Project-Based Learning: What’s In It for Me? · Created by RMC Research Corporation 8 for Learn...

Partnerships Make A Difference 1

Welcome and Introductions Opening Video Transition from August September Goals and Focus Areas

More About Investigation Strategies Community Mapping/Neighborhood Walks Media Monitoring Student Interviews/Questionnaires

More Great Project Examples Reinforcing Video(s) Readings for Friday

Tips and Tools for Effective PBL Planning and Implementation (Continued) Project Planning Guide and Questions Driving Questions Student Engagement/Entry Events Authentic Products and Audiences Scaffolding Mapping/Scheduling Teaming/Collaboration Assessment Student Portfolios/Project Journals Capturing the Magic Technology to Support the PBL Process

Planning Time Sharing of Potential Project Ideas Peer Feedback and Support

Closing Comments

Project-Based Learning: What’s In It for Me?Exploring the What, Why & How of PBL

“Helping Young People Develop a Sense of Passion and Purpose for Their Learning and Lives”

Session 3: September 26, 2013

2 Partnerships Make A Difference


SIGNIFICANTCONTENT

21st CENTURYSKILLS

In-DepthInquiry

PublicAudience

Revision & Reflection

StudentVoice & Choice

Need toKnow

DrivingQuestion

Project Based Learning (PBL) is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world out-side the classroom. PBL is generally done by groups of students working together toward a common goal.

PBL is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around com-plex, authentic questions and carefully designed products and tasks.

PBL Definition

Essential Elements of PBL Buck Institute for Education

Entry Event(s)

Authentic

Authentic Product(s)

Collaboration


21st Century Student OutcomesSource: Partnership for 21st Century Skills (www.21stcenturyskills.org)

21st Century Outcomes are the knowledge, skills and expertise students should master to succeed in work and life in the 21st century.

21st Century Interdisciplinary Themes:

Global AwarenessFinancial, Economic, Business and Entrepreneurial Literacy

Civic LiteracyHealth Literacy

21st Century Skills (Categories):

Creativity and InnovationCritical Thinking and Problem Solving

Communication and CollaborationInformation Literacy

Media LiteracyICT (Information, Communications and Technology) Literacy

Flexibility and AdaptabilityInitiative and Self-Direction

Social and Cross-Cultural SkillsProductivity and AccountabilityLeadership and Responsibility

How can we use service-learning as a strategy to help students develop these skills and use them in endeavors that matter?


A typical service-learning project includes five components: 1. Investigation: Teachers and students investigate the community problems that they might potentially address. Investigation typically involves some sort of research and mapping activity. 2. Planning and Preparation: Teachers, students, and community members plan the learning and service activities, and address the administrative issues needed for a successful project. 3. Action (Implementing the Service Activity): The “heart” of the project: engaging in the meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community. 4. Reflection: Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school; and 5. Demonstration/Celebration: The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future.Assessment is part of all activities to ensure that you can measure the learning and development that occur through service-learning, and to help you diagnose student needs, provide feedback, and improve instruction. These components are the building blocks of any service-learning project.

K-12 Service-Learning Project Planning Toolkit. Created by RMC Research Corporation 8 for Learn and Serve America’s National Service-Learning Clearinghouse

K-12 Service-Learning Project Planning ToolkitService-learning: An Overview

4) Reflection

1) Investigation

3) Implementing theService Activity

2) Planning andPreparation

5) Demonstration/Celebration


1. Meaningful Service: Service-learning actively engages participants in meaning ful and personally relevant service.2. Link to Curriculum: Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.3. Reflection: Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.4. Diversity: Service-learning promotes understanding of diversity and mutual respect among all participants.5. Youth Voice: Service-learning provides youth with a strong voice in planning, implementing and evaluating service-learning experiences with guidance from adults.6. Partnerships: Service-learning partnerships are collaborative, mutually benefi- cial, and address community needs.7. Progress Monitoring: Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.8. Duration and Intensity: Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes.

K-12 Service-Learning Standards for Quality Practice

Source: National Youth Leadership Council (www.nylc.org)

Definition of High Quality Service-LearningSource: Corporation for National and Community Service

Service-learning is a method of teaching and learning that connects classroom lessons with meaningful service to the community. Integrated into the academic curriculum, service-learning helps students and schools meet academic goals. Service-learning enables young people to apply their knowledge in support of their neighbors and community, even as they gain knowledge and skills from meeting real community needs. Students build character and become active citizens as they work with others in their school or community to create service projects in areas like education, public safety, and the environment.


NOTES

Ideas for Student Interview Questions . . .


NOTES

Ideas for Other Investigation Activities . . .


PBL PLANNING PRIMERWhere do ideas come from???

Starting Points…

4 Standards4 Community needs/issues4 What people do in the world of work4 Students’ interests4 Previous projects (see list of helpful websites)

What’s this all about??? Why are we doing this???Characteristics of an Effective Driving Question (DQ)

4 “Snapshot” of the project4 Interesting, intriguing4 Open-ended and/or complex—no simple yes/no answer4 Compelling—creates a need to know/learn significant content and skills4 Authentic—focuses on a real issue, problem or challenge whenever possible (local context may add further value/appeal)

Types of DQs

Abstract/Conceptual (answered by conceptual analysis and logical argument): What is a hero? When is war justified?

