Kimberly McDonald

Key Assessment Project

Project Based Learning

Part I: Identification of Learning Problem

Target Audience
The target audience will include certified elementary teachers ranging in age and
teaching experience. The audience teaches elementary students, Kindergarten
through fifth grade. Teachers involved with direct instruction of student will be the
first to participate in the training.
Problem Identification
Henry County Schools is transitioning towards providing Personalized Learning for
every student. The county has begun piloting personalized learning in two high
schools and three middle schools. The goal is to redesign the learning process so
that it embraces five personalized learning tenants: learner profiles, competencybased learning, project based learning, 21 st Century skills, and technology enabled
learning. This redesign is part of the countys five year Personalized Learning
implementation process.
All schools in the district will be redesigned by the school year 2020. This is the
countys 20/20 vision. Each school has been charged with identifying the school
year they will begin implementing Personalized Learning. Our elementary school
has committed to begin Personalized Learning during the 2015-2016 school year.
Our school currently develops learning profiles, student led goal setting, and we
have had several students who have participated in competency-based grading,
and thus have skipped grades or have received instruction in the grade above. This
year our principals is requiring all students to participate in two project based
learning activities.
The teachers at our school have not received professional learning in reference to
project based learning. The gifted coordinators and the media specialist have been
identified as Teacher Leaders in this area. As we begin to put project based learning
into action teachers will need training. Teachers will initially need to understand the
differences between project based learning and a traditional project. Project based
learning is an inquiry based learning process. Students learn through problem
solving, real-world projects, and present their learning to authentic audiences.
Learning takes place inside and outside the classroom.
Instructional Goals:
Participants will be able to define Project Based Learning.
Participants will be able to distinguish how project based lessons are designed.
Participants will be able to identify key elements of a Project Based Lesson/Unit.

Part II: Learner Analysis:

Introduction
The learners are teachers at Bethlehem Elementary School, in Locust Grove,
Georgia. Teaching experience ranges from first year teachers through twenty plus
year veterans. The ages of the teachers range from mid-twenties through midfifties. There are thirty-nine teachers, twenty-five of the teachers are white and
fourteen are African-American. Three teachers teach special exploratory classes;
P.E, Music/Art, and Library/Computer. Two teachers are Early Intervention Program
(EIP) teachers, six teachers teach or co-teach Special Education classes or small
groups, and two teachers are Gifted Coordinators. Twenty-six teachers teach
regular education classes grades Kindergarten through Fifth grade. Teacher
observations and interviews were conducted to gain perspective for the learner
analysis.
Prerequisite Skills and Prior Knowledge

Most teachers participated in the Georgia Student Media Festival last school
year (2013-2014).

All teachers know that Project Based Learning (PBL) is part of the countys
20/20 Vision for Personalized Learning.

All regular classroom teachers are co-teaching with gifted coordinators and
the Media Specialist one hour/week to observe how to facilitate Project Based
Learning in their classroom.
Misconceptions

A project takes too much time from critical instruction.

Project Based Learning is not standards based.

Project Based Learning is the same as making something, hands-on learning,

or doing an activity.

Project Based Learning is too hard to manage and/or it does not fit with my
teaching style.
Attitudes Toward Content and Academic Motivation
The teachers at the school are aware of the countys vision for Personalized
Learning. This year they have begun developing learner profiles on all students,
student led goal setting, and as part of instruction all teachers are required to
develop two Project Based Learning opportunities for their students. Teachers are
apprehensive, because they feel like they lack adequate training in regards to
implementing Project Based Learning.
Group Characteristics
This school year, 2014-2015, has been the year our staff has experienced a
significant rate of turn over. Bethlehem Elementary school opened in 2006, and

there has been very little turn over or even teachers transitioning from grade levels.
There are eight new teachers to our school, although only three are first year
teachers. Nine teachers changed grade levels from primary to intermediate or
intermediate to primary grades. The group is comprised of highly motivated female
adults, but because almost half the staff is adjusting to a new grade level any
Professional Development delivered must be a productive use of their time and the
information must be relevant.

