Profile Sheet
PBL Lesson Plan for Diverse Learners
Original Title: Book Review Board chooses top 5 fictional books for 5th graders to read about historical ways of life
Primary Subject Area: Language Arts
Outside Subject Area: Social Studies/History
Description of Student Roles and Problem Situation:
The elementary school principal has decided that the fifth-grade students can only read five historical fiction books.
She has appointed a Book Review Board to select these books. The board must pick the best five books that every
fifth-grade student must read and enjoy. Students will assume the roles of the Book Review Board members. The
board is composed of one history teacher, one language arts teacher, one parent, and one student. A decision must
be made in time for the next school year. Once the board has made its selections, members must present the book
list to the principal and justify their choices.
Teacher: Mrs. Cameron Lawracy
Grade Level: 5th grade
Adaptations for students from non-western culture
Allow historical events/periods to be from students’ native culture or from a different perspective
Discuss important American historical events/periods with student before assignment to ensure comprehension
Allow some of chosen books to be about characters with same/similar nature culture
Adaptations for ESOL students
Chose class speaker who speaks ESOL student language to give presentation about their experience during a
historical event/period
Allow one book report to be written in native language and in English
Allow ESOL students to work together when writing their book reports to help with grammar and comprehension
Ensure some historical fiction children’s books are available in ESOL student’s native language
Title, Learner Characteristics, and Sunshine State Standards
PBL Lesson Plan for Diverse Students
Teacher:
Grade Level:
PBL Lesson Plan Title:
Primary Subject Area:
Outside Subject Area:
Mrs. Cameron Lawracy
5th grade
Book Review Board chooses top 5 fictional books for 5th graders to read about
historical ways of life
Language Arts
Social Studies/History
Synopsis: The elementary school principal has decided that the fifth-grade students can only read 5 historical fiction
books. He has appointed a Book Review Board to select these books. The board must pick the best five books that
every fifth-grade student must read and enjoy.
SUNSHINE STATE STANDARDS
Primary: Language Arts
Strand A: Reading
Standard 1: The student uses the reading process effectively.
Benchmark LA.A.1.2.1: The student uses a table of contents, index, headings, captions, illustrations, and major words
to anticipate or predict content and purpose of a reading selection.
Strand A: Reading
Standard 2: The student constructs meaning from a wide range of texts.
Benchmark LA.A.2.2.2: The student identifies the author’s purpose in a simple text.
Secondary: Social Studies
Strand A: Time, Continuity, and Change (History)
Standard 1: The student understands historical chronology and historical perspective.
Benchmark SS.A.1.2.1: The student understands how individuals, ideas, decisions, and events can influence history.
LEARNER CHARACTERISTICS
Physical: “Fourth and fifth graders can sit quietly for extended periods and concentrate on whatever intellectual task
is at hand” (Snowman and Biehler, page 79). A large portion of this lesson plan requires students to sit and browse
many books. Students in this age group have the ability to sit quietly and work on a lengthy task, thus making this an
appropriate assignment.
Social: “[Students] will avoid the opposite sex when left to their own devices (Mitchell, 1990)” (Snowman and Biehler,
page 79). Students will be working together in small groups for this assignment. In order to address their tendency to
segregate based on gender, I plan to have diverse groups gender-wise so that assignment results (i.e. book choices)
are not gender-skewed.
Cognitive: “The elementary grade child can think logically…” (Snowman and Biehler, page 81). This assignment allows
students to choose books based on their logic and reasoning. Since students of this age have the capability to make
choices based on logic, they will be able to explain their reasoning for their choices and complete required reasoning
component of the assignment.
Cognitive: “But on tasks that require more complex memory skills, [students’] performance is more limited”
(Snowman and Biehler, page 82). This assignment does not require students to utilize complex memory skills, such as
those used in during test-taking, so it will less likely frustrate or overwhelm them.
Emotional: “…School failure may lead to delinquent behavior” (Snowman and Biehler, page 81). Because of the very
nature of problem-based learning, there is a lesser likelihood of students viewing themselves as failures because PBL
assignments have no right or wrong answer. As long as students can justify the decisions they made and their
response to the assignment, then they can be considered a success. This will decrease the likelihood of delinquent
behavior happening.
Learning Outcomes, Student Role and Problem Situation,
Meet the Problem Method
Primary: Language Arts
Benchmark LA.A.1.2.1: The student uses a table of contents, index, headings, captions, illustrations, and major words
to anticipate or predict content and purpose of a reading selection.
