Project Plan - Lesson 6The Review Phase
(6.1)Student
Reflection and Evaluation:
Describe how student reflection
and evaluation will be conducted.
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Reflections
of students make sure:
·
significance: allows students to see the
importance of their own learning processs
·
Process recognition: they identifies what they
did well, what they failed at ,what they need to change…..
·
Solutions: Strategies to solve their
problems.
·
Motivation: makes learning enjoyable
and gives motivation to learn more.
·
Analysis: Students are able to
analyse why they need to learn these concepts
, theory & ideas.
·
Thus, learning won’t be
content driven and encourages critical thinking.
Students
reflection will be assessed in three levels:
Level one: before learning
Level two: while learning
Level three: after learning
Level four: student moving forward.
RELECCTION QUESTIONNAIRE
Backward looking:
·
How much did you know about
the subject before we started?
·
In what ways do you think you
improved?
·
In what ways do you think you
need to improve?
·
Which resources did you use
while working on this project?
Inward looking:
·
How did you feel about this project?
·
Which part did you like the best?
·
Which part did you dislike?
What
changes did it bring on you?
Outward looking:
·
If you were a teacher , what comments would you
make about this work?
·
Did you achieve the standards of this
assignment? If not, what ways it did not meet the standards?
·
If someone else were looking at your project,
what might they learn about you?
Forward looking:
·
Give one thing you would like to improve upon?
·
What changes would you like to bring upon if
you had a chance to do the work again?
·
Which of your qualities would you like your
teacher should know about you?
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(6.2) Teacher
Reflection and Evaluation:
Describe how teacher reflection
and evaluation will be conducted.
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Valuing reflection: Teacher act as an intermediary between the
learner and the learning activity in a strategic way and help student to
monitor individual progress.
Setting the tone of reflection: Teacher helps the students to look back ,
step back and ask the question “ what have I learned from this
activity?”. Students make meaning from their experiences overtly in
written and oral form.
Guiding student :Guiding student reflections by discussions, interviews,
questioning, and logs and journals
Modeling reflections: Students need to encounter
reflective role models & teacher can provide role models from history
& novels.
Evaluation is done by documenting the
in-depth reflections of students making specific reference to the learning
event, providing examples and elaboration, making connections to other
learning, and discussing modifications based on insights from this
experience.
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(6.3) Assessment
of 21st Century skills:
List of 21st century
skills in this project and its assessment
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For a closer look at what this
looks like, consider just a few examples of the learning experiences that
happen more frequently in PBL classrooms:
These indicators paint a picture
of students who are able to think on their feet, contribute to a team effort, and work creatively when
they confront new challenges.
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(6.4) Summative
Assessment and Grading:
List products and the corresponding
rubrics that will be used for SA and Grading
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Product
|
Rubric
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Grading
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Research-Quantity:
Primary and secondary sources |
Distinguished(Included information from
reputable secondary sources. Made extensive use of relevant and interesting
primary source materials.)
Proficient(Included information from at least
one secondary sources. Used information from relevant primary source
materials)
Apprentice (Used information from one primary
source. )
Novice(Work did not have information from
any primary sources.)
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4
3
2
1
|
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Research-Quality:
Information from reputable sources |
Distinguished(Included facts, conclusions, and
opinions from reliable sources. Included opinions of subject-matter experts.)
Proficient(Included facts, conclusions, and
opinions from reliable sources.)
Apprentice (Included a mixture of facts from
reputable sources and opinions from unreliable sources )
Novice(Included more opinion than fact)
|
4
3
2
1
|
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Research-Interviewing:
Used proper interviewing techniques |
Distinguished(Interviewer was prepared with
questions and follow-up questions. Every question was related to the topic)
Proficient(All questions prepared in advance.
No more than one or two questions were unrelated to the topic.)
Apprentice (Some questions prepared in advance.
)
Novice(No questions were prepared in
advance. Questions did not address the topic)
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4
3
2
1
|
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Research-Documentation:
Bibliography and citation |
Distinguished(Project bibliography or credits
were complete and flawlessly formatted)
Proficient(Project bibliography or credits
were complete.)
Apprentice (Project bibliography or credits
were incomplete )
Novice(Did not include project
bibliography or credits)
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4.
3.
2.
1.
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