Who will you invite into your room forstudents to share their learning and work?
The launch
teacher notes
When?
When will you launch the project?
Where?
Where will you launch the project?
Essential Components for LifePractice PBL Planning
Ginger Lewman, ESSDACK , January 2013
 
Who?
Who will be the actual person to launch theproject? You? An invited guest?
What is the bang, thehook, the story?
What is the story that you will share with thestudents that makes them want to knowmore? To jump into the project?
How do you know it willhook the learner?
Be sure you’re thinking of your students, notyour own personal interest in the topic.
Teacher support, notobservation
All co-teachers, paras, aides, need to be letin on how the launch will go and how theycan support the launch instead of just beinga participant.
Theexpectations
teacher notes
Quality, cited research
How will students show the quality of theirlearning to outsiders looking in?
Collaborative
What are the expectations for studentsworking together?
*Friendly competition
We’re all working together toward the samegoal. If the work is competitive, it should befriendly so we all win.
Soft deadlines
When will this be? How much has to becompleted for this presentation?
Hard deadlines
When will this be? Who will be there?
The grouping
teacher notes
Self-select
Will you let students pick their own groups?What are the benefits?
Teacher-select
Will you pick the students’ groups? What arethe benefits?
Essential Components for LifePractice PBL Planning
Ginger Lewman, ESSDACK , January 2013
 
Combination
Will there be a combination of student-selected, but teacher-adjusted groups? Whatare the benefits?
Homo or Heterogeneous
Will the groups be of similar ability? Similarinterests? Dissimilar? Why?
Never led with content
How will you name the work groups toreflect authenticity of the world?
The work 
teacher notes
Flexible, Energetic,Collaborative
How will you keep the students working at ahigh-quality pace with a strong sense of urgency?
Questioning, supporting,admiring
How will you set the tone for how the work is conducted?
The midpointregroup
teacher notes
Scheduled as needed
This doesn’t have to be at the mid-pointonly. When we see that we’re making slow orextremely fast progress, this is a time tomeet.
Whole group
Bring the entire group together to see fullprogress and group problem-solve anyissues.
Peer support
How will you encourage peers to help oneanother to move forward.
Refocus on the big picture
Why are we doing this project? Are we allmoving together toward the end goal?
Reassess & prioritize theneeds and timeline
Help students look at what time is left andprioritize what can be completed in thatamount of time and what must be scrapped.
Positive & reassuring
Your role is to keep the students calm andmoving forward during a high-stressmoment.
Essential Components for LifePractice PBL Planning
Ginger Lewman, ESSDACK , January 2013

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