More Concrete (answered mainly by the analysis of empirical evidence): Is our water safe to drink? Why did the dinosaurs become extinct?

Problem-Solving (answered by offering a reasonable solution): How can a local business attract more customers? How can we improve traffic flow around our school?

Design Challenge (answered by creating—and often executing—a design that effectively meets re-quirements): How can we create a work of art/piece of media to express our thoughts about diversity in our community? How can we design a community theatre that meets size limits and seats the most people?


Why should I care???“The Hook”… Examples of Entry Events

4 Real or fictitious correspondence: letter, memo, email presenting a need/challenge 4 Discussion of specific issue or event (current or historical)4 Website review/research4 Guest speaker4 Video/film clip4 Field trip4 Simulation or reenactment4 Demonstration or activity4 Provocative/motivating literature selection4 Startling statistics4 Photographs, songs, works of art

What can we do???Types of Culminating Products

Written Products: research report, narrative, letter, poster, brief, proposal, poem, outline, brochure, biography, autobiography, essay, book review, news story, short story, editorial, script

Presentation Products: speech, debate, play, song/lyric, musical piece, dance, oral report, panel discussion, dramatic reenactment, newscast, discussion, data display (e.g., chart, graph, statistical representation), exhibition of products

Technological Products: computer database, computer graphic, computer program, website, graph-ic presentation, flow chart

Media Products: audio recording, slide show, video, drawing, painting, collage, sculpture, map, scrapbook, oral history, photo essay or album

Construction Products: physical model, consumer product, system, machine, scientific instrument, finished structure (e.g., greenhouse, playground equipment), museum exhibit

Planning Products: proposal, estimate, bid, blueprint, flow chart, timeline


How can I make this work???Tips for Planning and Managing Your Project

4 Keep it real! The more authentic, the better. Think about how your students can “make a difference” through the work they do, the products they create, and the “audience” and/or clients they reach.

4 Consider using planning and management tools like those developed by BIE and other PBL organizations. Or, if you prefer, design your own tools for designing and monitoring your proj ect.

4 Plan with the end in mind. (“Backwards Design”, Wiggins and McTigue) 1) Identify the desired results 2) Determine acceptable evidence 3) Plan learning experiences and instruction

4 Build/nurture a culture of inquiry, research, critical thinking/problem solving, individual responsibility, collaboration/teamwork, revision and reflection, constructive critique, effective communication/presentation, and innovation/creativity.

Your students may need help in these areas. How can you provide practice and support?

4 What will your students need to know and be able to do in order to successfully fulfill their roles in this project? How can you provide appropriate resources, scaffolding, and support? How will their learning process be connected to specific curriculum standards?

4 Choose curriculum standards that require more in-depth understanding and/or authentic application—for example, those that require them to analyze, compare, apply, plan, conduct, persuade, reflect, evaluate, read/write/speak for a purpose.

4 Think about various ways to help students build their knowledge and skills. Remember, we are working on in-depth inquiry, critical thinking/problem-solving, collaboration, and communication skills, and we are trying to provide authentic experiences. So how can students learn both independently and together? How might you utilize outside experts and community members?

4 Consider the use of mentor texts and/or exemplars to help your students design and complete their products.


4 Decide what documents and resources you need to give students at the beginning of the project and/or at other points along the way. Examples include: team roster, project calendar, rubrics/assessments, templates for contracts and progress reports, presentation/exhibition schedule, resource list, etc.

4 Think about the specific roles and responsibilities of the teams you designate, as well as the roles of individual team members. There are many ways this can work, but students will need your guidance and direction. As part of your plan, you may want one member of each team to be part of your “project management team” so that you can more easily monitor how each group is doing along the way.

4 Help your students “hold their thinking” and track their progress as the project evolves. What strategies/tools can help you do this?

Need to Know lists KWL charts Anchor charts Graphic organizers Word walls Concept maps Guided journals Research notebooks Folders

4 Plan carefully for both formative and summative assessment, and consider the use of rubrics as part of your plan. Assessment should be a blend of constructive self-evaluation, peer evaluation, and teacher evaluation.

4 Have students show you/turn in “checkpoint products” or other evidence of progress at specific intervals during your project. This will help you make sure they are on track.

4 Be sure to communicate with parents before, during, and after the project! Include information about assessment so that they won’t be surprised.

4 Plan carefully for your culminating presentation/exhibition event, and let students assume significant ownership/leadership for this process. Will your students need to practice their


presentation skills, and if so, how will you ensure that this happens before your culminating event?

4 Save time to debrief and celebrate at the end of your project!

So…What should success look like in PBL?

Authentic!Rigor, relevance and relationships

21st Century Skills in actionStandards met or exceeded

“Truer, deeper learning”Thinking grows over time.

