Final Project Planning Template: Project-Based Approaches

As a final project for this course, you will outline a project-based activity that you could use in your own classroom. You will revisit this document in each module, adding relevant information as you explore topics in the course. A completed final project will be due to your facilitator by the end of Module Five.

MODULE ONE: Projects Overview Step 1: Evaluating Your Classroom Readiness

In Module One you learned some of the differences between traditional and project-based approaches. Take some time to assess your classroom practice readiness for instituting a more project-based approach. Use the table below to guide your assessment. You may also want to refer to the Project Characteristics chart from the Module as well. In the top row, describe how your current classroom operates in terms of roles and learning structure. In the bottom row, describe how your classroom should look to support PBA based on what you have learned this Module.

Adult and Student Roles Current Classroom Practices

The adult is the teacher wherein s/he gives lectures but most of the time tries to facilitate. While, the students participation would be most of the time listeners and do the activities later. It is interactive already. Students are already giving feedback to the works of the teacher and classmates.

Assignment Structure
Assignment is conventional. In a way that students, will read their books and answer some activities or questions asked by the teacher. It can also be they will research on the Assignment can be in long term basis. It does not necessarily mean when the term ends the learning stops. The student can still go back to the online group chat and update his learning there.

Notes
I think I am doing well but there are still many areas that I need improvement on.

Project-Based Classroom Practices

I still have to apply this.

MODULE TWO: Project Design

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Step 2: Planning Your Project

In Module Two, you learned about the steps involved in planning a successful project. In this section you will begin your initial project planning. The first step in the project design process is to review your standards. Identify several standards that you would like to address. Next identify some project ideas that might align with specific standards (like Abe and Maria did in Module One). Use the table below to record your ideas. (Feel free to add additional rows as well!)

Standards
To be communicatively effective in reading and writing using the English language

Project Ideas
A project or plan that will design a fast flow communication from PAGASA to the community

To be able to write an argumentative essay addressing properly the prompt

To acknowledge or cite sources properly using the APA documentation style

Step 3: Choose Your Focus Project

Choose one of your ideas from above to focus on for the remainder of the course. It should be a project that both strongly targets your standards and connects to the real world. Use the space below to write a brief description of your project.

A project or plan that will design a fast flow communication from PAGASA to the community
This project is from the argumentative paper written by the students showcasing the pros and cons of the problematic issue on the eratic weather conditions in the Philippines.

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Step 4: 21st Century Skills Read the Workplace Scenario

21st Century Workplace Scenario
(Adapted from document on the website- http://wdr.doleta.gov/SCANS/whatwork/)

Health Services Angela is the Chief Reception Manager in the emergency room of a large public Hospital in Metro Manila serving a diverse, urban population. She is the first person patients meet when they enter the hospital. Stress in the emergency room is tangible, particularly on weekends. Residents of nearby low-income neighborhoods use the facility for routine health care; accident victims from all over the area are frequently brought to the hospital; this combination threatens to overwhelm the emergency room on weekends. On a Friday evening, the emergency room staff is just recovering from a very difficult afternoon. Seven children, injured when their school bus was hit by a delivery van, were brought to the emergency room between 3:30 and 4:00 p.m. As Angela takes a breather, at that very moment, a distraught mother arrives with her teenage daughter who is wheezing, clearly in severe respiratory distress. Angela turns her attention to the mother and daughter only to find that neither speaks Tagalog nor English. The girl is choking; the mother unable to make herself understood becomes hysterical and says they speak only Ilocano. Manuel, a Registered Nurse (RN) who hears the commotion, arrives and takes the girl to an examining room. As the RN leaves he instructs Angela to get a duty doctor and an interpreter. Angela locates Dr. Reyes in the next room and asks her to come to the examining room. Next, she calls the Community Affairs office and gets an interpreter on the phone with the mother and herself. The interpreter informs Angela that the girl is asthmatic and that she has been treated at the hospital before. Angela smiles at the mother to reassure her that everything is under control and goes to her computer terminal to locate the daughters hospital records. Angela hands a copy of the records to Dr. Reyes who completes the examination of the girl and prescribes medication to relieve her distress. Based on the list of 21st century skills, identify the key skills that enabled the characters to carry out the tasks depicted in the given scenario. From the 21st century skills you have identified, select the top three skills which you think can be facilitated in the classroom.
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My answer: Higher-order thinking skills: Presence of mind Increased collaboration Growth in self-direction My classmates: (flexibility, initiability, and adaptability) (awareness and responsibility) (media awareness- telephone,computer, and interpreter)

In addition to content standards, you also learned in Module Two about the importance of 21st century skills. In the chart below identify the 21st century skills that will be addressed in your project. You may want to refer to the 21st Century Skills document as you complete this task.