Part III: Task Analysis:

I chose to conduct a topical analysis in order to define the concepts, facts, and
principles which will make up my final instruction. Project-based learning is the
focus of my instructional design. Individuals who will be participating in my
instructional design program will have very little knowledge and background into
Project Based Learning. In the following outline I included all information I
considered essential to Project Based Learning (PBL).
Task Analysis Outline:
1. What is Project based learning?
1.1 PBL is a logical teaching method that engages students
1.2 Learning is relevant
1.3 21st Century Skills are developed
1.4 Student-influenced inquiry process
1.5 Structured around complex authentic questions
1.6 Carefully designed products and learning tasks
2. How are project based learning lessons designed:
2.1 Best practices across disciplines
2.2 Pitfalls and how to avoid them
2.3 Managing Project Based Learning
3. Identifying key elements of a PBL lesson:
3.1 Significant Content
3.2 21st Century Skills
3.3 In-Depth Inquiry
3.4 Driving Questions
3.5 Need to Know
3.6 Voice and Choice
3.7 Revision and Reflection
3.8 Public Audience
Subject Matter Expert (SME):

I, Kimberly McDonald, will serve as one of the Subject-Matter Experts for this
instructional plan. I have a teaching certificate from Mercer University in Early
Childhood K-5, and I am currently pursuing my Masters in Instructional Technology
and Media Specialist Degree at Georgia Southern University. I will be assisted by a
colleague who is currently a Gifted Education Coordinator. We have both sought out
professional development instruction in regards to Project Based Learning (PBL). My
primary qualification to serve as SME of this instructional design is due partly to
assignment by my school principal to be one of three SMEs in Project Based
Learning. I am currently using Project Based Learning to facilitate instruction as the
Media Specialist at our school.

Part IV: Instructional Objectives:

Terminal Objective 1:
To define Project Based Learning.
Enabling Objectives:
1A. To name and describe the eight essential elements of PBL.
1B. To describe the differences between projects and PBL.
Terminal Objective 2:
To distinguish how Project Based Lessons are designed.
Enabling Objectives:
2A. To identify best practices across disciplines.
2B. To describe how to avoid pitfalls.
Terminal Objective 3:
To identify key elements of a Project Based Learning lesson/unit.
Enabling Objectives:
3A. To name the project.
3B. To describe significant content.
3C. To employ 21st Century competencies.
Classification of Instructional Objectives
Content
Fact
Concept
Principles and Rules
Procedure
Interpersonal
Attitude

Performance
Recall
Application
1,1A,3A
1B, 2, 2A, 3, 3B
1A, 1B, 2, 2B
3
2A, 3C

Part V: Development of Assessments

Lesson 1: What is Project Based Learning?
Objective 1: To Define Project Based Learning.
1A. To name and describe the eight essential elements of PBL.
1B. To describe the differences between projects and PBL.
Assessment: Learners will take a multiple choice assessment.
UDL Principles: Multiple means of learning are represented through a video and
written articles. The assessment is differentiated to allow learners to choose a Web
2.O tool they are comfortable with and interested in using. Allowing learners to
choose the Web 2.O tool encourages multiple means of engagement and
expression.
***Assessment
1. Significant Content should reflect:
a. Information that is not important to the project
b. Lecture and textbook materials
c. Information essential to the project topic
2. Students should not have voice or choice within Project Based Learning.
a. True
b. False
3. 21st Century competencies include:
a. Assessments
b. Collaboration, critical thinking, and communication
c. Basic recall skills or soft skills
4. Project Based Learning is the same as making something and simple
hands-on-learning.
a. True
b. False
5. An investigation of a historical event or natural phenomenon is an example
of:

a. A project
b. Project Based Learning
***Lesson One Assessment Key:
1. Significant Content should reflect:
c. Information essential to the project topic
2. Students should not have voice or choice with Project Based Learning.
False
3. 21st Century competencies include:
b. collaboration, critical thinking, and communication
4. Project Based Learning is the same as making something and simple
hand-on-learning.
False
5. An investigation of a historical event or natural phenomenon is an example
of:
b. Project Based Learning

Lesson 2: Project Based Learning Inquiry Process

Objective 2: To identify how PBL are designed.
2A. To identify best practices across disciplines.
2B. To describe avoiding pitfalls and managing PBL.
Assessment: Learners will use a Padlet wall to identify pitfalls and how identified
pitfalls can be avoided. Learners will write a discussion post about the best
practices of PBL across content disciplines. Learners will respond to another
learners post.
UDL Principles: Through the use of Padlet learners will be able to engage with
peers regarding pitfalls within implementing PBL and will be able to develop a
toolbox of strategies for avoiding pitfalls. Learners will also be able to collaborate
with peers through their discussion post about PBL best practices. The peer
evaluation allows for further collaboration and community and providing multiple
means of engagement for learners.
***Assessment Padlet link: http://padlet.com/ksy30253/kovv3rsj5jin

Lesson 3: Key elements of a Project Based Learning Lesson/Unit

Objective 3: To Identify key elements of Project Based Lesson/Unit.
3A. To name the project.
3B. To describe significant content.