Learning Outcome: After class discussions about book components and reading the “Meet the Problem” documents,
the student will analyze five books to determine if the books should be considered as part of the Top Five Historical
Fiction Books List and will explain in three sentences per book how he/she came to his/her determination. The
student must score at least a “satisfactory” on all dimensions of the related rubric. (Analysis)
Benchmark LA.A.2.2.2: The student identifies the author’s purpose in a simple text.
Learning Outcome: After studying a PBL resource (TBD later), the student will choose two books to read and then
evaluate their literary quality based on the list of characteristics of quality literature described in a PBL resource. The
student will complete a 200-word book report for each book delineated his/her evaluation and must score at least a
“satisfactory” on all dimensions of the book report rubric. (Evaluation)
Secondary: Social Studies
Benchmark SS.A.1.2.1: The student understands how individuals, ideas, decisions, and events can influence history.
Learning Outcome: With other group members, the student will compile and categorize a list of the seven most
significant periods/events in history and will list three ways each period/event affected people. The student will
utilize this list as a guideline for choosing the top five historical fiction books. The student must score at least a
“satisfactory” on all dimensions of the historical periods/events rubric. (Synthesis and Evaluation)
Description of Student Roles and Problem Situation
The elementary school principal has decided that the fifth-grade students can only read five historical fiction
books. She has appointed a Book Review Board to select these books. The board must pick the best five books that
every fifth-grade student must read and enjoy.
Students will assume the roles of the Book Review Board members. The board is composed of one history
teacher, one language arts teacher, one parent, and one student. A decision must be made in time for the next
school year. Once the board has made its selections, members must present the book list to the principal and justify
their choices.
“Meet the Problem” Method
Students will be introduced to this PBL activity via the attached “Meet the Problem” document.
EMAIL
From:
Superintendent John Stingy <jstingy@schooldistrict.com>
To:
Principal Natalie Davis <ndavis@abcelementary.edu>
CC:
All Teachers
Sent: Mon 9/3/2007 9:29 AM
Subject: Reading Restriction
Dear Principal Davis,
It seems as we get further into the 21st century there is less and less time to accomplish the goals we have set for
ourselves. There is so much that we have to teach the students in our schools that soon they will be doing nothing
but eating, sleeping, and studying! In order to help our poor students, I am placing a reading restriction on the
number of books that our students can read.
For fifth grade students, I only want them to read the five very best historical fiction books in the world. These books
should be high quality literature. I don’t care about what time periods or historical events in which the books’ plots
take place, but they should be important periods or events in history. Choose a Book Review Board of four members
composed of a history teacher, a language arts teacher, a parent of a student, and a fifth grade student.
I need the list of books from you before next school year starts in August of 2008.
If you go to www.amazon.com and search for children’s historical fiction books, a good list comes. You could use it to
help you get started. Here is the direct link to it: http://www.amazon.com/s/ref=sr_nr_n_10/103-70737062619850?ie=UTF8&rs=4&rh=n%3A1000%2Cn%3A4%2Cn%3A2917
Thanks and good luck!
Sincerely,
John Stingy
Superintendent
Problem Statement
How can we, as the Book Review Board, choose the best five books for fifth grade students to read in such a way that
 the books fit into the historical fiction genre?
 there are only five books chosen?
 the books are examples of high quality literature?
 the books are considered fun and enjoyable to read by fifth graders
 the books are at an appropriate reading level for fifth graders?
 the books cover a wide span of history?
 we meet the deadline given by the Superintendent?
Know/Need to Know Board




Know
The books must be for the 5th grade
reading level.
The books must be historical fiction.
The books’ plots can take place during
any time in history.
The books must be fit the qualifications
for a history teacher, a language arts
teacher, a parent, and a 5th grader.



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








Need to Know
How does a book get to be classified as
historical fiction?
What are the characteristics of a
historical fiction book?
What are characteristics of good
literature?
What are some examples of good
literature?
How do you quickly determine what a
book is like and about?
What are the most important aspects
of a book/novel?
What are some examples of historical
fiction books written for children?
Are there any famous historical fiction
children’s authors? If so, who?
What has happened in history that has
had major impacts on people?
What are the characteristics of a
historical event/period that has had a
“major impact” on people?
How far back in history should the
books cover?
Do all books have to be from different
time periods/events?
Do the books have to cover US history,
world history, or both?
