Answer & Explanation:Education question
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I need a 250-300-word response with 2-3 references for the following question:
Watch the “Creating Meaningful Project Based Learning Assessments” video.
Brainstorm various project-based learning activities you could do in the subject areas you
plan on teaching.
Reflect on the challenges you might encounter in doing project-based learning activities
and what you could do to overcome them.
Collaborate with your team regarding ideas on project-based learning activities.
I attached the video transcript below:
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Creating Online Professional Development for Educators
1
Project Based Learning
Transcript of Speakers
Module 2. Promoting Engagement and Relevancy Through
Project Based Learning
Topic D.
Creating Meaningful Project Based Learning Assessments
Clip 1: What type of assessments should I use for project based
le
arning?
STUDENT:
You get graded by how well you work in your group, how well
you present it, your
writing, your pictures. You can’t have it scattered everywhere
and then you’re
talking about one thing and you can’t find it on your poster board,
you have
to have
it in nice, neat and in order.
REGINALD RAY:
The way that teachers access learning has to change. We’ve
talked about how
students can show that they know things in many different ways.
I could write a
speech about it, I could answer a paper/pe
ncil test, I could make a video, I could
act out a skit or a scene that depicts concepts and learning. As a
student, I might be
better at doing one of those more than the other. But that does
not mean that I have
less understanding of the concept or the in
formation. Teachers have to learn how
to access students differently than they have in the past. Much of
how students
have been accessed has been based off of traditional
paper/pencil tests. The way
the role changes with project based learning is now tea
chers are able to allow
students to do speeches, create authentic products which helps
us to go beyond the
knowledge and comprehension levels. To really see application,
I have to give you
a
context, which
you can apply the information that you know.
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CHRISTIE BUSCH:
You had to write three facts about the earth. Can anybody
remember what any
of
those facts were about the earth?
STUDENT:
The earth is tilted.
CHRISTIE BUSCH:
The earth is tilted, you are correct. How about anybody else?
That’s one, can
somebody else give me another one? Sasha?
STUDENT:
The earth is the third planet.
CHRISTI
E BUSCH:
The earth is the third planet, that’s one more. Can somebody
give me another one?
STUDENT:
The earth is round.
CHRISTIE BUSCH:
The earth is round
,
that would
be three facts. Does Evie Lisa
let’s see what Evie
Lisa
‘s are. She had, the earth
is tilted, the earth is made of land and water, the
earth is round. Three facts. Then you had to write me, what is
the earth made of?
You all should be able to tell me. I’m going to count to three, and
you all tell me
what the earth is made of. One, t
wo, three.
S
TUDENTS
:
Land and water.
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CHRISTIE BUSCH:
Land and water and Evie L
isa
has it written write here, the earth is made of land
and water. Then you had to have three different weather types.
Because
remember, we learned about the earth and it’s
tilted and it spins and that’s how we
get different kinds of wea
thers and seasons. Does Evie Lisa
have three different
types of weather?
S
TUDENTS
:
Yes.
CHRISTIE BUSCH:
Yes, she does. C
an somebody give me a weather, not a season, but a weather?
Shelby?
S
TUDENT
:
Hail.
CHRISTIE BUSCH
:
Hail, that is a good weather, we haven’t seen that. Anika?
STUDENT
:
Sunny.
CHRISTIE BUSCH
:
Sunny, we love the sun outside. Let’s see if I can get one more, I
haven’t heard
from Brianna today, Brianna, can you give me a
weather?
STUDENT
:
Rainy.
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CHRISTIE BUSCH
:
Rainy, right, when
it’s raining outside that is a
weather How about our seasons?
Remember, we start our seasons at the beginning of the we
ather so we start in
Janua
ry. W
hat’s our first season of the calendar ye
ar?
S
TUDENTS
:
Winter.
CHRISTIE BUSCH
:
Winter, and than what comes after winter?
S
TUDENTS
:
Spring.
CHRISTIE BUSCH
:
Good, and what comes after spring?
S
TUDENTS
:
Summer.
CHRISTIE BUSCH
:
Good, and after summer?
STUDENTS
:
Fall.
CHRISTIE BUSCH
:
Fall, nic
e job. So this is what you’re earth project was made, so did Evie
L
isa
get
the four?
STUDENTS
:
Yes.
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CHRISTIE BUSCH
:
So Evie L
isa
had all the criteria she had for the project. Nice job, everybody,
you
did a great job. Project based learning, I only ba
se it on a 4
point scale, and
usually I do not have a student that goes beyond the three.
When you go the
traditional way, you lose a lot of students. You lose them halfway
through the
workshe
et and then they’re missing ten
point off an assignment where
if you do a
project based wise they’re so interested you don’t lose them,
they complete their
project.
REGINALD RAY
:
So what the rubric allows me to do is set up some foundational
things that I need to
see present in the student’s artifact or in their
presentation but at the same time it
allows them a plethora of opportunities how they can come
across or present those
key facts. So rubrics allows teachers the flexibility to allow that
learning
environment to take place in the classroom.
Clip 2: Au
thentic assessments, rubrics, and self assessments for project
based learning
REGINALD RAY
:
So the way we access learning, the way we access instruction
becomes more
authentic. That is the way success is gauged in the real world.
So as a project
mana
ger or as a supervisor or whatever it might be as I move out into
my real
world experience, I don’t get a test that I have to answer multiple
choice questions
on that tells me whether I’m doing a good job. I have guidelines
and deadlines and
goals that I h
ave to meet and it’s up to me on how I get there. My success will
be
determined on, have I met these goals? So having rubrics
actually allows teachers
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to set goals for their student and the students are able to plan
out or make their own
pathway of how t
hey’re going to meet those goals.
