Project Based Learning Debriefing Form Elementary School

Transcription

1 Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth in grades two and up should complete their own debriefing forms. 1. Name three things that you learned during this project. 2. What was your favorite part of the project? Why? 3. Do you enjoy working with a team? Why or why not? 4. What do you want to learn next? 5. How could the next project be better?

2 Project Name: Student Name: Project Based Learning Task List Use this chart to plan all the tasks to be completed during the project. Youth in grades two and up should complete their own task lists. 1. Task Check when complete

3 Out-of-School Time Projects Rubric Public Health Management Corporation Competency Emerging Proficient Mastery Breakthrough Project Content: What did I learn in this project. Collaboration: How was my teamwork? Team member did not work hard. Team member did not help others. Team member did not finish his/her work. Team member had good ideas and worked hard. Team member helped others and had a good attitude. Team member was prepared to work each day and finished work on time. Team member was a leader for the group. Team member helped the team finish on time. Team member did extra work on the project at home or after program time. Classmates were inspired by the team member and looked up to the team member. Observation Date: Communication: Did I present my work well? Student used words such as uh, ok, etc. during presentation. Student pronounced words incorrectly. Student did not speak loudly and clearly. Student s presentation had mistakes Student did not use many words such as uh, ok during presentation Student pronounced words correctly. Student spoke loudly and clearly. Student s presentation did not have mistakes. Student changed the volume and tone to make the presentation interesting. Student used high-level vocabulary to improve presentation. Student spoke from memory and only used notes once in a while. Presentation was very persuasive and student was an excellent speaker. Observation Date: Instructions: Before beginning the project, staff member fills out the rubric with the Project Content to be learned during the project. After finishing the project, staff member completes a rubric for each youth. Evaluate the youth s progress for each competency by circling the box for Emerging, Proficient, Mastery, or Breakthrough for each competency.

4 Out-of-School Time Projects Rubric Public Health Management Corporation Competency Emerging Proficient Mastery Breakthrough Critical Thinking and Career Preparation (for Middle and High): Observation Date: Student s work does not show problem solving skills. Student s work does not show career awareness. Student s work shows that student has some problem solving and critical thinking skills. Student shows career awareness. Student has basic job skills. Student s work shows good problem solving and critical thinking skills. Student shows good career awareness. Student has ready to work skills. Project shows excellent problem solving and critical thinking skills or other characteristics that lead to success in the world. Literacy: Do I have the grammar and writing skills necessary for school and work? Student s writing has many mistakes and is unclear. Student s writing does not have correct punctuation and grammar. Student has many spelling errors. Student s writing is hard to read. Student s writing has a few grammar and punctuation errors. Student s writing has some spelling errors Student s writing does not use enough vocabulary words to be clear. Student s sentences are sometimes awkward or incomplete. Student s writing has correct grammar and punctuation. Student s spelling is mostly correct. Student s uses vocabulary words correctly and clearly. Student s sentences are clear and flow smoothly. Student s writing is excellent. Student uses high level vocabulary with correct grammar, punctuation, and spelling. Observation Date: Instructions: Before beginning the project, staff member fills out the rubric with the Project Content to be learned during the project. After finishing the project, staff member completes a rubric for each youth. Evaluate the youth s progress for each competency by circling the box for Emerging, Proficient, Mastery, or Breakthrough for each competency.

5 A F T E R S C H O O L P R O J E C T P L A N N I N G F O R M Name of Project: Location/site: Duration of project: Grade/age Level: Facilitator: Project Idea Summary of the issue, challenge, investigation, scenario, or problem: Driving Question Project Content or Subjects to be learned: 21 st Century Skills and Habits of Mind to be taught. (Career Skills applicable for Middle and High School Models) Collaboration Communication Habits of Mind Career Skills: Culminating Products and Performances Group: Individual: Presentation Audience: Parents: School: Community: Experts: Web: 2008 Buck Institute for Education 1

6 A F T E R S C H O O L P R O J E C T P L A N N I N G F O R M Activities to generate student interest Project Assessment (Check all that will be used) Ongoing Assessments (Checkpoints During Project) Journal/Learning Log Art/Visuals Preliminary Plans/Outlines/Prototypes Practice Presentations Notes Checklists Rough Drafts Concept Maps Project Rubric (Final Assessment) Written Product(s) Oral Presentation Art Other Product(s) or Performance(s), with rubric: Peer Evaluation Self-Evaluation Reflection. Debriefing Methods (All debriefing must be documented) (Individual, Group, and/or Whole Class) Debriefing Form (required for second grade and up) Whole-Class Discussion Survey Focus Group Journal/Learning Log Resources Needed On-site people, facilities: Equipment: Materials: Community resources: 2008 Buck Institute for Education 2

7 Project: P R O J E C T C A L E N D A R Start Date: M O N D AY T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y P R O J E C T W E E K O N E P R O J E C T W E E K T W O P R O J E C T W E E K T H R E E 2008 Buck Institute for Education 3

8 Project: P R O J E C T C A L E N D A R M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y P R O J E C T W E E K F O U R P R O J E C T W E E K F I V E P R O J E C T W E E K S I X 2008 Buck Institute for Education 4