Products & Performances
The products and performances included here allow students to:
- explore the driving question;
- consider the important role heroes and storytelling play in our culture;
- learn more about themselves and others;
- further develop their natural storytelling abilities.
Culminating Activities & Student Choice
Because the driving question for this project is philosophical in nature more than one activity will be completed. The students will complete a group inquiry project and at least one storytelling assignment. Two different storytelling activities (human interest article or children's book project) have been included allowing the students to choose which product they would like to complete. Voice and Choice, one of the eight PBL essential elements, supports student choice because it fosters ownership and accountability. Since the project is planned in advance, student choice should not be an issue.
NB: The assignments along with their checklists and rubrics are posted on the Products page. All checklists and rubrics are located on the Assessments page.
NB: The assignments along with their checklists and rubrics are posted on the Products page. All checklists and rubrics are located on the Assessments page.
Group Products & Performances
comparative study group inquiry project
Class discussion / Driving question
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After the Entry Event lesson, the driving question banner will be unveiled. [This banner will be posted in the classroom.] The class will discuss how the question connects to the Entry Event. After this discussion, small groups will discuss what they "need to know" in order to answer the driving question. Then we will come back together as a class to discuss their findings. A need to know master list will be generated using a Google document, which allows the class to save and share this list.
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Define hero / Identify attributes of a hero
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The class will create its own definition of a hero as well as generate a list of hero attributes or traits. The class will build the list using a shared Google document. The definition and attributes will always be accessible online. Students may save a copy to their Google Drive if they wish.
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Project plan / Team contract
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For this project, students will form their own groups. Each group will choose a question to explore. [These questions are based on the driving question's sub questions (comparative study). See project handout for details.] Once the question is chosen the groups will complete and sign a team contract. This contract will be turned into the teacher. After the contract has been approved, the groups may begin to plan / outline (who does what/goals & deadlines/need to know findings) their project. They can choose their planning tool: mindomo, popplet or padlet. Like the contract, the plan will be shared with the teacher. Tool demos are available as needed.
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Research techniques / how-to
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Before students begin researching their topic/question, the librarian will provide a mini lesson on effective Internet searches (LibGuides: Google Like a Boss / Searches and Synonyms, How to Research). She will also show them how to use Diigo to bookmark and share their sources.
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Practice presentation
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Groups are expected to practice their presentation before a select audience (2 or 3 peers and/or the teacher). The audience will provide effective feedback to help the group improve their presentation. The presentation checklist will help guide the feedback process. Presentation tips will also be introduced via a mini lesson.
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Team meetings with teacher
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To monitor group progress, the group will meet with the teacher on a regular basis. These meetings will also allow the group to address concerns or ask for assistance if needed. The group planning checklist will be used by the teacher to make notes (progress & concerns). Mini lessons are available upon request if group needs further training.
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Multimedia presentation
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The group's exploration of the question (along with its answer) will be reflected in a multimedia presentation. The groups may choose a cloud based application to produce their presentations. The choices are as follows: Google Presentation, emaze, or Prezi. Demos are available when needed.
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Oral presentation
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Once the groups have improved their presentations, they will orally present their project to the class (peers, teacher, librarian). The presentation will be formally evaluated using the PBL presentation rubric (BIE). After all of the presentations are done, a debriefing session will be held. Each group member will also post their multimedia presentation to their blog and reflect upon the process/product.
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Children's book project (PAIRS) - Student Choice
Library visit / Book review
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Students will visit a library of their choice (elementary school or public library). Once there, the students will read/analyze three different children's books so they have an idea how a children's story is structured / designed / written. Read Write Think provides a review form for this purpose. The students will fully review one of their three books. [Invites (cards) for the elementary students and teacher will be delivered on this day.]
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Brainstorming session
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Once partnerships (2 people per group) have been formed and the project has been introduced, the students will meet with their partner for a brainstorming session. During this session students will explore possible story ideas. If they wish, the pair may use a Web 2.0 tool of their choice to brainstorm ideas. Paper and pen are doable as well.
