The PBL Plan
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Project based learning
Transcript of The PBL Plan
The PBL Plan
PROJECT PLANNINGHOURS
22DATE ACTIVITIES FRAMEWORK GROUP 1 GROUP 2 GROUP 3 GROUP 4
1 4 /11 Students and teacher agree on a theme for the project
Choosing a PBL topicI communicate, I feel, I am myself
2 11/11 Group Formation Puzzle partners - Mandala3 18 /11 Group Cohesion The Marshmallow Challenge4 25/11 Students and teacher agree on
the subtopics for the project.
Students and teacher determine the final outcome.
The final products, a power point presentation for each group, should include the answers to the driving questions of the tasks together with text, pictures and sound. All products will be published on the Internet, to the Class Blog1, in order for the other schoolchildren and also for the rest of the school community and local society to see and comment.
Teacher proposed 4 subtopics students could choose from. Students discussed and made a choice according to their needs and interests.
The Rainbow Group decided on the subtopic of Communication.
Teacher proposed 4 subtopics students could choose from. Students discussed and made a choice according to their needs and interests.
The Stars Group decided on the subtopic of Feelings and Emotions.
Teacher proposed 4 subtopics students could choose from. Students discussed and made a choice according to their needs and interests.
The Dynamic Group decided on the subtopic of Stress.
Teacher proposed 4 subtopics students could choose from. Students discussed and made a choice according to their needs and interests.
The Crazy Group decided on the subtopic of Self-Esteem.
5 2/12 Students and teacher structure the projectAIM: the use of English for communication and the integration of the four skills in order to demonstrate knowledge gained through the final products
EXPECTED LEARNING OUTCOMES:
students should be able to discern between verbal,
EXPECTED LEARNING OUTCOMES:
students should be able to discern between feelings,
EXPECTED LEARNING OUTCOMES:
students should be able to define stress, its
EXPECTED LEARNING OUTCOMES:
students should be able to become aware of their
1 http://blogs.sch.gr/fmarvel/
Maravelaki Fryni Copyright 2013-2014 Page 1
OBJECTIVES: To encourage students to learn something new on topics of interest, to learn subject matter through English, to improve their language and study skills and to improve ICT literacy.
ASSESSMENT: Students will be assessed by their teammates, by the rest of the groups who take part in the project with the use of Rubrics and by getting audience feedback for their final presentation with the use of a form.
non verbal and electronic communication
emotions and behavior patterns
consequences and use stress management techniques
personal, social and ideal identity.
6 9/12 Teacher prepares students for the language demands of information gathering
Skimming, scanning, summarizing, note taking
Skimming, scanning, summarizing, note taking
Skimming, scanning, summarizing, note taking
Skimming, scanning, summarizing, note taking
PROJECT IMPLEMENTATION
Students gather information7 16/12 Teacher prepares students for
the language demands of compiling and analyzing data
students download a template for taking notes from sources a template for synthesizing information
students download a template for taking notes from sources a template for synthesizing information
students download a template for taking notes from sources a template for synthesizing information
students download a template for taking notes from sources a template for synthesizing information
8 13/1 Teacher prepares students for the language demands of compiling and analyzing data
students download a team management log in
students download a team management log in
students download a team management log in
students download a team management log in order to
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order to manage tasks so that all the members of the group contribute equally.
order to manage tasks so that all the members of the group contribute equally.
order to manage tasks so that all the members of the group contribute equally.
manage tasks so that all the members of the group contribute equally.
9 20/1 Students compile and analyze information
Driving Questions of the project
Group Roles
Research Questions
Resources
QUESTION: What is
communication?
Parents and Teachers Association
1.What is communication? (give a definition)2.Types of communication (pictures + explanation)
What is communication?
How to develop good
ommunication
QUESTION: What exactly are feelings and what
exactly are emotions?
Advisor Committee
1. What exactly are feelings? (definition and example)2. What exactly are emotions? (definition and example)
Difference between feelings and
emotions
QUESTION: What is stress?
Advisor Committee
1. What is stress? (definition)2. What happens when we are stressed?
What is stress?
Stress Quiz!
QUESTION: What is self-
esteem?
Advisor Committee
1. What is self-esteem? (definition)2. Why is self-esteem important?
What is self-esteem?