BRITTANY CRAWFORD
:
Sometimes I do have the students help me create a rubric, it
depends on the
project we’re doing. We’re trying to teach them excellence, that’s
the main thing
with our school is to teach excellence so i
f I give them more responsibility on the
rubrics. Some of them I do make up myself just so they know
what is expected but
sometimes I’ll go, okay, wha
t would make this excellent? So
it’s kind of a small
PBL because they’re going, okay, what would make th
is excellent? What, if we
did this poster board how will we get excellent out of it? Okay,
what should a 4
get, what should a 3 get and I make sure my students focus on
the 4 column. If you
notice in my lesson I say, ignore 3, 2, and 1 b c you don’t even
want that, you want
the 4 so focus on that. I evaluate them but I also have them do
self evaluations. I’ll
actually get a rubric and I’ll say evaluate yourselves, evaluate
your peers, how did
your peers do? Because that kind of gives them ownership not
just, oh well, the
teachers grading us and this is what I’m going to do to get
graded.
They can actually see themselves and evaluate themselves on it.
I do it more as a
participation grade but I will sit down the students and say, now
why did you give
yo
urself a three here when I gave you a four, what do you think you
didn’t excel
in? And then sometimes I’ll see students who gave a four who
should have a three
or two and I’ll say, really look and think about this on what you
did, do you really
think you
put your full effort into it? One of the rubrics I passed out was
talking
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about group planning so it does go through on the rubric, were
they critically
thinking the whole time, were they cooperating, did they
communicate with each
other, were they creativ
e with what they were doing in their critical thinking skills,
did they do that, so I do grade them on the rubric on that.
REGINALD RAY
:
In some cases in rubric based learning in classes there are some
things that is no
other way to address besides givi
ng a paper/pencil test and understanding those,
makin
g
sure student shave those basic level knowledge comprehensions
things. So
again, with project based learning it’s not like we’re sayin
g
everything that you’ve
ever does in a classroom goes out the wind
ow. So you still might see some
traditional paper/pencil assessments, some quizzes, some
smaller projects or
products that they might produce along the way. Students might
also be assessed
by giving them a specific role within the context of a project so
how well they
perform on that role, they might be assessed on that as well as
what the end
product is. So there are multiple ways we’re going to access
success in our
classroom. Because this way, this is one of the only ways that
I’ve found we’re
able t
o access those true 21st Century ski
lls where students are going to
be asked
to communicate and collaborate to critically think and to create
new products. The
only way to really access that is to have this multiple assessment
mechanisms that
allow us to
see students in those various contexts.
And that is one of the key benefits that’s going to help prepare
our students from
the world they’re going to be entering once they leave the
education arena. One of
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the other key, when we were talking about the
whole assessment spectrums for
teacher to understand is authentic assessments and what do we
mean when we talk
about authentic assessments in a true, authentic way. That
means that the learning
is seamlessly integrated into the process of what we’re doing
. For instance, if I do
a speech or I present information, my success is going to be
judged not only in the
content that I present but how well do I articulate that
information, how well do I
communicate with others, how I present myself both visually and
verbally. So it’s
going to be assessed the way we truly assess success in the
real world. A good
speech, the content of what’s given is as important as the
presentation. So in
project based learning we highlight students presentation skills,
their atte
ntion to
detail as much as we highlight the content, the knowledge, and
the understanding
of what it is they’re presenting. We also have to understand with
authentic
assessment that students are going to create what’s thought of
as an authentic
product.
That means that students in what they create, what they
produce, has some
relevance within and of itself. So I’m not just producing or
memorizing these facts
for the sake of knowing this information what we mean is that
there’s relevance in
what I’m cr
eating. What I’m creating solves a problem, it answers a
question. I’m
not just learning that 4 times 4 is 16. I’m learning that so I can
see how that’s going
to apply to solving a problem later. If I don’t understand what 4
times 4 is and it’s
the per
imeter of a square room that I need to paint and later on in this
assessment
in my real world problem if I can’t perform that simple math fact, I
will struggle in
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solving this problem that I need to solve when it comes to this
real
world authentic
problem.
So what I’m creating has relevance beyond just the sake of
memorizing
facts and concepts.
And the final key thing for authentic assessment and this is
probably the most
important one for teachers to understand, is that there are
multiple possible
outcom
es. So students can answer questions and not every single
student’s
response is going to
be identical. One student might find a way of solving that
problem that nobody else ever thought of. What it helps to do is
create an
environment where creativity i
s highlighted. So now students are asked to think
outside of the box, think of other ways or alternatives to solve
these problems and
there is no one right answers, there are multiple ways in which
students can solve
those problems and we get the best out
of our students when we highlight or create
an atmosphere where those multiple outcomes is not only
expected by encouraged.
TINA SMITH
:
Projects can look the same if the students are not opened up to
different ways in
which it
answers
a prompt. Lots of st
udents believe that the end product should be
or needs
to be a poster or it should be
presentation and so a lot of times students
will repeat what other students do but I think that’s the great
thing about project
based learning is that even if they are r
epeating, we can teach the children to come
up with different ways to answer these essential questions.
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JESSICA STANDFORD
:
And I think it is different for the early, early childhood because if
you kind of
relinquish all of that control it’s not very organ
ized whereas we give them a few
options that might be an end result of the project and sometimes
they go with that
and sometimes their brain works in a different way and they say,
well I can show
you those goal but I want to try this. And we’ve seen that
a few times where we
were looking for something more tangible and like the mapping,
the students came
up there and did a wonderful presentation and actually made it a
little video for us.
Once again, as long as they’re covering what we want them to
cover
and we’re
having those checkpoints throughout the project based learning
and each time
they’re checking them, they have what we want on our rubric, it’s
fine.
…
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