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Story maps
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Different story maps are available for planning purposes. Students may choose which maps work best for them. They will need to complete maps for the following: character, plot (conflict) and setting. Before going on to complete the storyboard the team should pitch their plot to another team in order to receive feedback on their work.
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Storyboard
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When the story maps are finished, students can use a storyboard to create a rough draft of their story. [The storyboard can be done on paper or students may use padlet or popplet if they prefer.] Once the storyboard is complete students should ask for a team review from two other pairs. The children's book checklist will help guide the team review process.
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Team review
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Team reviews can occur at any time if desired. However it is recommended that the students use team reviews at least twice. Once for the plot pitch and again for the completed storyboard or rough draft. Team reviews focus on story content and structure. It is not their job to edit and proofread unless the pairs agree to do so. The children's book checklist will help them review each other's work.
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Produce book
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After the team review, the students should share their completed storyboard with the teacher via a team meeting. Once this is done, students may produce a good copy of their children's story. Throughout this process the pair should continually edit and proofread their product. [A mini lesson on editing and proofreading will be done by the teacher.]
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Practice reading story aloud
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Before the Story Time Celebration takes place students should practice reading the story aloud. Practice allows students to familiarize themselves with the story's natural rhythm and pace (nuances). Also, this time encourages students to tell the story in a lively or interesting way to further capture the interest of their audience.
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Read finished book aloud / Story time celebration
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On the last day the class will hold a Story Time Celebration. A grade 3 teacher and her students will be invited to the school. [Either the library or one of the Learning Commons Spaces will be booked for this event.] The 10s will read their stories to at least 2 elementary students. The elementary students will also share their story project with the 10s. The Foods class will prepare refreshments for the event. After the event is over, the librarians (from the elementary, high school and public libraries) and the elementary school teacher will select the top 3 stories. These stories will be published (epub) and shared on OverDrive, the school division's
e-library service. The final product will also be evaluated by the teacher. |
Individual Products & Performances
Human Interest Article - Student Choice
Journalist / reporter visit
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[The human interest article project and rubric will be introduced before the guest speaker arrives.] A local journalist will be invited to visit the class to discuss/explain what a human interest story is and why these articles are so popular. The guest will also provide information about his/her job (education, skills, duties). After the talk ends, a Q & A session will be held. Students will prep questions in advance.
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Mock phone conversation / in person invitation
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Each student must find and invite a local hero to partake in an interview. Before contacting a community member for an interview, the students will role-play how to make a phone call or how to converse with someone in person. These mock conversations will help build their confidence while showing them how to behave in this kind of situation.
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Brainstorm interview questions/Mock Interview
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Likewise, this role-play activity will allow students to practice interviewing someone before the actual event. Suitable interview questions will be brainstormed before the mock interview. This mock interview will allow students to practice their interview techniques (asking questions, listening, and taking notes). The class will come together after practicing to discuss what has been learned/realized (debrief).
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Practice portrait shooting
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A professional photographer will also visit the class for this project. She will demonstrate how to take portraits. This demonstration will allow students to learn from an expert. After the demonstration is over, students will practice taking portraits of each other. The school cameras will be booked for this purpose, but students are welcome to bring their own digital camera. Students will share their practice portraits with each other and the expert in order to get feedback on their work.
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Interview
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A class has been set aside for the formal interviews. However, students may find that their interviewee may not be available that day. If this is the case, they may have to conduct the interview on a different day. Whatever occurs, the interview must be done by the deadline set (see project timeline). If students feel uncomfortable interviewing a community member at their place of business or at home, the library conference rooms can be booked.
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Write article
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After interviewing a community member, students will write a rough draft of their article. The students will use a Google document, which will make it easier to review.
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Peer review
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Before a peer review takes place a mini lesson will be provided using the 3 step comment coaching process. As soon as the rough draft of the article is done, students should ask one or two of their peers to review their work. The human interest article checklist can also be used to guide the process.
