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Project Design Process
Use these prompts to guide design of your own project-based unit.
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Project Title |
Subject/Grade |
| Name |
Time Required |
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Step 1: Determine specific learning goals by using content standards and desired higher-order thinking skills. |
| From your standards and your own high expectations, what is it that you want your students to be able to know, do, or understand? |
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| What higher-order thinking skills do you want to target? |
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| Step 2: Develop Curriculum-Framing Questions. |
| What is the big idea in those targeted standards? |
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| What Essential, Unit, and Content Questions will you use to help focus the learning for your students? |
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Essential Questions are provocative and make students think about the lessons within a greater context.
Example: How can we explain the things that happen around us? |
Unit Questions focus attention on the important objectives of the project.
Example: Are there rules that affect the way things move? What rules affect whether an object floats or sinks? |
Content Questions lead to fundamental and specific answers.
Example: How are density, buoyancy, and displacement related? How can you measure volume of irregular solids? |
| Step 3: Make an Assessment Plan. |
| How will you know your students have met the learning goals? |
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| By what criteria will students be assessed? |
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| What methods of assessment will you use throughout the project in order to inform you and your students about their learning process? |
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| What reporting and monitoring methods will you use to encourage student self-management and progress during independent and group work? |
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| Step 4: Design Activities. |
| What scenarios will you develop to provide rich learning opportunities to help students meet the learning goals? |
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| How can you involve students in problem-solving investigations or other meaningful tasks that will help answer the Curriculum-Framing Questions and establish connections to life outside the classroom and address real-world concerns? |
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