I like the ownership of learning concept! Bravo!
This link has been bookmarked by 229 people . It was first bookmarked on 11 Jun 2007, by jameyd.
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11 Dec 11
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Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks
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mpelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks.
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Project work culminates in student products and performance tasks such as persuasive presentations and informational newsletters that demonstrate understanding of content standards and learning objectives.
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16 Aug 11
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relevant to students’ lives and may involve community or outside experts who provide a context for learning.
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26 Jul 11
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Students demonstrate knowledge through a product or performance.
1Projects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. These final products allow for student expression and ownership of learning.
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20 Jul 11
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18 Jul 11
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open-ended, authentic tasks.
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The teacher takes on the role of a facilitator or coach.
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Opportunities for reflection, feedback, and adjustment are embedded in the project.
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The teacher takes on the role of a facilitator or coach
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04 Jul 11
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14 Jun 11
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06 Jun 11
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Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
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19 Feb 11
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02 Feb 11
Judy FlakeProject Descriptions and clarification for development
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30 Jan 11
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20 Jan 11
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12 Jan 11
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Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work
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Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. They are challenged to dig deeper with subject-specific content questions that focus on standards and objectives. There are three types of Curriculum-Framing
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05 Jan 11
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27 Dec 10
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15 Nov 10
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30 Sep 10
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performance
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performance
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performance
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performance
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erform
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through
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knowledge
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through a product
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26 Jul 10
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24 Jul 10
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12 Jul 10
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Students often work in collaborative groups, assuming roles that make best use of their individual talents.
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14 Jun 10
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Add Sticky NoteProjects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. These final products allow for student expression and ownership of learning.
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08 Jun 10
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08 Dec 09
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05 Dec 09
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07 Nov 09
Susan Tomaszewskicharacteristics of projects
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27 Oct 09
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21 Oct 09
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Clear expectations are defined at the beginning of a project
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08 Oct 09
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broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students
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Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. They are challenged to dig deeper with subject-specific content questions that focus on standards and objectives. There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students see how subjects are related. Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
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ssion and ownership of learning.
Technology supports and enhances student learning. -
and an
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
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There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units.
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Add Sticky Note
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research core concepts
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Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. They are challenged to dig deeper with subject-specific content questions that focus on standards and objectives. There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions.
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents. -
Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products
-
Technology supports and enhances student learning.
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products. With the help of technology, students have more control over final results and an opportunity to personalize products. Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
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Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances.
-
Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances.
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The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
-
-
-
There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units.
-
designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions
-
assuming roles that make best use of their individual talents.
-
Projects involve on-going and multiple types of assessment.
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project. -
Thinking skills are integral to project work.
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03 Oct 09
Anne TomCharacteristics of Project
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23 Sep 09
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Well designed project-based units engage students in open-ended, authentic tasks.
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Questions keep projects focused on important learning.
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Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
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06 Aug 09
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27 Jul 09
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Add Sticky NoteGood projects are developed around core curricular concepts that address national or local standards.
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Is it time to push for national curriculum standards?
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Read for homework
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Students learn through inquiry and have some control over decisions about how they complete project tasks
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Students are at the center
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empower students to make decisions and apply their interests and passions to culminating products and performances.
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core curricular concepts
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13 Jul 09
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Students are at the center of the learning process.
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Projects focus on important learning objectives that are aligned with standards.
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The project has clear objectives that align with standards and focus on what students should know as a result of their learning.
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Projects involve on-going and multiple types of assessment.
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project.
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29 Jun 09
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Students are at the center of the learning process.
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Projects focus on important learning objectives that are aligned with standards.
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Projects involve on-going and multiple types of assessment.
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The project has real-world connections.
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Students demonstrate knowledge through a product or performance.
-
Technology supports and enhances student learning.
-
Thinking skills are integral to project work. -
Instructional strategies are varied and support multiple learning styles.
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25 Jun 09
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Good projects are developed around core curricular concepts that address national or local standards. The project has clear objectives that align with standards and focus on what students should know as a result of their learning. With a focus on objectives, the teacher defines appropriate demonstrations of learning in an assessment plan and organizes learning activities and instruction.
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Essential Questions are broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students see how subjects are related. Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
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Projects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. These final products allow for student expression and ownership of learning.
-
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products. With the help of technology, students have more control over final results and an opportunity to personalize products. Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
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Instructional strategies are varied and support multiple learning styles. Instructional strategies create a richer learning environment and promote higher- order thinking. A range of instructional strategies ensures that the curricular material is accessible to all students and provides opportunities for every student to succeed. Instruction may include the use of different cooperative grouping strategies, graphic organizers, and teacher and peer feedback.
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Project work culminates in student products and performance tasks such as persuasive presentations and informational newsletters that demonstrate understanding of content standards and learning objectives
-
-
-
Students are at the center of the learning process.
-
Projects focus on important learning objectives that are aligned with standards.
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clear objectives that align with standards and focus on what students should know as a result of their learning.
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Projects are driven by Curriculum-Framing Questions.
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three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts.
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Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
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real-world connections.
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demonstrate knowledge through a product or performance.
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Technology supports and enhances student learning.