3C. To employ 21st century competencies.

Assessment: Learners will develop their own PBL toolkit using a Web 2.0 tool of
their choice from the list provided. The list of choices provided are a good match for
the task and tool. The learner will create a dynamic resource to use as the learner
develops PBL in the classroom. Learners will visit at least one of their peers toolkits
to expand their toolkit and build a community resource.
Scoop.It
Pinterest
Bag the Web
Live Binder
UDL Principles: The assessment allows learners multiple means of engagement
and expression. Learners are able to choose their Web 2.0 tool from the choices
provided to create a toolkit that is authentic to the learner. Since learners are able
to choose the sources they post, multiple means of expression are permitted.
Learners are also encouraged to communicate and build community with other
learners by visiting the toolkit their peers create.
***Assessment example using Pinterest:
http://www.pinterest.com/kissy73/project-based-learning/

***Rubric for both Lesson 2 and 3

Criteria

Unacceptable
1 pt.
Content, focus,
& justification
are incomplete.

Acceptable
2.5 pts.
Content, focus,
& justification
are complete.

Evaluation: Use
of Data

Evaluation
techniques
based on data
were not
applied.

Evaluation
techniques
based on data
have been
accurately used
to evaluate the
collection.

Evaluation:
Curricular Needs

No curricular
analysis has
been included.

A clear &
complete
curriculum

Content, Focus,
& Justification

Target
5 pts.
Content, focus,
& justification
are complete &
presented in a
way that will
build support for
PBL.
Evaluation
techniques
based on data
have been used
accurately & the
results are
summarized in
visual formats.
The curriculum
analysis is clear
& complete. The

analysis has
been included.

Professional
Presentation &
Creativity

Numerous errors
& grammar.
Design is not
appealing with
few visuals
used.

Minor errors in
spelling and/or
grammar. Some
visuals have
been used to
convey the
information.

Use of Web 2.0

Tools

A Web 2.0 tool

has been used,
but is not clearly
integrated into
the instructional
activities.

Use of a Web 2.0

tool is
integrated into
the instructional
activity.

results have
been
summarized in
visual formats
No errors in
spelling &
grammar. Well
designed &
appropriate
visuals are used
to present the
information.
Source
information is
included.
Creative and
interactive use
of Web 2.0 tool
is integrated
into the
instructional
activity.

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence:
Sequence
1
2

Description
Define Project Based
Learning
Describe how Project
Based Lessons are
designed
Identify key elements
of Project Based
Learning lessons/units

Objective
1
2

The Project Based Learning instructional design unit uses concept related sequential
order. The unit is designed to teach the characteristics of Project Based Learning
before asking the learner to identify and describe the inquiry process within Project
Based Learning, as well as having them develop their own Project Based Lesson or
Unit. The learner will read articles and watch online videos. Students will respond
through discussion posts and article responses.

Lesson 1: What is Project Based Learning?

Objective 1: To define Project Based Learning.
Objective 1A: To name and describe the eight essential elements of PBL.
Objective 1B: To describe the differences between projects and PBL.
Initial Presentation: Participants will read the articles: Seven Essentials for
Project Based Learning, Powerful Learning: Studies Show Deep Understanding
Derives from Collaborative Methods, and The Difference Between Projects And
Project-Based Learning.
Participants will watch the video: Five Keys to Rigorous Project-Based Learning.
http://www.edutopia.org/video/five-keys-rigorous-project-based-learning
Differentiation: The information is varied to address different learning styles.
Source: Designing Effective Instruction, 7th Edition
Generative Strategy: Participants will be assessed using a multiple choice
assessment.
Differentiation: The activity fosters collaboration and communication.
Source: Designing Effective Instruction, 7th Edition

Lesson 2: Project Based Learning Inquiry Process

Objective 2: To identify how project based learning lessons are designed.
Objective 2A: To design best practices across disciplines.
Objective 2B: To describe how to avoid pitfalls.
Initial Presentation: Students will read the articles: Project Based Learning
Research Review: Evidence-Based Components of Success, Project Based Learning
Research Review: Best Practices Across Disciplines, Project Based Learning
Research Review: Avoiding Pitfalls, and Managing Project Based Learning:
Principles from the Field.
Differentiation: Alternatives can be offered to those who need visual information
presented another way.
Source: Designing Effective Instruction, 7th Edition
Generative Strategy: Students will write a paper identifying what components are
involved in Project Based Learning, as well as the best practices, and how to
manage Project Based Learning in the classroom.
Differentiation:
Source: Designing Effective Instruction, 7th Edition
Lesson 3: Identifying key elements of a Project Based Learning lesson/unit
Objective 3: To identify key elements of a Project Based Learning
lesson/unit