Resources
Print Materials
Kingfisher, Editors of. The Kingfisher Encyclopedia of History. Massachusetts: Kingfisher, 2004.
Silver, Donald and Patricia Wynne. Interactive 3-D Maps: American History. Teaching Resources: 2005.
Grant, Neil. Oxford Children’s History of the World. London: Oxford University Press, 2006.
Non-Print Materials
Avi. Children’s historical fiction author. Class speaker.
Secret Lives: Hidden Children and their Rescuers during WWII. Directed by Aviva Slesin. 2004. (DVD)
Internet Sources
Jefferson Cup – FCPL. http://www.fairfaxcounty.gov/library/READING/YA/JEFFCUP.HTM
* list of historical fiction books for young readers that have won the Jefferson Cup award
Mary Smoffat. http://www.marysmoffat.co.uk/bibliography/cont.htm
* list of historical fiction children’s books categorized by historical time period/event
Why & How I Teach with Historical Fiction.
http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm#tips
* criteria for what makes a good historical fiction book and list of good historical fiction books
Capstone Performance
Primary: Language Arts
Benchmark LA.A.1.2.1: The student uses a table of contents, index, headings, captions, illustrations, and major words
to anticipate or predict content and purpose of a reading selection.
Learning Outcome: After class discussions about book components and reading the “Meet the Problem” documents,
the student will analyze five books to determine if the books should be considered as part of the Top Five Historical
Fiction Books List and will explain in three sentences per book how he/she came to his/her determination. The
student must score at least a “satisfactory” on all dimensions of the related rubric. (Analysis)
Benchmark LA.A.2.2.2: The student identifies the author’s purpose in a simple text.
Learning Outcome: After studying a PBL resource (TBD later), the student will choose two books to read and then
evaluate their literary quality based on the list of characteristics of quality literature described in a PBL resource. The
student will complete a 200-word book report for each book delineated his/her evaluation and must score at least a
“satisfactory” on all dimensions of the book report rubric. (Evaluation)
Secondary: Social Studies
Benchmark SS.A.1.2.1: The student understands how individuals, ideas, decisions, and events can influence history.
Learning Outcome: With other group members, the student will compile and categorize a list of the seven most
significant periods/events in history and will list three ways each period/event affected people. The student will
utilize this list as a guideline for choosing the top five historical fiction books. The student must score at least a
“satisfactory” on all dimensions of the historical periods/events rubric. (Synthesis and Evaluation)
Capstone Performance – Solution
Problem Statement:
How can we, as the Book Review Board, choose the best five books for fifth grade students to read in such a way
that:
 the books fit into the historical fiction genre?
 there are only five books chosen?
 the books are examples of high quality literature?
 the books are considered fun and enjoyable to read by fifth graders
 the books are at an appropriate reading level for fifth graders?
 the books cover a wide span of history?
 we meet the deadline given by the Superintendent?
How Students Present Their Solutions to the Problem:
In order to make the day of the presentations more realistic to the problem scenario, the class will listen to
student presentations in a large conference room in the school. The actual principal of the school will be present to
play the role of the principal in the PBL activity. She will sit at one end of the table in the conference room (while
other students are sitting around the walls as audience members) and the presenting students will sit at the other to
present their solution.
Students will bring in copies or pictures of the books they have chosen. Since this assignment allows them to
choose the method for their presentation, they may utilize PowerPoint on a computer, a white/chalk board, or other
resources. These resources will be present in the conference room for the day of solution-presenting. The book
review boards will have 10-15 minutes to present their recommendations for historical fiction books to the principal.
Once everyone has arrived in the conference room, everyone immediately assumes their character roles.
After setting up the resources need to present their solution, the students presenting will exit the conference room.
Students observing, the teacher, and the principal will be waiting in the conference room. The book review board will
knock on the door, enter the room, and will be greeted by the principal as members of the board. They will bring in
their materials, such as the books and any handouts to give to the principal. Then they will begin their presentation
of the solution. Students observing and the teacher will play the roles of invisible background observers.
The presenting students will dress in business attire since this meeting is an official meeting of business. They
will be required to present their recommended top five historical fiction books and they must justify each choice with
at least five reasons. They must also present at least two alternatives to their top five, in case the principal does not
like any of their recommendations. They must explain why the two alternatives were not part of the top five but are
good enough to be included as alternatives. Two reasons must be given per book why each alternative is an
alternative and not a top five recommendation.