Category Learning and Innovation Skills Information, Media and Technology Skills

Skills
Brainstorming, rationalizing, analyzing

How will these skills be observed?

1. 2. Students will group themselves. They have to suggest means and ways regarding the improvisation of The goals have to be set The project outcome must be presented. The activities must be understood The materials must be known and ready. The resources must be accessed. The timeline must be set and be met. Writing a reflective essay Doing the collaboration checklist via igoogle.com

Designing a project that will improve the communication between the agency and the community. Designing a project that will make the communication effective and reliable between the agency and the community

1. 2. 3. 4. 5. 6.

Life and Career Skills

Adapting to varied roles and responsibilities

1. 2.

Step 5: Curriculum-Framing Questions

In Module Two, you also learned that a major component of project design involves coming up with Curriculum-Framing Questions which help students connect essential concepts in and across disciplines. Using the Curriculum-Framing Questions document as a guide, think through two (or more) Essential Questions you could use as an introduction to your chosen project focus. Then create some supporting Unit and Content questions that will help support the project. Essential Question
How can we live harmoniously?

Unit Questions
How can we improve the work

Content Questions
What are the means needed in

Objectives
To design a project or plan

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of media in announcing the eratic condition to the constituent?

making the communication effective with regard the eratic condition to the constituents?

the will improve the communication between PAGASA and the community with the use of media

MODULE THREE: Assessment

In Module Three you considered the role of assessment in project-based learning. In a projectbased classroom, ongoing assessment is not separate from instruction and student activities; it is integrated into the learning process.

Step 6: Planning for Assessment

Take some time to create an assessment plan using the table below. It may also help to review Marias Assessment Timeline and Plan as you work on this part of your final project. Title of Assessment
BEFORE: Brainstorming

Process and Purpose of Assessment

Students use brainstorming to access prior knowledge. Teacher uses it to gauge readiness for the unit The notes are used to monitor progress, provide feedback, and adjust instruction. Students answer prompts in their journals related to the unit. I use a critical thinking rubric to assess their thinking as well as their understanding of content knowledge Students use the rubric by the teacher to self-assess the project. I use the same rubric to assess final presentations Students reflect throughout the project or unit on what they are learning. At the end of the project they return to the Essential and Unit Questions. Students use their reflections to set new goals, and I use their reflections to assess my students needs and their growth throughout the project or unit. I have meetings with all groups to make sure they are learning what they need to, answer any questions students may have, and to assess individual progress at the time. Conferences provide students with the time to ask questions and clarify information.

How Assessment is Graded

Assessment is graded according to the following:

BEFORE: Progress checklist

CLARITY CONTENT

BEFORE: Rubric

CONCISENESS

DURING: Designing a project that will improve the communication between the agency and the community. DURING: Designing a project that will make the communication effective and reliable between the agency and the community AFTER: Monitoring timeline

This is difficult and it will take time and experience to perfect the assessment

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Step 7: Creating a Rubric

One of your assessments above should be graded according to a rubric. Begin to develop the rubric below by changing the Category names to actual items you want to assess. Then fill in the performance expectations for each of the four grades listed across the top of the table. This process can be repeated for additional assessments. 4 ORAGANIZATION
Clear and concise relationship between media or PAGASA and community Logical linkages. Strictly followed the APA documentation style. Information is clear, accurate, and precise Presentation is orderly and visually appealing. Demonstrates effective use of the elements needed.

3
Clear relationship between media or PAGASA and community. Information is accurate.

2
Evident relationship between media or PAGASA and community. Information is unclear.

1
Unclear relationship between media or PAGASA and community. Information does not make sense.

CONTENT

LANGUAGE

Presentation is visually appealing but incomplete.

Presentation is orderly and effective.

Presentation is disorderly.

MODULE FOUR: Project Planning Step 8: Managing the Project

In Module Four, you explored some strategies for managing a project-based classroom. Thinking about the amount of time a project will consume, the availability of resources, and how to handle transitions are all essential for a project-based classroom to work smoothly. In the space below, discuss how you plan to manage your project. You may want to review the case studies of two teachers, Mr. Espinoza and Ms. Frederickson, as you continue your work.

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How do you plan to launch the project?