Objective 3A. To name the project

Objective 3B. To describe significant content
Objective 3C. To apply 21st Century competencies
Initial Presentation: Students will watch the videos: Project-Based Learning:
Success Start to Finish http://www.youtube.com/watch?v=-OWX6KZQDoE and
21st Century Skills http://www.youtube.com/watch?v=qwJlhZcAd0l
Students will then read the articles: Step by Step Guide to the Best Projects,
Resources and Tools for PBL Start to Finish, and Practical PBL Series: Design an
Instructional Unit in Seven Phases.
Differentiation: The information is varied to address different learning styles.
Source: Designing Effective Instruction, 7th Edition
Generative Strategy: Students will name a project, describe the significant
content or standards corresponding to the project, and identify the 21st century
competencies that will be utilized during the project.
Differentiation: There are multiple ways to develop project to cater to different
interests and learning styles.
Source: Designing Effective Instruction, 7th Edition
APA Citation:
Morrison, G. R., Ross, S.M., Kalman, H.K., Kemp, G. R. (2013). Designing
Effective Instruction, 7th Edition. Hoboken: John Wiley & Sons, Inc.

Part VII: Design of Instruction

Instructional
Strategies
Lesson 1: Learner
will post to a
discussion board
their ideas about
PBL and will
respond to two
other posts.
Learner will use a
Web 2.0 tool to
illustrate the
difference
between PBL
lessons and
traditional
projects and

Goals
Identifies the
essential
elements of
PBL and the
difference
between PBL
and
traditional
projects.

Objectives
Objective 1:
Learner will
define Project
Based
Learning.
1A: Learner
will name and
describe the
essential
elements of
PBL
1B: Learner
will describe
the difference

UDL
Multiple
means of
engagement.
Fosters
collaboration
and
communicatio
n.
Choice in
technology
web 2.0 tools
to optimize
individual
choice and
autonomy.

Assessments

upload their
product. 1:
Lesson 2: Learner
will write a paper
identifying what
components are
involved in PBL, as
well as the best
practices, and how
to manage Project
Based Learning in
the classroom.

Explains how
PBLs are
designed,
managed, and
best practices.

Lesson 3: Learner
will name a
project, describe
the significant
content or
standards
corresponding to
the project, and
identify the 21st
Century
competencies that
will be utilized
during the project.

Identify the
key elements
of PBL
lessons/units.

between
projects and
PBL.
Objective 2:
Learner will
identify how
project based
lessons are
designed.
2A: Learner
will chose best
practices
across
disciplines for
PBL.
2B: Learner
will describe
how to
manage PBL.
Objective 3:
Learner will
write a PBL
lesson/unit.
3A: Learner
will name the
project.
3B: Learner
will describe
significant
content.
3C: Learner
will employ
21st Century
competencies.

Material is
represented in
multiple ways.

Multiple
means of
engagement.

Part VIII: Formative Evaluation Plan

In order to evaluate the effectiveness of my online instructional design module I will
create a survey. Learners will complete the survey at the end of the module to
evaluate what parts of the design were effective and which components need
reevaluation. My Subject Matter Expert (SME) will be administrators, these
administrators will assist me in making recommendations for how to proceed with
the course. With the SMEs assistance I can determine which parts of the module

can stay the same, what topics should be extended, and what should be modified
within the module.
Survey Questions:
Answers will be on a continuum strongly agree, agree, neutral, disagree, and
strongly disagree.
1. Did the module accomplish its objectives?
Strongly
Agree
Neutral
Agree

Disagree

Strongly
Disagree

2. How confident do you feel that you will be able to apply these skills when
attempted?
Strongly
Agree
Neutral
Disagree
Strongly
Agree
Disagree
3. The information provided was engaging and useful.
Strongly
Agree
Neutral
Disagree
Agree

Strongly
Disagree

4. The instructional design module was relevant to my needs.

Strongly
Agree
Neutral
Disagree
Agree

Strongly
Disagree

5. The instructional design was differentiated to meet my differing instructional

needs.
Strongly
Agree
Neutral
Disagree
Strongly
Agree
Disagree
6. The module provided important resources for me.
Strongly
Agree
Neutral
Disagree
Agree

Strongly
Disagree

If strongly agree, which resources did you find most useful?

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Short Answer:
1. What is one change that you can make in your practice or one idea that you
will put into practice as a result of this design module?
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2. What is something you would change about the practice opportunities?

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