When presenting, each member of the book review board must contribute in the presentation of their
recommendations. Each student must play one of the specified roles described in the “Meet the Problem” document,
and all roles must be shared during the presentation. Each student playing a role must explain from their role’s
perspective why they agree with the recommendation for each book. For example, the student playing the role of a
history teacher must explain to the principal why he/she is in agreement with the rest of the book review board that
Book One is recommended as a top five historical fiction book for fifth graders.
This capstone performance is related to the learning outcomes in several ways. First, in order to actually
choose the books, students must use different book elements to learn and understand the plot, setting, characters,
and significance of the book. The fact that they have chosen certain books based on specific reasons will demonstrate
that they are capable of using book elements to “anticipate or predict content and purpose of a reading selection”
(Benchmark LA.A.1.2.1). Second, after reading and choosing the top five recommendations for historical fiction for
fifth graders, they will be able to explain to the principal (and thus the teacher) the author’s purpose thus providing
an affirmative reason for their selection of each book. This meets the learning outcome for Benchmark LA.A.2.2.2.
Third, as part of their presentation of their recommendations to the principal, students must explain the reasons for
choosing books in which the setting occurs during certain historical time periods/events and why fifth graders should
read books that happen during these times/events. This meets the learning outcome for Benchmark SS.A.1.2.1.
Rubric for Assessing the Capstone Performance
The following rubric is a guideline for parents and the teacher to understand the expectations of the PBL assignment.
Students will be given a rubric written in language appropriate for fifth graders.
Component
Superior
Adequate
Unacceptable
Quality of Solution &
Reasoning
50
Student chooses five
historical fiction books that
meet quality literature
standards established in class.
Student shares five reasons
for selection in top five list
per book. Explanation of
reasoning includes all of the
following: knowledge about
author’s purpose, plot,
setting, characters, and moral
lessons; why fifth graders will
enjoy reading recommended
books; why parents will
approve of
recommendations; why each
historical period/event was
chosen as a significant
period/event. Reasoning is
logical based on class lessons.
35
Student chooses five
historical fiction books that
meet quality literature
standards established in class.
Student shares less than five
reasons for selection in top
five list per book. Explanation
of reasoning does not
includes all of the following:
knowledge about author’s
purpose, plot, setting,
characters, and moral lessons;
why fifth graders will enjoy
reading recommended books;
why parents will approve of
recommendations; why each
historical period/event was
chosen as a significant
period/event. Reasoning is
logical based on class lessons.
Alternatives
15
Student shares at least two
books that serve as
alternatives to the top five
they chose. Student explains
why the two alternatives
were not part of the top five
but are good enough to be
included as alternatives. Two
reasons are given per
alternative book.
Method of Presentation
15
Student chooses and creates
appropriate method for
presentation with group
members that meet all of the
following criteria: the method
is easy to see and understand,
covers pertinent material,
10
Student shares only one book
that serves as an alternative.
OR
Student doesn’t explain why
the two alternatives were not
part of the top five but are
good enough to be included
as alternatives.
OR
One reason is given per
alternative book.
11
Student chooses and creates
method for presentation that
meets at least 3 of the criteria
listed in the Superior
category.
Student is under or over the
alloted time limit by no more
RESUBMIT
Student chooses less than five
historical fiction books.
OR
Books chosen are not
historical fiction.
OR
Student shares three or less
reasons for selection in top
five list per book.
OR
Explanation of reasoning
includes less than half of the
following: knowledge about
author’s purpose, plot,
setting, characters, and moral
lessons; why fifth graders will
enjoy reading recommended
books; why parents will
approve of
recommendations; why each
historical period/event was
chosen as a significant
period/event. Reasoning is
illogical and not based on
class lessons.
RESUBMIT
Student does not share any
alternatives.
OR
Student does not explain why
alternatives were selected.
5
Student chooses and creates
method for presentation that
meets 2 or less of the criteria
listed in the Superior
category.
Student is under or over the
alloted time limit by more
Presentation &
Materials
Appearance
* Parents may make
arrangements with the teacher
for their child to be excused from
dressing up if the parent presents
a valid reason (example: financial
restrictions) to the teacher
before the day of the
presentations.
TOTAL POINTS
relates to presentation, is
visually eye-catching, and
does not overpower the
presentation. Choices for
methods may include (but are
not limited to) PowerPoint
presentations, posters,
handouts (enough for the
entire class), videos, drawing
on a white/chalk board, etc.
Student stays within alloted
time limit of 10-15 minutes
for presentation.
10
Student follows presentation
day agenda and directions
and stays in role playing mode
throughout entire
presentation.