This class has igoogle website that will serve as their home base outside the classroom. Before: From the argumentative paper done by my students in Englres in two weeks, another set of procedure to be done, rubrics to be observed and assessment forms to be used will be given to the students. I will be giving the students 4 weeks to accomplish the following tasks: 1. They will be grouped into 6 with five members. 2. List down all problems they have in their papers 3. Choose one significant problem that will address the current issue regarding the weak communication between the media and the community or among the media, government and community. 4. List down ways on how to resolve it. 5. CULMINATING ACTIVITY: After a week of classroom discussion and homework, students will present their resolution and future action in the class (this report includes the means and ways plus the backup plan). This will serve as some sort of the editing stage before every issue and concern be brought out. 6. REVISION STAGE: Based on the discussion, students will respond and revise their work. This will be submitted to the online room of the class. The students will wait for the teachers approval. Then the letter is ready to be sent. 7. PRESENTATION OF RESULT: Students will present the output of their project to the class. Again students will be given procedures and rubrics regarding the presentation. 8. Classmates will write feedbacks about the presentations. 9. Teacher will call one or two students to discuss their feedbacks to the class. 10. As the group received all the feedbacks from their classmates, they will write and post their reflection about it. Questions to be answered in order to write a succulent reflective paper will be given out to the students.

How will you manage classroom resources during the project?

(Issues about the classroom resources like limited access to the internet) During: Because of the argumentative paper they had written, they already gathered ideas regarding the pros and the cons of the issue. From there, they will send the letter already to the concerned people. It is expected that reply will be received by the students in a week time. The student should give the concerned person a reminder call. In case the concerned person did not reply, the students will give a follow up call or should personally go to the office and talk to the secretary. The last resort will be to do the backup plan written on their report.

How will you manage student collaboration during this project?

(How will I monitor if the students are not participating) In case a student will not participate, the group member will immediately make the student aware of his performance by giving him a verbal warning. If he still doesnt change the student or group of students can already report him to the teacher and remove him from the group.

MODULE FIVE: Guiding Learning

In Module Five, you learned that questioning plays a pivotal role in project-based learning because questions drive student inquiry and self-direction.

Step 9: Using Questions

Six different purposes for questions are listed in the table below. Craft some questions that can help guide your students thinking about the project you are planning, and add them to the table. (Each row should have at least 2 questions.) Purpose of Question Motivate and engage students curiosity and Questions
How can the PAGASA agency (people) improve their work

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interests Determine student knowledge and understanding Prompt observation and description of phenomena Encourage reflection and metacognition Promote critical thinking and problem solving Encourage creativity, imagining, and hypothesizing

regardless of the weather instrument we have? Why is it difficult in the Philippines to predict weather disturbances? What are the possible hindrances in a prompt announcement of class suspension during a strong rain? What do you know about the different scenario wherein communication between agencies or people failed? Setting aside the agency and media, how can you be of help to the betterment of communication about the weather disturbances? What would be our life be if all the problems in communication will be addressed? What can you do in your small community that can help improve the communication about the weather disturbances. Suggest a creative and innovative way.

Step 10: Summing it up

As a final piece of your project, give a narrative description (1-3 paragraphs) of the projectbased activity that you have developed. Write in enough detail that a fellow teacher can understand your plan even if he/she is not familiar with the content area that you teach.
I decided to observe this kind of outline rather than the prescribed 1-3 paragraph to easily see the flow of the project and the term in an ENGLRES CLASS. This project-based activity is expected to be done in the Englres subject for one term (13 weeks) 1st week: the teacher will have classroom discussion to talk about all the theories related to writing an argumentative paper. 2nd and 3rd weeks: the students must have gathered already all the sources and have done the annotated bibliography. 4th and 5th weeks: the students are expected to write the first draft of the body of the paper presenting all the pros and the cons of the topic: a. PRO PAGASA ANTI MEDIA. MEDIA IS THE MAJOR FACTOR IN AN IMPROVED COMMUNICATION BETWEEN THE PAGASA AND THE COMMUNITY DURING AN ERATIC CHANGE OF WEATHER CONDITION IN THE PHILIPPINES b. PRO MEDIA ANTI PAGASA. PAGASA IS THE MAJOR FACTOR IN AN IMPROVED COMMUNICATION BETWEEN MEDIA AND THE COMMUNITY DURING AN ERATIC CHANGE OF WEATHER CONDITION IN THE PHILIPPINES th 6 week: classroom meeting for the PROJECT-BASED ACTIVITY (please refer to the how to launch the project numbers 1-4) 7th week: culminating activity (please refer to the how to launch the project number 5) 8th week: revision stage (please refer to the how to launch the project number 6) 9th week: writing of the introduction 10th week: independent study 11th week: presentation of the result (please refer to the how to launch the project numbers 7-9) 12th week: writing of the conclusion 13th week: REFELCTION AND REVISION OF THE FINAL PAPER

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