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568C Global Project Plan Guidelines

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As you draft your project plan, the guidelines that follow will provide some of the thought, framework, and detail to be considered. I. Project Information A. Project name and description: Interesting, descriptive name that encourages participation. The project name should reflect the project. It should be motivating to your students, and it should peak the curiosity of potential funders and partners. Give the project's name careful thought. Website URL: Indicate a project website if there is a primary website for your project as a collaborative site. Determine the privacy and membership settings of the website. How do people join? Who approves memberships? Will it be walled or publicly viewable? Location: What is the targeted location for where the participants should be? Is this a global, regional, local, or another specific geographical location?

B. Project partners Age group/grade levels: Choose an age group/age range. Then state grade levels, target population and number of participants. Biographical information (Yourself and your partner(s) Sponsoring Organization (if you've joined a project) and/ or Partner School (if you are working with a partner school) C. Subjects/Content Area List all subjects/content areas D. Suggested Time Allowance State an approximate time for the entire project. For example, ten weeks.

II. Relevance, Standards, and Curriculum A. Rationale (Why is the project important or worthwhile?) What are the main innovative features of your project? What are the dimensions as mentioned in Chapter 6, pages 82-84. Identify and explain how one or more of the five dimensions is addressed. Reflect upon why you want to do this global project with your students. What is significant and important about this project? Consider if any of these advantages could be modified as part of your rationale for this project.

Shows how language differences can be a teaching tool Allows students to think and act outside their country's educational parameters Provides a practical way to teach the value of diversity in schools Gives teachers a tool for diverse students within a school to work together Provides a model for involving parents and community members from minority language groups into school projects Allows emotional, intellectual, and personal growth through direct experience with other cultures Provides students a chance to learn different problem-solving strategies Prepares students for global literacy Presents the challenge to make Web-based technology work internationally Puts students in charge of their own understanding of global perspectives Gives students the ability to act on the desire for global peace or international relationships Builds bridges between diverse language or culture groups within a community 1. Real World Connection How will students leave a learning legacy for the work they have completed? Will their understanding of the project lead to take local, regional, national, or international actions? How will their products be archived and stored? 2. Enduring Understanding(s) (Deep Learning) Enduring understandings are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understandnot just know or doas a result of studying a particular content area. Moreover, they articulate what students should revisit over the course of their lifetimes in relationship to the content area.

B. Major Goals, Curriculum Integration, and Alignment Standards are to be customized for the class and school. Also, common outcomes can be derived which allow for flexibility. What is the main content area? If there is a specific curriculum area of focus state it. Clearly state the topics that will be covered. This may be interdisciplinary or transdisciplinary. 1. Prerequisites and Skill Levels What prior knowledge or skill prerequisites must students possess in order to start the project? This includes content as well as digital tools and citizenship. Standard Goal

C. Specific Objectives (based on goals and standards) Objective Evaluation Who will do what by when How you will know when objective has been Use action verbs such as know, demonstrate, show. met

1. Guiding Question A good guiding question directs the search for understanding and provides focus for the project and coherence in one well-structured sentence. 2. Focus Questions/Essential Questions List essential questions that connect the content and goals of the project.

III. Preparation A. Collaboration/Communication How will you communicate? A balance of both asynchronous and synchronous tools is recommended. How will partner teachers collaborate? How will students work collaboratively? --Within each classroom --Between partner classrooms What parts of the project will be done together? What parts of the project will each class do independently? What experts will you collaborate with, and how will you do this? In what language will you communicate? How will you deal with language differences? B. Student Decision Making What parts of this project will students plan, organize, and do? What decisions will your students make? Students will: 1. 2. 3. What parts of this project must teachers plan, organize, and do? What decisions will you and the other teachers make? Teachers will: 1. 2. 3. C. Outcomes Final product: What are the required outcomes? What are optional outcomes that students may choose to complete? It is a good practice to include both required and optional outcomes. For example, a required outcome may be a collaboratively edited wiki, digital storytelling, and optional may include blogging, forum discussions, social bookmarking, or student presentations. How will you "publish" student work? How will students share what they did with others?

IV. Projects Activities (What will the students do?) Activities are specific lessons and events that students will do as they complete their projects. The timeline should show when the project will begin and end. It should also show when specific components of the project are due, and should have formative (ongoing) assessment built into it. Three phases of project development should be included in the timeline. These are: Pre-production Planning Organizing collaborative teams Student project proposals Research Drafting Writing Editing Storyboarding Peer and teacher review at various checkpoints Production Learning to use software Creating project website Creation of projects and products Peer and teacher review at various checkpoints Post Production Editing and revising Completion and exhibition (showcasing)

When and how will the handshake occur? This must be included as part of your timeline. How will students work with their partners or the project team you have joined? First milestone or short-term goal? Tasks to accomplish this milestone (Who will do what by when) Second milestone or short-term goal Tasks to accomplish this milestone (Who will do what by when) Additional milestones (Continue to plan each milestone using the who will do what by when model.) Estimated Timeline. (When should each stage of the project take place?)



V. Resources What technology will be used to complete this project? Consider all hardware tools, websites, and software. Software (Specify which partner will use this) Currently available, if so Where/how Needed, if so cost and where to get it

Hardware (Computers/peripheral devices)

Currently available, if so where/how

Needed, if so cost and where to get it

Internet Resources (list URLs)

How will you make these available to your students?

If there is a charge for this resource, how much is it?

Estimated Budget Cost to join a project Cost of tools, and where they can be purchased, necessary to successfully complete the project Proposed method of getting funding for this project (if needed) How you might do this project if no funds are available. Constraints Concerns you have about this project. What do you envision as your greatest challenges? How might you continue this project if your partner cannot complete it? What roadblock or obstacles might prevent you from doing or finishing this project? How might you deal with these? What kind of ongoing support do you envision needing to be successful?

VI. Assessment

Assessment Strategies (How will you know when your objectives have been met? How will you continually adjust and improve this project when it is in progress?) Common assessments are helpful for required outcomes to ensure that all students are working towards the same goal. Rubrics work best as a common tool. A completed rubric is not required as a deliverable for this assignment.

List Assessment Strategies a. b. c.

VII. Extensions Publish and Showcase How will you publish and showcase your project? How will you and your partners celebrate your success? What grants and awards might you apply for after you successfully complete this project? After successfully completing this project how might you continue, extend it? After successfully completing this project how might you help others who would like to try doing a global project with their students?