PROJECT-BASED LEARNING – SNHU COURSE

Section 1 – An Introduction to Project Based Learning (PBL)

• The definition of Project Based Learning (PBL)
• The components of effective PBL
• Common Misunderstandings about PBL

Section 2 – A Sample Project Based Learning Cycle

• What a full PBL cycle looks like in a classroom setting

Section 3 – Aligning Content Standards on a Calendar

• Learn the 10 steps to planning a successful PBL cycle
• Learn how to align your content standards on a cross-curricular calendar (Step 1)

Section 4 – Developing a Big Idea Based on Content Standards

• Learn how to develop your big idea in the form of a driving question or problem posed (Step 2)

Section 5 – Identifying Content Area Standards

• How to identify the knowledge and skills embedded within a standard
• How to identify content area lessons (Step 3)

Section 6 – Identifying Student Performance Goals

• How to identify student performance goals based on rigorous questions from Bloom’s Taxonomy and rigorous questions from Webb’s Depth of Knowledge (Step 4)

Section 7 – Choosing a Final Product

• Learn how to choose a final product (Step 5)
• Learn about the different roles students can hold in a small group

Section 8 – Planning for Community Involvement

• Learn how to plan for community involvement in your Project Based Learning lesson (Step 6)

Section 9 – Identifying Assessments

• The two types of checkpoints
• The difference between formative, summative, and informal assessments
• How to choose appropriate assessments and checkpoints (Step 7)

Section 10 – Scaffolding Student Work

• How to support student work through purposeful scaffolding (Step 8)

Section 11 – The Final Presentation

• The purpose of having a presentation
• How to plan for a presentation with an appropriate audience (Step 9)

Section 12 – Reflections

• The difference between personal and work-related reflections
• How to utilize reflection questions (Step 10)