PBLInstructional

Design

PBL Instructional Design

Name: Name of PBL:Grade Level: Content Area:

Time Frame And Collaboration

Student Relevance

Assessment

Background Information

PBL Scenario

Objectives

Table of Contents

NJCCCS

21st Century Skills

Products

Intended Audience

Materials and Resource

Connections

Driving Questions

Instructional Strategies

Implementation Plan

Learning Environment

Supporting Documents

Special Needs

Safety Accommodations

Resources

Technologyand

Objectives

Starting with the end in mind. • What specific area of low academic performance will this PBL address? • What skill do you want the students to know or be able to do? • How will students be able to apply the concepts or skills? • What changes in knowledge, skills, behaviors and/or attitudes do you hope to produce in your students?

Background Information

This could be a discussion, newspaper articles, past lessons in

class, information related to the curriculum, TV or Movies, or

that provides information about the topic.

Student Relevance

The student has to see the point for doing the PBL. Should be

relevant to the student’s life, or something related to the school or their local community. Perhaps a global issue

that students may feel strongly about.

• How is this relevant to the student’s life? • Why will they be interested?

PBL Scenario

Can be in the form of a letter or an ill-structured problem that

introduces students to a situation that needs resolution. Messy

and not too much information

Technology Integration• What Technology equipment or software do

you plan to use to support student learning? • How will this technology enhance student

learning?

• Technology Productivity Tools (example, page 40, Problem Based Learning for Math and Science)

• Technology Communication Tools• Technology Research Tools

Assessment • What methods of assessment do you plan to use? Quizzes, Test, essays, Daily

Journals, Portfolios, Content/performance Rubrics, Oral and Technology Presentation, Student Interviews, Peer Review/Assessment, Writing and Observation Checklist.

Assessment Resources http://rubistar.4teachers.org/index.php

Implementation Time Frame • Describe how much time you anticipate the PBL will take. Explain what you will do, day

one, day two, etc. Indicate any obstacles or events that might extend or shorten the time allotted. The time element of a PBL can be difficult, therefore you should always plan for alternative activities or additional class time to complete the activities.

NJCCCS

Careers or Workforce

Connections

What careers will this PBL address?

21st Century Skills:

What Learning and innovation skills, Information, Media and Technology Skills, Life and Career Skills, Core Subjects and 21st Century Themes will this PBL address.

Products• Answers the questions “How will they show what they know?” • Common with PBL activities, the exact student path or outcomes may be difficult to

predict at first. However, describe what the final student product, event, experiment or performance may look like. The products may be tied to the scenario and keeping the end in mind…the objective (s) and content standards. Examples include, but are not limited to, technology final presentations, models, developing a program that does not currently exist, etc.

Intended audience for the PBL

Will the results of this PBL end up outside the classroom setting and impact other school or community members?

:Materials and Resources

  List any materials and resources that will

supplement or support this design in any way.

Connections to Other Content Areas:

• In this section determine the rationale for other content areas that may be used. What specific areas not related to your content area would you like to see integrated into this design, and other content area teachers that may want to participate?

Driving Questions:

• Identify questions that can be answered through student research, investigation, or brainstorming activities. These questions are essential, the Big Picture/Big idea questions that will assist and guide students in their thought processes. Also, emphasize the importance for students to generate additional questions of their own to promote ownership of the activity.

Instructional Strategies:

• Describe the type of instruction you intend to use. Project, Problem Based Learning or other teaching methods. Explain how you will use collaborative learning and differentiated instruction in the activity;

Implementation PlanThe Five E’s (Describe how you will make your design work in your classroom).

Engagement

• (Students first opportunity to encounter and identify the task). Describe how you will engage the students. Students look for connections between past and present learning experiences. The focus should be on the learning outcomes and asking questions. Students may be unaware of a problematic situation. Show a need, and a way to capture their attention.

Back to Plan

Exploration

• (The student’s opportunity to get directly involved with a problematic situation). Describe how you will provide opportunities for students to investigate and test ideas on their own and with their peers. Students build relationships, exchange information, and communicate with each other. At this point in the process, the teacher acts as a facilitator, guiding student focus, but not providing answers.

Back to Plan

Explanation• (The stage for student’s to understand and

explain in a deeper and logical format). Describe how you will provide opportunities for students to develop explanations and introduce formal language, terms, and content information to make students’ previous experiences easier to describe and explain.

Back to Plan

Elaboration• (The stage for students to expand, make

connections, and apply what they have learned so far). Describe how you will provide the necessary setting for students to apply and extend their learning experiences to the world around them

Back to Plan

Evaluation• Evaluation: (The stage for students to evaluate project

progress and student understanding as it applies to the original and new problems they have encountered) Explain how you will provide opportunities for students to evaluate/assess their own work. How will you help them determine if they understand the concepts and knowledge related to the activity? The evaluation stage is an opportunity for teachers to pose critical questions regarding student choices. Examples of evaluation techniques that students can use are, student portfolios, journals, peer and self evaluations, student checklist, and student designed rubrics.

Back to Plan

Collaboration, Partnership and Community Connections How do you plan to include local business, other teachers, Universities, and or Government Agencies into this PBL?

Learning Environment• Will the project be limited to the classroom or

will it be in other locations? What physical accommodations can you make to help this PBL?

Supporting Documents• Will there be any special documents such as,

teacher/student contracts, form or letters to parents, photo permission forms, Internet Acceptable Use Policy forms (AUP), or permission forms to participate in a videoconferencing session?

Accommodations for Special Needs or unique situations that need to be

considered for this instructional design:

• Explain any special situations you may have with students that need additional help or require special attention in order for the student to participate in this activity.

Safety Accommodations• Explain the safety consideration that will be

necessary for an activity to take place in or outside of your classroom.

Additional Resources and References

• List any Internet links or other resources that will be useful for this instructional design. This is helpful when other teachers view your design and discover a new resource that they may not have known about.