Student assists group in
providing materials for
presentation by bringing
copies or pictures of
recommended books.
Pictures or copies of all five
books are present at the
presentation.
10
Student is dressed in
professional business attire
(that is, no jeans, flip flops,
sandals, shorts, caps, t-shirts)
meaning church attire or
dresses or skirts and dress
pants with shirts tucked in.
Hair is neatly combed and
fixed.
100
than 2 minutes.
than 2 minutes.
7
Student does only one of the
following: follows
presentation day agenda and
directions or stays in role
playing mode throughout
entire presentation.Student
assists group in providing
materials for presentation by
bringing copies or pictures of
recommended books.
Pictures or copies of four or
three books are present at
the presentation.
7
Student is partly dressed in
professional business attire,
for example, a dress with flip
flops or dress pants with a tshirt.
4
Student does not follow
presentation day agenda or
directions and does not stay
in role playing mode.
OR
Student does not assist group
in providing materials for
presentation by bringing
copies or pictures of
recommended books.
Pictures or copies of two or
less books are present at the
presentation.
0
Student is not dressed in
professional business attire.
70
RESUBMIT
* Students may lose points at any time during presentations if they cause disruptions while groups are presenting.
Grading Scale
Points
100-90
89-80
79-70
69-60
59-0
Grade
A
B
C
D
F
Students who receive a D or below are strongly encouraged to resubmit their work to earn a better grade.
Two Alternative Solutions and “Best” Solution Analysis
Problem Statement:
How can we, as the Book Review Board, choose the best five books for fifth grade students to read in such a way
that:
 the books fit into the historical fiction genre?
 there are only five books chosen?
 the books are examples of high quality literature?
 the books are considered fun and enjoyable to read by fifth graders
 the books are at an appropriate reading level for fifth graders?
 the books cover a wide span of history?
 we meet the deadline given by the Superintendent?
Best Solution
Students would receive a superior rating if their solution was similar to the following. This solution is a better choice
than the alternative because it places equal importance on the literary quality of the book selections and on the
historical periods covered. Even though the books aren’t as popular as the ones listed in the alternative solution, they
more closely align to the rubric requirements. Also, the best solution lists more aspects that qualify books are quality
literature so the answer is more well-rounded. The same goes for the historical period reasoning in solution one. It is
more specific and covers a wider range of history.
Student Response:
As the Book Review Board, our recommendations are based on the following aspects that would qualify the books as
quality literature:







author’s purpose is to inform and entertain
vocabulary is varied and colorful
plot is realistic and engaging
descriptions of setting and characters aligns with historical period/event during which plot takes
place
plot is enjoyable
plot, setting, and/or characters teach reader about what life was like during that time in history
plot/content is appropriate for fifth grade students
The important time periods in history to cover are:



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one of the World Wars
Civil War
Revolutionary War
Great Depression.
These historical events all greatly impacted the US and people’s ways of life.
Our Recommendations
1. Fires of Jubilee by Alison Hart (Civil War)
2. Bud, Not Buddy by Christopher Paul Curtis (Great Depression)
3. Summer of my German Soldier by Bette Greene (WWII)
4. George Washington’s Socks by Elvira Woodruff (1776)
5. Lily’s Crossing by Patricia Reilly Giff (WWII)
Pros
History periods covered is varied.
All of the books are accelerated reader books.
The selections all evoke different feelings: humor,
sadness, adventure, bravery, fear, happiness, etc.
All books offer the opportunity to live in the shoes of
someone in that particular time period.
Cons
WWII historical period is covered in two of the five
books.
Not all of the books are award winners
Not many of the books are considered children’s
classics.
Some of the books could be viewed as depressing.
Consequences: Because there are two books that have settings in World War II, which could be viewed as limiting the
opportunity to read about other historical time periods/events. Not all important historical events are covered in this
selection. However, the books’ literary quality is excellent and all are popular children’s books that kids will enjoy
reading.
Alternative Solution
Students would receive a superior or adequate rating if their solution was similar to the following.
As the Book Review Board, our recommendations are based on the following aspects that would qualify the books as
quality literature:





vocabulary is varied and colorful
plot is realistic and engaging
descriptions of setting and characters aligns with historical period/event during which plot takes
place
plot, setting, and/or characters teach reader about what life was like during that time in history
plot/content is appropriate for fifth grade students
The important time periods in history to cover are:


1800s
1900s
We decided each century is equally important to cover to adequately cover a large portion of history, especially the
part where in the USA is in existence.
