Correlation Between TIPS Project Objectives & Project Assessment Activities

The project objectives fall into one of three categories:

  • Enduring Understandings-Those topics which are the big ideas, the ideas that will have enduring understandings beyond the project.
  • Essential Knowledge Questions-Those topics which are important to know for the project.
  • Key Knowledge Skills-Those topics that are worth knowing, those ideas we want the learner to encounter during the project.

The project project assessment activities:

  • Are a collection of evidence taken throughout the project to demonstrate understanding.
  • Demonstrate learner understanding within context.

Project Objectives:

Performance Assessment Tasks:
Becoming a Coach | Asking Good Questions
Using IHAD Features |
Developing & Using a Pacing Guide
Planning Assessments | Using Interactive Tools

Enduring Understandings
Essential Knowledge (Essential Questions)
Key Knowledge Skills

The role of a coach as it compares to the role of a teacher

How is the role of "teacher" different from role of "coach"?

A coach is more of a guide and facilitator while a teacher is more of a leader and transmitter of knowledge.

 

Topic: Becoming a Coach

Milestone Assessment:
Development of a KIDSPACE Web page that includes key concepts about becoming a coach and individual perspectives on the topic.
...-Group Assessment: Teachers will analyze the topic under discussion (becoming a coach) looking for common threads in their postings. These key concepts about being a coach posted on KIDSPACE-Tip #1-Becoming a Coach.

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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Why is role of "coach" advantageous in project-based learning?



What constitutes a "good question" that leads to inquiry and reflection?

Good questioning skills are an important part of project based learning

....-Posing questions can guide students in their inquiry process.
....-Questions that ask students to elaborate, justify, extend their ideas helps with metacognitive reasoning.

 

Topic: Asking Good Questions

Milestone Assessment:
Development of a KIDSPACE Web page that includes key concepts about asking good questions and individual perspectives on the topic.
....-Group Assessment: Teachers will analyze the topic under discussion (questioning strategies that help lead to inquiry and reflection) looking for common threads in their postings. These key concepts about questionning strategies will be posted on KIDSPACE-Tip #2-Asking Good Questions..

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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Advanced planning is crucial to integrating online PjBL

 

What are the objectives of the IHAD project? The IHAD project has numerous features that teachers should be able to locate and use:

....-module descriptions
....-module lessons
....-module curricular ......connections
....-module resources

Topic: Using I Have a Dream Features

Milestone Assessment:
Development of a KIDSPACE Web page that provides key concepts about using IHAD features
and individual perspectives on the topic
..-Group Assessment: Teachers will analyze the topic under discussion (using IHAD features
) looking for common threads in their postings. These key concepts using the features of IHAD will be posted on KIDSPACE-Tip #3-Using IHAD Features.

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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How can teachers use additional resources available in the IHAD project?

A plan of action or pacing guide includes information such as:
..
..-current activities to complete, prioritizing the activities and steps
..
..-preparation for upcoming activities
..
..-culmination and follow-up on previous activities

Topic: Developing and Using a Pacing Guide

Milestone Assessment:
Development of a KIDSPACE Web page that provides key concepts about developing and using a pacing guide
and individual perspectives on the topic
..-Group Assessment: Teachers will analyze the topic under discussion (deveoloping and using a pacing guide
) looking for common threads in their postings. These key concepts pacing guides will be posted on KIDSPACE-Tip #4-Developing & Using a Pacing Guide.

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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How can developing a pacing guide helps to facilitate planning and organization?

The IHAD project includes optional activities which teachers can modify for their particular setting.

Project-based learning lends itself to multiple types of assessment
opportunities:
....-observation and dialogue
....-performance assessment
....-assessment using rubrics
....-self-assessment
....-prompted dialog and reflective journaling
....-unstructured observation opportunities
....-traditional quizzes and tests

Topic: Planning Assessments

Milestone Assessment:
Development of a KIDSPACE Web page that provides key concepts about planning assessments
and individual perspectives on the topic
..-Group Assessment: Teachers will analyze the topic under discussion (planning assessments
) looking for common threads in their postings. These key concepts using the features of IHAD will be posted on KIDSPACE-Tip #5-Planning Assessments.

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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Online interactive tools can enhance project-based learning.

How can the KIDLINK's interactive tools be adapted for use in the IHAD project?

 

Interactive features of KIDLINK that will be used for the IHAD project include:

....-The KIDLINK IRC for synchronous chats
....
-C2D for designing and planning multimedia presentations
....-KIDSPACE, KIDLINK’s student Web publication site
.... -IHAD-Coord for asynchronous communica-tion between teachers in the IHAD project.

Topic: Using Interactive Tools

Milestone Assessment:
Development of a KIDSPACE Web page that provides key concepts about the way interactive tools can be used in IHAD
and individual perspectives on the topic
..-Group Assessment: Teachers will analyze the topic under discussion (using interactive tools
) looking for common threads in their postings. These key concepts using interactive tools will be posted on KIDSPACE-Tip #6-Using Interactive Tools.

...-Individual Assessment: After discussion of the topic, each teacher will post his/her perspective on the topic on KIDSPACE.

First draft=formative assessment, providing an glimpse at the teacher's emerging understanding.

Final draft=summative assessment, representing the teacher's understanding at the end of the project.

Unstructured Assessment:

...-Observation of dialog on IHAD-Coord will provide facilitators a chance to assess emerging understandings, allowing facilitators an opportunity to scaffold learning as needed.

...-Learner Self-Assessment will occur as teachers read others' responses to the topic and compare them with their own understandings.

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How can teachers use the IHAD Coordination (IHAD-Coord) list for peer discussion, guidance, and support?

These tools (IRC, C2D, KIDSPACE, IHAD-Coord) can be used to:

....-facilitate discussion
....
-examine multiple perspectives
....-plan activities
.... -provide support

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Resources for Technology Facilitators

13/11/01