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Projec
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Projects focus on important learning objectives that are aligned with standards.
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ts involve on-going and multiple types of assessment.
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Characteristics of Well-Designed Project-Based Units
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There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units.
-
Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. -
Projects focus on important learning objectives that are aligned with standards.
Good projects are developed around core curricular concepts that address national or local standards. -
Projects are driven by Curriculum-Framing Questions.
Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. -
Projects involve on-going and multiple types of assessment.
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. -
The project has real-world connections.
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning. -
Students demonstrate knowledge through a product or performance.
Projects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. -
Technology supports and enhances student learning.
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products. -
Thinking skills are integral to project work.
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. -
Instructional strategies are varied and support multiple learning styles. Instructional strategies create a richer learning environment and promote higher- order thinking.
-
Instruction may include the use of different cooperative grouping strategies, graphic organizers, and teacher and peer feedback.
-
-
-
There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units.
-
Well designed project-based units engage students in open-ended, authentic tasks.
-
Good projects are developed around core curricular concepts that address national or local standards.
-
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning
-
-
24 Jun 09
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Projects are driven by Curriculum-Framing Questions.
Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. They are challenged to dig deeper with subject-specific content questions that focus on standards and objectives. There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students see how subjects are related. Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
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19 Jun 09
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Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The
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Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work.
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Students are at the center of the learning process.
-
There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts.
-
Unit Questions are tied directly to the project and support investigation into the Essential Question.
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Content Questions are more fact-based and align to identified standards and objectives.
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16 Jun 09
sara einwohnerPROJECT DESIGN BASED ON HIGHER ORDER LEARNING, LOTS OF GOOD DETAIL AND IDEAS FOR ALL AGES DESIGNED TO ENGAGE CHILDREN.
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Barbara BurnsHow to design an effective project
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Yoshawnda TrotterIntel Teach Characteristics of Project Designs
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open-ended, authentic tasks.
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Students often work in collaborative groups, assuming roles that make best use of their individual talents
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developed around core curricular concepts that address national or local standards.
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student products and performance tasks such as persuasive presentations and informational newsletters that demonstrate understanding of content standards and learning objectives.
-
Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines.
-
subject-specific content questions that focus on standards and objectives
-
Essential, Unit, and Content
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three types
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Essential Questions are broad and open-ended questions that address big ideas and enduring concepts
-
Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
-
help students see how subjects are related
-
often cross disciplines
-
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project.
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may involve community or outside experts
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relevant to students’ lives
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may present their learning to an authentic audience, connect with community resources, tap into experts in the field of study, or communicate through technology.
-
Projects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. These final products allow for student expression and ownership of learning.
-
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products. With the help of technology, students have more control over final results and an opportunity to personalize products. Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
-
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. Throughout the project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world.
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promote higher- order thinking
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curricular material is accessible to all students
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opportunities for every student to succeed
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cooperative grouping strategies, graphic organizers, and teacher and peer feedback.
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09 Jun 09
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Well designed project-based units engage students in open-ended, authentic tasks.
-
Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks.
-
The project has clear objectives that align with standards and focus on what students should know as a result of their learning.
-
There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions.
-
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project.
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promote higher- order thinking.
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05 Feb 09
allison ramseyProjects are driven by Curriculum-Framing Questions.
Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines. They are challenged to dig deeper with subject-specific content questions that focus on standards and objectives. There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students see how subjects are related. Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards -
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents. -
Projects focus on important learning objectives that are aligned with standards.
Good projects are developed around core curricular concepts that address national or local standards. The project has clear objectives that align with standards and focus on what students should know as a result of their learning. With a focus on objectives, the teacher defines appropriate demonstrations of learning in an assessment plan and organizes learning activities and instruction. Project work culminates in student products and performance tasks such as persuasive presentations and informational newsletters that demonstrate understanding of content standards and learning objectives.
-
-
-
Thinking skills are integral to project work.
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. Throughout the project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world.
-
-
-
There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units.
-
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08 Jan 09
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Technology supports and enhances student learning.
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products.
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-
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Students are at the center of the learning process.
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The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
-
There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions.
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Students demonstrate knowledge through a product or performance.
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07 Jan 09
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06 Jan 09
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cathy kell1/6/09 workshop
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Students learn through inquiry and have some control over decisions about how they complete project tasks.
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The project has clear objectives that align with standards and focus on what students should know as a result of their learning.
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Kim Jonescharaceristics of projects
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Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances
-
Good projects are developed around core curricular concepts that address national or local standards.
-
Questions keep projects focused on important learning.
-
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods
-
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning
-
presentations, written documents, constructed displays
-
Technology supports and enhances student learning.
Students have access to different types of technology, which are used to support the development of thinking skills, content expertise, and creation of final products. With the help of technology, students have more control over final results and an opportunity to personalize products -
collaboration, self-monitoring, analysis of data, and evaluation of information
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Instructional strategies create a richer learning environment and promote higher- order thinking
-
-
-
Students are at the center of the learning process.
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engage students in open-ended, authentic tasks
-
Projects focus on important learning objectives that are aligned with standards.
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clear objectives
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Projects are driven by Curriculum-Framing Questions.
