What is it?

Project-Based Learning is exactly what it sounds to be – a learning method that focuses on projects, which allows a wide variety of subjects and skills to be learned, practiced and refined.

Projects often mimic problems or situations in the real world. Projects are structured around authentic questions and carefully designed products and tasks.

The emphasis of project-based learning is on student initiative and decision making.

What is involved?

There are typically 4 phases involved in every project:

1. Brainstorming: Involves an initial discussion of a project topic, including kids’ firsthand experiences related to the topic. In this phase the project’s focus is narrowed, student goals and objectives are determined, an assessment rubric is created, and project deadlines are established. (If working in a group, a Team Operating Agreement should be generated during this time).
2. Fieldwork: Involves aspects of gathering information, such as reading, writing, drawing, computing, building, interviewing, finding resources, and compiling information. All work should be gathered in student design files.
3. Presentation: Involves presenting the project to an audience. (The form these presentations will take depends entirely on the project).
4. Assessment: Involves a self-reflection and/or group-reflection.

Team Operating Agreement: Team members come to a consensus on items such as expectations of themselves and each other, how decisions will be made, how misunderstandings will be prevented, and how conflicts will be resolved.

Design File: Students will maintain a design file for each project. Design files should contain working drawings, notes, ideas, drafts, contact information, resource lists, etc. (If working in a group, each member will keep a copy of the Team Operating Agreement in this file).

How are projects assessed?

Assessment is an ongoing process of documenting and learning. By documenting decisions, revisions, ideas and initiative in the design file, students and teachers will capture valuable material for assessing student work and growth.

All projects will be evaluated according to the assessment rubric created in the Brainstorming Phase. Each rubric will be crafted according to individual projects, however the general categories to be evaluated are as follows:

1. Content
2. Oral and Written Communication
3. Critical Thinking
4. Time Management
5. Teamwork (if applicable)

Projects are evaluated based on quality, accuracy, clarity, organization, and level of involvement. Ongoing feedback from peers, mentors, and teachers is absolutely necessary throughout all phases of a project.

What are the project requirements?

1. Collaboration between students, teachers, and community members is a MUST
2. Multi-media should be an aspect of every project it can be integrated with

Project Time Manifesto:

To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.

To grow as a person, challenge yourself.

Possible Mini-Lessons during Project Time
(Short lessons that will enhance necessary skills)

- How to read charts and graphs
- Modern research techniques
- How to cite sources (MLA format)
- Descriptive writing with a clear and captivating topic sentence
- Note taking & highlighting
- Speed reading
- Organization
- Software tutorials
- Communication/critical thinking

Project Ideas
- Grant writing/fundraising
- Yearbook
- Middle school room 2017
- Investigating disease (cancer/asthma/diabetes)
- Frontier living/homesteading (peeps – like the Village)
- A “green” home or school
- Break dancing/movement/circus of kids
- Starting a business
- Building a robot, a computer, or a computer network
- Game strategy
- Geo-literacy: local history, geology, geography, local plants and animals, write, photograph, videotape, design a website with findings

*Possible Geo-literacy Places*
~ Huron River
~ Arboretum
~ U of M Diag
~ Clonlara School
~ U of M Stadium
~ Detroit
~ Old frat on Williams St.
~ Cemetery
~ Botanical Gardens