Self-esteem test
The story on self-
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skills esteem10 27/1 Students compile and analyze
information
Research Questions
Resources
3.What is non-verbal communication? (give a definition)4.Types of non-verbal communication (pictures + explanation)
How to communicate with
body language
Non-verbal communication
3. Feeling the five senses (definition, pictures, examples)
The five senses
3. Causes of stress (page 27)
coping with stress
3. Healthy self-esteem4. Unhealthy self-esteem
Developing your self-esteem
11 3/2 Students compile and analyze information
Research Questions5.Body Language: Posture, Gesture, Facial Expressions, etc.
4. What is emotional awareness? (definition)5. What is emotional intelligence? (definition)6. The 5 purposes
4. Symptoms of stressphysical (page 23)emotional (page 23)psychological (page 24)behavioral (page 24)
5.Causes and consequences of low self-esteem
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Resources
Non-verbal communication modes
Non-verbal communication skills
of emotions
Understanding your emotions
Three ways to deal with difficult
emotions
The Purpose of Emotions
5. Effects of stresson the bodyon thoughts and feelingson behavior
coping with stress What is self-esteem?
12 10/2 Students compile and analyze information
Research Questions 6.What is electronic communication? (give a definition)7.Types of electronic communication (pictures + explanation)
7. How to manage your emotions8. Don’t hide your feelings
5. Treating stressrelaxation techniquescoping strategies (pages 31, 44, 59)self-help
6.Ways to improve your self-steem7.Techniques and strategies
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Resources
Different types of electronic
communications
Talking about your feelings
coping with stress
StressManagement
Ways to Relieve Stress
10 Relaxation Techniques That Zap Stress Fast
How can I improve my self-esteem?
How To Build Self Esteem By Loving
Yourself More
13 17/2 Students compile and analyze information 8. Make a poster
with pictures showing ways of communication
9. Make a poster with pictures expressing your emotional state
6. Make a poster with pictures expressing your stress state
7. Make a poster with pictures expressing your self-esteem
14 24/2 Teacher prepares students for the language demands of presentation of the final product
Students have a look at the video to learn how to make a good presentation. Create a Power Point Presentation
Students have a look at the video to learn how to make a good presentation. Create a Power Point Presentation
Students have a look at the video to learn how to make a good presentation. Create a Power Point Presentation
Students have a look at the video to learn how to make a good presentation. Create a Power Point Presentation
15 10/3 Students edit and revise presentations
Students finalize visual displays, perfect art work, make sure grammatical correctness and easy interpretation by the audience
Students finalize visual displays, perfect art work, make sure grammatical correctness and easy interpretation by the audience
Students finalize visual displays, perfect art work , make sure grammatical correctness and easy interpretation by the audience
Students finalize visual displays, perfect art work, make sure grammatical correctness and easy interpretation by the audience will
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will be achieved will be achieved will be achieved be achieved16 17/3 Students edit and revise
presentationsStudents create flyers or invitations
Students create flyers or invitations
Students create flyers or invitations
Students create flyers or invitations
17 31/3 Students edit and revise presentations
Students rehearse orally
Students rehearse orally
Students rehearse orally
Students rehearse orally
PROJECT PRESENTATION AND EVALUATION
18 4/4 Students present final product to classmates
Groups fill in audience feedback forms
Groups fill in audience feedback forms
Groups fill in audience feedback forms
Groups fill in audience feedback forms
19 28/4 Students present final product to the rest of the school community and to teachers or parents
Teachers/some students fill in audience feedback forms
Teachers/some students fill in audience feedback forms
Teachers/some students fill in audience feedback forms
Teachers/some students fill in audience feedback forms
20 5/5 Students evaluate products Product Evaluation Rubric
Product Evaluation Rubric
Product Evaluation Rubric
Product Evaluation Rubric
21 12/5 Students evaluate project "Essential Elements Checklist" and "Project Design Rubric"
"Essential Elements Checklist" and "Project Design Rubric"
"Essential Elements Checklist" and "Project Design Rubric"
"Essential Elements Checklist" and "Project Design Rubric"
22 19/5 Students evaluate project My Thoughts about the Project"
My Thoughts about the Project"
My Thoughts about the Project"
My Thoughts about the Project"
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