Working on the Work through Integrated ProjectBased Learning

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Working on the Work through Integrated
Project-Based Learning
Cassie Cagle Sunset Park Elementary Rock Hill
School District Three
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The Dot Peter Reynolds
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The Journey . . .
Clemson University Bachelor of Arts
in Special Education 1998 Masters Degree
in Special Education with an Emphasis
in Math Inclusion 1999

• K-3 Self-Contained Special Education Classroom
• (Ravenel Elementary, Oconee County) 1 year
• K-3 Self-Contained Special Education Classroom
• (Sunset Park, Rock Hill School District Three)
  3 years
• Regular Education Third Grade Classroom
• (Sunset Park, Rock Hill School District Three)
  3 years

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The Importance of the Classroom Environment
A High Comfort Level is Essential!
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An Amazing Resource Reading with
Meaning Debbie Miller
Creating classroom environments that are
literate, organized, purposeful, and accessible
nurture literacy and foster independence.
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Allowing the children to choose the most
comfortable spot in the room for them to work
promotes success!
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Creating environments that nurture literacy and
foster independence requires thoughtful planning.
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The old-school model of passively learning facts
and reciting them out of context is no longer
sufficient to prepare students to survive in
todays world.
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September 2003 . . . The Start of Something
Great!
Week-Long Projects

• Covering All Content Standards
• Homework Assignments
• Assessment (Teacher, Peer Self)
• Integration

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The First Week-Long Project

• Create a Picture Timeline of Your Life
• Less Than Supportive Parents
• Marlanas Story
• The Crews Dilemma
• The Twins

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Week Long Project Procedures

• Standards - (Mini-Lessons)
• (Language Arts / Social Studies or Science)
• Topic Selection
• Presentation Model
• Project Development
• WOW Design Qualities Integration
• Grading Rubric

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Classroom Procedures

• Introduce the Project Idea
• Review Project Requirements Procedures
• Display Model
• Distribute Grading Rubric
• Answer Questions
• Provide In-Class Project
• Time

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Student Expectations

• Demonstrate Mastery of Standards Through Projects
• Utilize Time Management Skills
• (In-Class and At Home)
• Conduct Independent Research Using
  Resource Materials and Internet Skills
• Be Prepared to Share New Knowledge and Completed
  Projects with Peers each Friday

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Project Presentations

• Students display their project for the audience
  members.
• Each presentation must last a minimum of three
  minutes and a maximum of five.
• Students are required to remember and recite
  their new knowledge without reading from their
  projects.
• Classmates complete a peer evaluation during each
  presentation.
• After all students have presented, students vote
  on a weekly project winner.

Wesley Project Winner The Water Cycle
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Project Example
The Low Country of South Carolina Mobile
Weekly Project Winner Samantha
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Project Explanation
The students will create a Low Country mobile of
South Carolina using a variety of sources. For
each of the five areas of the Low Country
Barrier Islands, Beaches, Wetlands, Forests and
Grasslands, the student will develop an
information card describing the land features,
plants and animals found in that area. 1.
Students will need to complete research using
their social studies book, encyclopedias,
guidebooks, resources in the classroom and the
internet to identify different areas of the Low
Country of South Carolina. 2. After students
complete their research on the 5 areas, they will
need to complete three cards (index cards will be
provided) for each area of the low country.
The first card should explain a land feature of
the area. The second card should feature an
animal that lives in the area. The third card
should feature a plant that would be found in the
area. 3. Informational Cards Each card
needs to have an illustration (on the blank side
of the index card) and a two sentence description
of the illustration (on the lined side of the
card). 4. Once the informational cards are
completed, the student will need to use yarn to
attach the index cards to the coat hanger. 5.
The completed mobile will contain a total of 15
informational cards.
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Project Rubric
Low Country Mobile Rubric 1. ___/10 The
student chose an appropriate title for the Low
Country Mobile. 2. ___/10 The student identified
each of the five areas (barrier islands, beaches,
wetlands, forests and grasslands) of the Low
Country at the top of the mobile as
sub-titles. 3. ___/45 The student included 3
informational cards for each of the 5 areas.
(Total of 15) 3 points each The student
included an illustration (including color) of
each item on one side of the card. The student
included a two-sentence written description of
the physical features on the other side of the
card. 4. ___/10 Correct punctuation and
capitalization were used on the mobile, and the
sentences are complete. 5. ___/15 The visual
creation is creative, neat and pleasing to the
eye. 6. ___/10 The student worked diligently
and independently on the Low Country Mobile to
the best of his/her ability. Total Points Earned
for the Low Country Mobile _____ / 100
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Oral Presentation Rubric

