YEAR 7 - 2020 PBL
RESOURCES AND PROFESSIONAL READINGS
Laura McBain - "The two most common mistakes made in PBL, is not presenting the product to an audience/public regardless of whether the students have experienced success or failure. The second mistake is not having an authentic problem or challenge. The learning needs to be tied to real life".
SEMESTER TWO 2019
TERM FOUR
Weeks 1 - 3 How do we manage the living and nonliving elements of an environment to make a more sustainable world?
Weeks 4 - 7 STEM DESIGN CHALLENGE
CO-CREATING RUBRICS WITH STUDENTS
Involving Students in Creating Rubrics.
As educators, teachers have the responsibility to create assessments that encourage students to work towards a higher level of achievement. Rubrics are motivational tools for students, especially when students are involved in process. Students who are involved in the process of creating a rubric have a better understanding of the standards, gradations, and expectations of the assignment. Students also feel as if they have a "voice" within the classroom.
Here are some ways to get your class involved in the rubric creation:
In the beginning, introduce your students to a rubric by sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations. After sharing a rubric, ask your students for their comments. Be sure to keep all relevant rubrics visible at all times (either on a bulletin board or a handout for each student). As students become more familiar with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
Why Involve Students?
By involving students in the creation of the rubric, students feel more empowered and their learning becomes more focused and self-directed.
Involving Students in Creating Rubrics.
As educators, teachers have the responsibility to create assessments that encourage students to work towards a higher level of achievement. Rubrics are motivational tools for students, especially when students are involved in process. Students who are involved in the process of creating a rubric have a better understanding of the standards, gradations, and expectations of the assignment. Students also feel as if they have a "voice" within the classroom.
Here are some ways to get your class involved in the rubric creation:
In the beginning, introduce your students to a rubric by sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations. After sharing a rubric, ask your students for their comments. Be sure to keep all relevant rubrics visible at all times (either on a bulletin board or a handout for each student). As students become more familiar with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
Why Involve Students?
By involving students in the creation of the rubric, students feel more empowered and their learning becomes more focused and self-directed.
- Intrinsic motivation occurs when students design their own assessment tools.
- If students help to create a rubric, it is much easier to hold them to its standards.
- When students invest a decent amount of time and commitment into a project, they naturally want to participate in creating the assessment for that project.
- The development of a rubric is a reflective process. It extends beyond just turning in a project.
- Students involved in creating a rubric have a more concrete understanding of what is expected, and how to reach certain benchmarks.
Weeks 8 -10 YOUNG INVENTORS CONVENTION
TERM THREE
Weeks 6 - 11
| chooseyourownadventure.pptx |
Work Samples
Students One minute Film Project - Walker and Lester
Brief: Can you make a short short film about Water or Drought or something you want to teach the world about in 6 lessons?
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WEEKS 1 - 5
How Can We Drought-Proof Australia?
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SCIENCE & HUMANITIES BOOKLET
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LITERACY BOOKLET
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LITERACY PPT
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LITERACY RUBRIC
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Water in the World
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Problems with the Murray Darling Basin Plan - Behind the News
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Drought in Australian Rural Areas - ABC 7:30 Report
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Drought in Australian City Areas - 9 News
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Proud Country: A portrait of Australia’s worst drought in 50 years | Four Corners
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How Peter Andrews rejuvenates drought-struck land | Australian Story
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SCIENCE RESOURCES
HUMANITIES RESOURCES
LITERACY RESOURCES
SEMESTER ONE 2019
Term ONE
Weeks 1-5: Focus on developing learner behaviours necessary to be successful in PBL
Weeks 6-10: Project Space Across the Ages
Weeks 6-10: Project Space Across the Ages
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| Term 1 Outline |
| PBL Lesson Outlines |
| Project Based Unit |
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Term 1 Resources
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Term 2
Weeks 1-3: Intercultural Capability
Weeks 4-10 Could we have an amusement park in Eaglehawk?
Weeks 4-10 Could we have an amusement park in Eaglehawk?
ICC Unit
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Videos-Provided by Multicultural Service (Loddon Mallee)
Access other videos from staff data.
Access other videos from staff data.
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How can we design an entertaining, profitable and sustainable amusement park for the Eaglehawk community?
Weeks 1-4 Develop knowledge and skills
Weeks 5-8 Apply knowledge and skills to project
Weeks 5-8 Apply knowledge and skills to project
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Weeks 1-4 Resources
| Skills and Knowledge Booklet |
| Egg Drop Lesson Plan |
| The Egg Drop Introduction |
| Mapping |
| Energy |
| Knowledge Rubric |
| Brain Breaks |
Weeks 5-8
| Amusement Park Project |
| Skills Rubric |
Teacher Professional Development Resources
| Teacher Collaboration Article |
| Benefits of PBL |
Rubik's Cube: A question, waiting to be answered |
This is how we learn
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What is PBL? |
Implementing Change |