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Questions keep projects focused on important learning
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broad and open-ended questions
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on-going and multiple types of assessment
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relevant to students’ lives and may involve community
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presentations, written documents,
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Anne CokerPlanning projects
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28 Nov 08
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Good projects are developed around core curricular concepts that address national or local standards. The
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18 Nov 08
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15 Nov 08
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29 Sep 08
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20 Sep 08
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16 Sep 08
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developed around core curricular concepts that address national or local standards. The project has clear objectives that align with standards and focus on what students should know as a result of their learning. With a focus on objectives, the teacher defines appropriate demonstrations of
-
-
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Students are at the center of the learning process.
-
-
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks.
-
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances
-
-
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Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
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Juliet JonesStudents are at the center of the learning process.
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Projects
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Students are at the center of the learning process.
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Projects focus on important learning objectives that are aligned with standards.
Good projects are developed around core curricular concepts that address national or local standards. -
Projects are driven by Curriculum-Framing Questions.
-
Projects involve on-going and multiple types of assessment.
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods. Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project. -
The project has real-world connections.
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning. Students may present their learning to an authentic audience, connect with community resources, tap into experts in the field of study, or communicate through technology.
-
-
-
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. Students learn through inquiry and have some control over decisions about how they complete project tasks. The teacher takes on the role of a facilitator or coach. Students often work in collaborative groups, assuming roles that make best use of their individual talents.
-
-
-
Well designed project-based units engage students in open-ended, authentic tasks
-
Students often work in collaborative groups, assuming roles that make best use of their individual talents.
-
Project work culminates in student products and performance tasks such as persuasive presentations and informational newsletters that demonstrate understanding of content standards and learning objectives.
-
There are three types of Curriculum-Framing Questions: Essential, Unit, and Content Questions. Essential Questions are broad and open-ended questions that address big ideas and enduring concepts. They often cross disciplines and help students see how subjects are related. Unit Questions are tied directly to the project and support investigation into the Essential Question. Unit Questions help demonstrate how well students understand the core concepts of the project. Content Questions are more fact-based and align to identified standards and objectives.
-
Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project.
-
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning
-
Students may present their learning to an authentic audience, connect with community resources, tap into experts in the field of study, or communicate through technology
-
Projects typically culminate with students demonstrating their learning through presentations, written documents, constructed displays, proposals, or even simulated events such as a mock trial. These final products allow for student expression and ownership of learning.
-
Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
-
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. Throughout the project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world.
-
Instruction may include the use of different cooperative grouping strategies, graphic organizers, and teacher and peer feedback.
-
-
-
Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances -
Students have models and guidelines for high quality work and know what is expected of them from the beginning of the project. Opportunities for reflection, feedback, and adjustment are embedded in the project.
-
Projects are relevant to students’ lives and may involve community or outside experts who provide a context for learning. Students may present their learning to an authentic audience, connect with community resources, tap into experts in the field of study, or communicate through technology.
-
Students can reach beyond the walls of the classroom by collaborating with distant classes through email and self-made Web sites, or presenting their learning through multimedia.
-
Thinking skills are integral to project work.
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information.
-
-
-
Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. Compelling project tasks empower students to make decisions and apply their interests and passions to culminating products and performances. -
Projects focus on important learning objectives that are aligned with standards.
Good projects are developed around core curricular concepts that address national or local standards. The project has clear objectives that align with standards and focus on what students should know as a result of their learning. -
Projects are driven by Curriculum-Framing Questions.
Questions keep projects focused on important learning. Students are introduced to a project with questions that pose big and enduring ideas that cross many disciplines -
Projects involve on-going and multiple types of assessment.
Clear expectations are defined at the beginning of a project and are revisited with multiple checks for understanding using varied assessment methods -
Thinking skills are integral to project work.
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. Throughout the project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world.
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<!-- ** / Wrapper Table for Spotlight Box(es) ** --><!--[related-links]-->Inside Projects <!--[generic-link-body]--> Take a look inside four project-based units:<!--<div class="moduleBoldLink"><a href="http://educate.intel.com/http://educate.intel.com/NEED_URL">Learn more ›</a></div>--><!--[/generic-link-body]-->
Elementary K-2
Elementary 3-5
Secondary 6-8
Secondary 9-12
<!--[spotlight]--><!-- Spotlight box -->Benefits of Project Approaches <!--[generic-link-body]--> Learn about the benefits of projects in the classroom.<!--<div class="moduleBoldLink"><a href="http://educate.intel.com/NEED_URL">Learn more ›</a></div>--><!--[/generic-link-body]-->
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Characteristics of Well-Designed Project-Based Units
There are many kinds of projects implemented in classrooms. Effective projects balance the level of student control with teacher-planned structure that guides and focuses student work. The characteristics below help define effective project-based units. -
Students are at the center of the learning process.
Well designed project-based units engage students in open-ended, authentic tasks. -
Thinking skills are integral to project work.
Project work supports the development of both metacognitive and cognitive thinking skills such as collaboration, self-monitoring, analysis of data, and evaluation of information. Throughout the project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world.
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30 Aug 08
Public Stiky Notes
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