• Oral Presentation of Low Country Mobile
• ___/ 20 The presenter spoke clearly and loudly
  enough for the audience to understand.
• 2. ___/ 10 The presentation lasted at least two
  minutes.
• 3. ___/ 50 The presenter gave the audience an
  overview of his/her Low Country Mobile and
  highlighted one feature from each area without
  reading the sentences he/she had written.
• ___/ 20 The presenter answered at least two
  questions from the audience and teacher after the
  presentation.
• Total Points Earned for the Oral Presentation of
  the Low Country Mobile ___/100

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Peer Evaluation Rubric

• Peer Evaluation of _______________________________
  _______________
• Date ______________________ Project Title
  ______________________
• I was impressed _________________________________
  __________________________________________________
  _____________________________________________
• From the presentation, I learned
  __________________________________________________
  __________________________________________________
  ____________________________
• I can tell _______________________________________
  __________________________________________________
  _______________________________________
• Next time, _______________________________________
  __________________________________________________
  _______________________________________
• Compliment_______________________________________
  __________________________________________________
  _________________________________
• Evaluated by ________________________

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Project Examples
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The Rock Cycle Flip Book
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The Midlands Box
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Phases of Matter
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Life in the 1840s
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Household Uses of Minerals
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Design Qualities Content and Substance
Educators, in collaboration with the community,
identify the essential learnings and skills that
students must master. Organization of Knowledge
Content is organized so that access to the
material is clear and relatively easy for all
students. Product Focus Engaging work almost
always focuses on a product or performance of
value to students. Clear and Compelling Product
Standards The Standards for assessing the
products or the performances are clear and
important to students. Protection from Adverse
Consequences for Initial Failures Students
receive feedback on their work and have
opportunities to reach the Standard throughout
the process. Affirmation of Performance Student
products are observed by persons other than the
teacher. Affiliation The design of the work
requires cooperative action among students and
adults. Novelty and Variety The work is varied
in methods and format so that students use a
variety of skills, media, and modes of analysis.
Choice Students are provided with choice in the
ways of doing the work and the methods of
presentation. Authenticity The work has
significance and is related to consequences in
the present lives of students.
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Parent Comments
We were both overwhelmed at the beginning of the
school year. We had never seen something like
this before for homework. It took a while, but
after we got the hang of it, Adrianna took off
with it! I realized that the projects rolled it
all into one. Adrianna learned and grew so much
over the year. She was challenged in so many
areas! - Loretta Shaw
We liked the projects, because it allowed Wesley
to learn the standards while using his creative
skills. He had so much fun with all the
integration of art that he didn't realize he was
learning. Tracy Mitchell
We had to get use to the idea of a weekly
project. Just after the second week we caught
on. We had a lot of fun doing the projects, and
I used that time to connect with Dylan. We went
to the library to do research, enjoyed looking on
the Internet together, and both learnedI felt
like I was back in school and got to learn all
over again. Kim Domila
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I was exited and thrilled that my third grader
would be making presentations every Friday,
because my fifth grader was getting ready to
enter middle school with no public speaking
experience. The week-long projects ensured that
Marlana would have the skills she needed for
middle school. Although I was thrilled, she was
nervous because she had never spoken in front of
an audience. After several weeks of the week-long
projects, Marlana was thrilled to find out what
the new project was on each Monday. She always
had the project completed by Tuesday. She will
be going to middle school next year, and I dont
have the same worries for her as I did for my
son. Carolyn Mayton
Macie is a hands-on learner. The weekly
projects kept her challenged, and the projects
were an outlet for her creativity. We
thoroughly enjoyed watching her progression over
the year with her learning. - Patricia Boyd
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Need More Ideas . . . Check Out My Website
http//www.rock-hill.k12.sc.us/teachers/spes/ccagl
e/homepage.htm