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Gallery walk
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Once the rough drafts are completed and a good copy has been finalized the class will host a Gallery Walk. Each article will be mounted and displayed on easels and/or moveable display boards. [The student gathering area or library will be used as a gallery.] Local reporters / photographer will be invited to read the articles and select three articles that will be published in the local paper. Students and staff will be able to view / read the articles as well. The interviewees can also be invited to attend the Gallery Walk. Refreshments will be provided / served by the Foods classes. The final product will also be evaluated by the teacher.
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Reflective Blog
Write reflective journal entries
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Students will produce and manage a reflective blog that exhibits their learning experiences, astute observations, and personal insights. The blog will be completed throughout the project. The blog checklist and rubric be used to evaluate the blogs (in process / at the end of the project).
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Reflection Methods
Reflective blogs
These blogs allow students to reflect on: new concepts and ideas, their progress and role(s), their ability to work with others, the application of new knowledge and skills, and the driving question itself. [NB: Students will post to their reflective blog at least twice a week.]
These blogs allow students to reflect on: new concepts and ideas, their progress and role(s), their ability to work with others, the application of new knowledge and skills, and the driving question itself. [NB: Students will post to their reflective blog at least twice a week.]
Whole class discussions / Debriefing sessions
Throughout the project the class will meet to explore certain concepts / ideas (eg. hero attributes or comment coaching). These discussions will allow students to learn new concepts but also reflect on their classmates' ideas (as well as their own). After each activity comes to an end debriefing sessions will occur. Sessions like these let students examine their progress and end product(s) more closely. They will also examine other students' (or teams') work as well during these sessions.
Throughout the project the class will meet to explore certain concepts / ideas (eg. hero attributes or comment coaching). These discussions will allow students to learn new concepts but also reflect on their classmates' ideas (as well as their own). After each activity comes to an end debriefing sessions will occur. Sessions like these let students examine their progress and end product(s) more closely. They will also examine other students' (or teams') work as well during these sessions.
Team meetings
The teacher will meet with teams to assess their progress / needs throughout the project. This time also allows students to reflect on their progress and encourages them improve or re-learn any new concept or skill that they have not mastered.
The teacher will meet with teams to assess their progress / needs throughout the project. This time also allows students to reflect on their progress and encourages them improve or re-learn any new concept or skill that they have not mastered.
Peer reviews / Self-assessment
Checklists and reflection forms are available for both peer reviews and self-assessment. Students are expected to review each other's work as well as their own. This process encourages them to reflect on the quality of the work they are producing and presenting.
Checklists and reflection forms are available for both peer reviews and self-assessment. Students are expected to review each other's work as well as their own. This process encourages them to reflect on the quality of the work they are producing and presenting.
Practice presentations
By practicing before they present students can realize what works and what needs improvement. This type of reflection is essential if good quality work is to be produced. It also encourages students to think critically because they will need to figure out what should be addressed in order to improve.
By practicing before they present students can realize what works and what needs improvement. This type of reflection is essential if good quality work is to be produced. It also encourages students to think critically because they will need to figure out what should be addressed in order to improve.
BIE reflection forms (students and teacher)
At the very end of the project students will complete the self-reflection form provided below. This form encourages students to reflect on their work, learning experiences, and the project as a whole. The teacher can use the collected students' responses to complete his/her review of the project. Additionally, the teacher should reflect on what worked and what needs improvement before using the PBL project again. [NB: Student responses can be collected and analyzed more readily with Google forms; an example of the form is posted below.]
At the very end of the project students will complete the self-reflection form provided below. This form encourages students to reflect on their work, learning experiences, and the project as a whole. The teacher can use the collected students' responses to complete his/her review of the project. Additionally, the teacher should reflect on what worked and what needs improvement before using the PBL project again. [NB: Student responses can be collected and analyzed more readily with Google forms; an example of the form is posted below.]
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Student Reflection: Google Form
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teacher_review.pdf | |
File Size: | 216 kb |
File Type: |
Both forms can be found here: http://bie.org/resources