Our Recommendations
1. Al Capone Does My Shirts by Gennifer Choldenko (1935)
2. Kira Kira by Cynthia Kadohata (1950s)
3. Number the Stars by Lois Lowry (1943)
4. Roll of Thunder, Hear My Cry by Mildred D. Taylor (1930s)
5. Little House on the Prairie by Laura Ingalls Wilder (Civil War)
Pros
Many of the selections are considered children’s
classics.
All of the books are accelerated reader books.
The selections all evoke different feelings: humor,
sadness, adventure, bravery, fear, happiness, etc.
All books are award winners.
Cons
The time periods covered aren’t as varied.
The reading levels are varied and some students may
not be able to read them comfortably.
The majority of selections are from a female
perspective which may not appeal to boys.
Some important historical events are left out.
Consequences: Not all important historical events are covered in this selection. The time selections are very limited.
However, almost all the books are books that have been read by children for many years and are guaranteed
excellent reads and students will enjoy them.
Debriefing Plan and Coaching Questions
Review of Student Generated Solutions
The whole class will listen to student presentations in a large conference room in the school. The principal of
the school will play the role of herself and will sit on one side of a conference room table. Presenting students will sit
on the other side of the conference table. The rest of the students not currently presenting their solution will sit
around the walls as audience members behind the principal so that they can see the present students present their
solutions and see their visual aids.
Rating of Solutions
Before the presentations of solutions begin, all students in the whole class with collaborate in a group
discussion to determine the criteria for a rubric to be used by students for rating solutions during presentations.
Students will identify which criteria are most important, the point scale, and value of each criteria component. This
discussion will be guided by the teacher. The teacher will ensure that students include the following in their rubrics:
presentation skills (eye contact, voice projection), organization (smooth transitions from speaker to speaker,
presentation materials are orderly), professionalism (students are dressed up and act appropriately), content (books
are examples of quality literature, all books are historical fiction), etc.
On presentation day, each student in the audience will be given the scoring rubric which they will use to rate
the solution presented by each group. Each student will justify his/her point selection by explaining why he/she did
not score the component one point higher or one point lower.
Then, all the rubrics from the students of each group will be averaged and the average graphed on a large
piece of paper. After all groups have presented their solutions, the graphs of averaged points will be considered and
the class will decide, based on the graphed points, which solution was best out of the whole class. The group with the
best solution will be bestowed the honorable title of “Best Solution” and will be mentioned in the class newsletter.
Required Coaching at End of Debriefing Session
The following five concepts must arise for content accuracy. First, students must demonstrate an
understanding of what constitutes a significant historical event/period. The teacher is simply looking for a response
that basically states that the event/period majorly affected the lifestyle or living habits of people on a permanent
basis. Second, students must understand what constitutes quality literature. They must include descriptive language,
interesting plot, realistic story, realistic characters, accurately representative setting, or other elements. Third,
students must identify what the author’s purpose is in each novel they choose to read and summarize. Fourth, they
must demonstrate that they understood how to utilize different elements of the book in order to choose it to read as
a prospect for their top five list. And finally, students must correctly describe the historical events with as much
accurate information as possible. For example, a student that confuses the events of World War I with World War II
has not demonstrated that they understand the difference between the two events.
In order to ensure that these concepts are covered by students, the teacher will use the following questions
outlined below.
Coaching Questions Throughout the Lesson
Question
Meet the Problem
Cognition
What should be your goal
with this assignment?
Metacognition
What are some possible
ways to reach your goal?
Know/Need to Know
Board
How many items do you
think you should have on
each side of the board?
Have you included all
necessary components in
your problem statement?
Why are you choosing
some of the “need to
know” items?
Would your problem
statement change if your
role changed?
What resources have been
most valuable?
Has it been necessary to
use all the resources you
initially planned to? Why
or why not?
How do you think your
solution will differ from
other groups’?
How do you think your
approach to solving the
problem is different from
other groups?
Problem Statement
Research
Generating Possible
Solutions
Epistemic Cognition
In what areas do you think
you will grow from
reaching the goal?
Do you need to find out all
the “need to know” items?
In what ways do meeting
all the requirements of the
problem statement make
the assignment more
challenging?
Is the doing to research
easier to do from the role
you’re playing or would it
be easier to have a
different role?
Why did you choose to
approach the problem
solving this way? Has this
made learning the material
easier for you? Why or
why not?