Problem Based Learning

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• Project Based Learning

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• Making
• A
• Difference

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• Project
• Based
• Learning
• Lesson

By Donna Duraj St. Zachary School Des Plaines, IL
Grades 2 3
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• Begin With
• The End
• In Mind

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• Objectives

• Students will gather information by collecting
  and analyzing data.
• Students will show an understanding of how the
  American chosen has made a difference.
• Students will communicate their findings to
  others through a display and a presentation.

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• Subjects

• Language Arts
• Technology/Computers

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Language Arts Skills

• Students will use various sources for research.
• Students will evaluate these sources and make
  decisions as to what is valid.
• Students will synthesize their research findings
  into a presentation.

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Technology Skills

• Students will use computers to access the
  internet to research information use the word
  processing program to take notes.
• Students will use clip art and digital cameras to
  add visuals to their presentations.

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• Resources

• Technology hardware/software
• Trade books and texts
• Internet
• Other research sources

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• Driving
• Question

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• Question

Who were the Americans that made a difference in
the 20th century?
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• Assessment?

• Teacher assessment of process along the way
  through the use of a checklist.
• Teacher assessment of the display through the use
  of a rubric.
• Teacher assessment of the presentation through
  the use of a rubric.

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Presentation Rubric
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Writing Rubric
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• Mapping
• The
• Project

• April/May implementation
• 4 week PBL Unit

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• Timeline

• Week 1 - pick American
• - teach research skills
• - students research
• Week 2 - teach taking/using notes
• - gather/organize notes
• - create/find graphics

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• Timeline

• Week 3 create display board
• Week 4 develop/practice presentation
• Two Days - Presentations

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• Manage the Process

• What are some techniques/teaching strategies I
  can use to meet the diverse needs and interests
  of all the students?

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As the facilitator becomes more familiar with
different learning styles and multiple
intelligences, the efficiency of their teaching
will meet the diverse needs and interests of all
students.
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Differentiated Instruction

• Instruction should be differentiated as the
  facilitator sees fit based on the needs of the
  students in the classroom.
• Use of visuals, such as charts, graphs,
  checklists will help to keep students on task.
• Facilitator should use class discussion and
  debriefing sessions to support the students
  through the PBL process.
• Facilitator should use follow-up assessments as a
  way of ensuring that students are keeping
  up-to-date with the project.

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