Clicks for December 2: Projects

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See a series of slides about PROJECTS
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Introduction 

There are many approaches to teaching and learning that are used within our classrooms. Some methods are more effective than others overall and others are often disparaged. Project based learning happens to be a style that comes under intense scrutiny and ridicule at times, often being thought of as the lazy way out for teachers because the student is expected to complete the project to learn instead of the teaching preparing and delivering lessons.

Learn about her project in North Carolina

This is where this guide comes. By using this guide, the aim is to eliminate the ‘easy way out’ stereotype that has come to represent project based learning. The intent of projects according to this
guide is for students to demonstrate mastery of a topic in a personal way- through an independently researched and personally created project. Hence the title: Project Based Learning: Making it Personal.
Traditional models of lecture and test, which have come to dominate education in this age of standardized testing, do not adequately prepare students for life after school. The workplace does notrely on multiple-choice tests to gauge success. Instead, it measures performance through the ability of the person to complete and master assigned tasks, often with little guidance. In this sense, the person must become an expert on the topic of their work (whether it is the menu at McDonald’s or the load calculations for a new bridge) and be prepared to demonstrate that expertise at any time for employers or clients.

Essentially, life is one huge project that begins at birth and ends at death. Only at rare occasions outside of educational system will a person ever need to master the five paragraph essay or the test taking skills necessary for success on multiple-choice tests. Instead, a person will have to repeatedly demonstrate mastery of the skills needed in their field through the completion of projects or tasks in a timely and efficient manner.

So let’s get away from the lecture and test mentality and move back into reality. It is time to truly prepare students for life and not merely prepare them to attend educational institutions. Real
world skills need to be emphasized and mastered so students are able to move into the next stage of their lives. Let’s put the student first and change education for the better by following through on the purpose of this book: MAKING EDUCATION PERSONAL!

What is a Project-Based Learning?
Project-based learning is a constructivist approach to education that emphasizes existing beliefs in personalized education, application of research regarding effective methods for teaching and learning
as well as reflection on the learning process.
Every subject area, every course and every concept can use a project. Projects are limited only by the imagination. While there are many ideas within this guide, the list is by no means exhaustive,
definitive or rigid. Rather it is incomplete, open-minded and malleable- shape these ideas and concepts to fulfill the particular needs of the classroom. If we want students to be creative and novel in their applications of knowledge it is only logical that their teachers utilize the same approach.

Project Structure
When beginning a project it is important to first identify what the goals are for the project- what ends are going to be achieved the means of this project? Demonstration of concepts and subject-specific knowledge is a given in education, so that should never be the end for a project. Maybe research and documentation is the most important skill that will be demonstrated or maybe the goal is generate effective group cooperation. Whatever is chosen as the key skill or skills to be assessed needs to be determined prior to beginning a project assignment, otherwise the project is once again the ‘easy way out.’

This is where the teacher becomes the most important component of the project because you are the guide. While the project does allow for autonomy from the student in selection of a particular
method or topic, the guidance and support of a teacher is vital to successful demonstration of skills.
Once key skills have been chosen (I suggest beginning at research and documentation with oral presentations and then adding more skills), it is time to decide how to achieve those ends- backward
planning.
When backward planning, begin by asking a few questions:
>> What prerequisite skills are required?
>> Are the skills developmentally appropriate?
>> At what level does a student perform these skills?
>> What is the progression of levels in the skill?
>> What scaffolding is required?
When these questions have been answered, determine if the project is even possible for the current students. There is a difference between high expectations (a high school class learning calculus) and unachievable expectations (a sixth grade class learning calculus). If the skills are developmentally appropriate, begin planning and teaching the required lessons for learning the prerequisite skills. Once the skills are achieved, present the project.

Grading Rubric
It is important for students to understand the goals of projects before they begin their project.
Considering that it is impossible to be successful without having clear expectations established, each project discussed also includes a suggested grading rubric. There are several important features to each rubric.

The first is that an explanation of each category is provided as well as the performance expectation of the category. Additionally, when students receive their final score they will be able to receive consistent feedback because it is already provided by the rubric. Finally, it decreases bias and allows for several different people to provide grades that are consistent because the standards are clearly stated.

A project should begin with an established rubric. Knowing what is required for differing levels of achievement is motivating to students because they know what demonstrates competence and are also aware of the effort that is required to reach each level, providing some autonomy.


Another key aspect of the rubric is to eliminate the ‘filler’ required of the standard 90-80-70-60 grading scales that are used. Ask yourself this question and seriously consider its implications:

Why is there more variability in an ‘F’ by percentage than all other grades combined?
This philosophy makes little sense. Using a rubric allows for a clear differentiation of levels of performance, from below expectations (a ‘D’) all the way to superior (an ‘A’) in meaningful but small
increments. It will be noticed that a scale of 0 – 8 is used in most cases, but a 0 – 4 or even a 0 – 12 could easily be substituted. This allows for differentiation within a markband as well as a simplified grading process that can translate quickly to a standard percentage skill.
As an example of the 0 – 8 scale, a score of 0 a rubric equates to an ‘F’ and is basically stating that there was no attempt or no demonstration of the criteria for the skill in question, 1 – 2 is a ‘D’ because an effort is shown that may meet some rudimentary aspects of the criteria, and so on for the remaining mark bands within the rubric...


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