9 Elements

I'Zyana Smith

9 Elements

Anchor

An anchor is an introduction to a prooject that provides a real-world connection from the project to authentic situations that may happen outside of school. The anchor provides a compelling reason for students to want to become involved in the project. Examples of anchors can include a newspaper story, a video, a personal experience, or a reference to students" experiences that relates to the project.

A task narrows and focuses project work by providing a specific item to complete. In order for the student to understand the type of project outcomes the teacher expects, the teacher should assign a task that must be completed. The task is often created by the teacher but advanced studetns may also help to design the task in a project-based learning experience.

Task

Directions

A task shows studetns where they need to go, but directions give students more guidance on how to get there. Directions help students to know what to do to stay on task and make proigress on their project. They should explain to students how to proceed in doing the project, and tell what specific items must be addressed in the project.

The teacher must permit student choices in project-based learning. Some of the choices that students may make include: • Steps to take to complete the project • Group members roles and responsibilities • Information resources to use • Format for the task In some more advanced project-based learning experiences, students can even choose the type of project they would like to complete. When students are given choices for learning, they develop creative thinking, innovation and decision-making skills for the Information Age

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Student Choices

The student-centered nature of project-based learning means that students are involved in inquiry processes. Student inquiry means that students themselves are finding and evaluating information to help them complete a project. Information resources that students may use in this process might include books, periodicals and websites as well as presentations and explanations from the teacher and other students.

Student Inquiry

Collaboration and Teamwork

In project-based learning, students work in groups to complete a task. Students learn a variety of leadership skills by assigning and following up on responsibilities, seeking information, making a plan of action and doing other group activities. Students may also have separate roles in which they must work to complete a project. In project-based learning, students may receive both a group grade and an individual grade for the project. They may also rank or grade each other based on individual contributions to the project.

Teacher Coaching and Feeback

The teacher provides coaching and feedback to students during the project and evaluates students' projects when they are completed. Teachers coach students by showing or telling them how to improve what they are doing or how to better follow directions and meet project requirements. Coaching may be provided to help students return to productivity when they have drifted from the task. The teacher can also give feedback that tells students how to improve their work. If needed, a teacher can provide presentations and lessons on relevant subjects to help students understand and continue on with a project. Coaching and feedback can take place throughout the entire project time period.

Students should reflect both as groups and as individuals. Students reflect at many different points in the project-based learning process. They may consider how to proceed in a project, how to better work as a group, and whether sufficient progress has been made. Both individuals and groups of students can reflect on their experiences with project-based learning. The teacher can require reflection activities such as brainstorming and journaling. Reflection activities can help students improve their learning and performance

Student Reflection

Presenting these products to a wide audience is a great way to showcase student work. The audience in question could just comprise students in the classroom, but ideally a wider audience should be sought for public presentation of tasks. In the Information Age, it’s very easy to publish in a wide variety of formats to a global audience. Audio and video conferencing tools such as Zoom and Google Meet allow students to connect to audience members around the world. Online locations such as the school or class website can also feature student work. Newsletters, blogs, posters and magazines also provide possible public presentation venues. The nature of the project will guide choices with regard to its public presentation. For instance, a project about the wetlands in the area might be presented to the city council or to a representative from parks and recreation. A project on the life of Shakespeare could be scripted and developed into a play for a local theater group. Whatever the type of project, it's important for the teacher to find a meaningful way for students to present the products of a project-based learning experience

Public Presentation

Info

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5. Write a great headline

What you read: interactivity and animation can make the most boring content into something fun.

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‘Use this space to write a quote.And remember: always name the author’

Here you can put aprominent title

When carrying out a presentation, two objectives must be pursued: conveying information and avoiding boredom. To achieve this, it may be a good practice to create a framework and use words that will be etched into your audience's brains.

• Plan the structure of your communication.
• Prioritize and give visual weight to themain points.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure the results.