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PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project:
Effective Presentations
Duration (hrs):
5
CTE Course:
Finance & Business Technology
Grade Level:
9
Academic Course(s):
English I
Teachers:
Vincent Roeshink
Janice Tonger
Project-Based Learning Components
Project Idea:
Summary of the issue,
challenge, investigation,
scenario, or problem.
Knowledge, Skill and Application of Information Processing Systems
Driving Question:
The question that both
engages student attention
and focuses their efforts.
How can I create an effective presentation?
Anchor Event/Project
Launch:
Introduction and/or background information to set
the stage and generate
interest.
Students will complete a brief study of the different advertising methods, working to recognize each when seen in a
real-world example.
Inquiry & Innovation:
Discuss how the project
engages students in
innovative research and
thought in each
curriculum area.
Students must create, and fully develop a multi-media campaign, presented via Power Point promoting a product,
utilizing the advertising techniques taught.
Use Technology to increase and demonstrate communication skills.
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Process of Investigation:
Develop student
guidelines for each phase
of project.
1. Introduction and Team Planning: Students are grouped and will determine the scope, depth and breadth of their
advertising promotion, via Power Point.
Project Calendar
2. Initial Research Phase - Gathering Information: As assigned by group members, students will gather appropriate
information pertaining to the promotion of their product.
P:roject Teaching &
Learning Guide
Project Management Log
In these beginning steps, students will
determine which information is valuable, valid and viable. Next, they will determine the most effective method
of broadcasting that information.
3.
Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
4.
Second Research Phase - Additional Information & Revision:
Having filtered the original research completed, students will
collect any additional information necessary.
Collaboration:
Discuss collaboration
among colleagues in
teaching the project.
Discuss collaborative
instructional strategies
utilized by students.
Collaboration Rubric
Now students are polishing their presentations, practicing the oral aspects, and
5.
Final Presentation Development:
making final revisions.
6.
Publication of Product or Artifacts: Students will present orally their products.
Teachers:
Roeshink and Tonger compared assigned curriculum maps, identified common lessons, and worked to support each
other’s lessons, providing multiple opportunities for students to access instruction, tutoring (if needed) and practice via
assignments from each.
Students: Students will participate in Think/Pair/Shares and Role assignments in completing the research and
development of the Power Point presentations.
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Student Voice:
Describe how students
play a role in project
design and
implementation.
Students will jointly collaborate and determine the topic advertised, the method(s) used to advertise the product,
including visual imaging, sound effects, sound bytes and length of presentation.
Major Products &
Performances:
Elaborate on products;
Discuss publication and
presentation of projects.
Products:
Students will produce a multi-genre Power Point.
Publication/
Presentation:
Group: Students will each present a portion of the group project, within the allotted
Presentation Rubric
Presentation Audience
5-7 minute time frame.
Class
School
Community
Individual:
Experts
Business/Community
Web
Other:
Instructional Technology:
Select and discuss the
technology-based
instructional options
embedded in the project.
Webquests
Course Management System
Presentation Hardware
Blogs
Alternate Reality Games (ARGs)
RSS Feeds
Wikis
Simulation Software
Digital Video Tools
Social Network
Presentation Software
Digital Photography Tools
Video Conferencing
Podcasts
Other:
(Software or online)
(Software or online)
Discussion:
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Business/Community
Involvement:
Describe how business
partners contribute to
project learning.
Project Standards
Topics of Study:
Main areas of project
investigation.
The main areas of project investigation are advertising techniques.
Content Standards:
Those taught and
assessed in the project:
CTE Performance Standards
Common Career Technical Core (CCTC) Standards
These standards will be released/August 2012
Florida Next Generation Sunshine State Standards
LAC.910.RI.1.1; LACC.910.RI.1.2;LACC.910.RI.1.3; LACC.910.RI.2.4; LACC.910.RI.2.5;
LACC.910.RI.2.6; LACC.910.RI.3.7;LACC.RI.3.8; LACC.910.RI.4.10
Common Core Standards
21st Century Skills:
Those taught and
assessed in the project.
LEARNING &
INNOVATION SKILLS
INFORMATION, MEDIA,
& TECHNOLOGY SKILLS
LIFE &
CAREER SKILLS
Creativity & Innovation
Information Literacy
Flexibility/Adaptability
Productivity/Accountability
Critical Thinking/Problem Solving
Media Literacy
Initiative/Self Direction
Leadership/Responsibility
Communication/Collaboration
ICT Literacy
Social/Cross-Cultural
For descriptions follow web links
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Project Assessment, Reflection, Feedback & Revision
Assessments:
Formative
Assessments
(During Project)
Quizzes/Tests
Practice Presentations
Journal/Learning Log
Notes
Preliminary Plans/Outlines/Prototypes
Checklists
Rough Drafts
Concept Maps
Online Tests/Exams
Other:
Written Product(s) w/ Rubric:
Other Product(s) or Performance(s) w/ Rubric:
Oral Presentation w/ Rubric
Peer Evaluation
Multiple Choice/Short Answer
Self-Evaluation
Essay Test
Other:
Individual
Journal/Learning Log
Focus Group
Group
Whole Class Discussion
Fishbowl Discussion
Whole Class
Survey
Other:
Grades
Written Comments
Group Feedback
Peer Feedback
Individual Feedback
Self-Assessment
Summative
Assessments
(End of Project)
Reflection
Methods:
Feedback & Revision: Scaffolded
feedback and “check points” should be
routinely provided by the teacher within
the collaborative instructional process.
Feedback can be based on either teacher
and/or peer evaluations.
ADAPTED FROM ©2011 BUCK INSTITUTE FOR EDUCATION