Students do the work of real people.They learn important content and skills.

They learn more about themselves.They become “experts.”

They’re passionate and engaged.They assume ownership/leadership.

They feel proud and successful.They collaborate and communicate effectively.

They “make a difference” in some way.Their work and products matter to an “authentic audience.”

Some portions adapted from the Buck Institute for Education


© 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N70 / R E S O U R C E S / P B L 1 0 1

PBL Essential Elements ChecklistWhatever form a project takes, it must have these Essential Elements to meet BIE’s definition of PBL.

Does the Project . . .? ?FOCUS ON SIGNIFICANT CONTENT At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

DEVELOP 21st CENTURY SKILLS Students build skills valuable for today’s world, such as critical thinking/problem solving, collaboration, and communication, which are taught and assessed.

ENGAGE STUDENTS IN IN-DEPTH INQUIRY Students are engaged in a rigorous, extended process of asking questions, using resources, and developing answers.

ORGANIZE TASKS AROUND A DRIVING QUESTION Project work is focused by an open-ended question that students explore or that captures the task they are completing.

ESTABLISH A NEED TO KNOW Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.

ENCOURAGE VOICE AND CHOICE Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

INCORPORATE REVISION AND REFLECTION The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning.

INCLUDE A PUBLIC AUDIENCE Students present their work to other people, beyond their classmates and teacher.

For more FreeBIEs visit bie.org © 2 0 1 1 B U C K I N S T I T U T E F O R E D U C A T I O N

© 2011 Buck Institute for Education


Project Based Learning Training Questions

(1) What’s the topic/main idea of your project? Give a brief summary/description of the issue, challenge, investigation, scenario, or problem you want students to address.

(2) Why did you choose this topic/idea? What impact do you hope it will have on your students and their learning? What impact do you hope it will have on others? (In other words, what difference will it make?)

(3) What Driving Question will guide the project? (Feel free to jot down more than one possibility.)

(4) What Entry Event(s) will you use to engage students and launch the inquiry process? (Feel free to jot down more than one possibility.)

(5) What content standards will you focus on?

(6) What 21st Century Skills will you address and assess? (Remember, PBL especially emphasizes collaboration, communication, and critical thinking/problem solving, but you can certainly focus on others.)

Name of Project:

Subject/Course:

Other subject areas to be included, if any:

Name(s) of teacher(s):

Grade level(s):

Estimated duration (number of days or weeks; probable amount of time per day):


(7) What major products/performances will your students create?

(8) What “authentic audience” will see and respond to their work? What is the benefit of having your students share their work/products with these particular people?

(9) What knowledge and skills will your students need to successfully complete their work? What learning opportunities and resources will you need to provide so they can acquire this necessary knowledge and expertise?

(10) How will you give your students opportunities for “voice and choice” during the project?

(11) How will you build a sense of community among your students throughout the project?

(12) How will you enable them to work in groups/teams, and what purpose/function will these teams serve?

(13) How could the use of technology enhance your project? (Technology can often support students’ research in an engaging way, help make their writing and other work more efficient, and improve the quality of their products. Technology may also help you and your students manage information and monitor progress.)

(14) How will you enable/encourage them to use various multiple intelligences? (Remember MI can be integrated throughout the PBL process, especially in students’ products, performances, reflection, and assessment.)

(15) How will you manage/monitor students’ progress (both individuals and teams) throughout the project? What tools and strategies will help you keep track of how things are going so that adjustments can be made along the way?

(16) How will you assess students’ learning during the project (formative assessment) and at the end of the project (summative assessment)? (Remember, the PBL assessment process should include peer evaluation and self-evaluation as well as evaluation by the teacher. Also, a variety of measures should be utilized, including rubrics.)

(17) How will you enable/encourage students to revise and improve their products throughout the project? (They will need your help in critiquing their own work and the work of others in a constructive manner. The goal here is continuous improvement, not criticism.)


(18) What techniques/strategies will you use to encourage ongoing reflection? (Again, we encourage you to use a variety of strategies so that students’ diverse gifts/talents are incorporated.)

(19) In what ways will you and your students “capture the magic” of their project? What lasting evidence will you gather and keep?

(20) What resources/assistance will you and your students need to successfully carry out this project? (Examples include on-site people and facilities, administrative support, community resource people, field trips/community-based experiences, equipment, materials, etc.)


Demonstrating 21st Century Skills . . .Doing the Work of Real People

STUDENTS

Conducting Inquiry: What do we need to know?(research, investigate, interview, conference) Skype.com (or FaceTime) Oovoo.com Email Internet

Managing Their Work: How do we keep track of and make sense of what we are learning?(share, collaborate, edit, comment, collect, update, store, draft) Docs.google.com Dropbox.com Wikispaces.com Spreadsheets Graphing software

Creating Products and Presentations: How can we demonstrate our learning and who is the authentic audience?(posters, books, presentations, display online, websites, scripts, newscasts, video, reviews, PSAs) Animoto.com Xtranormal.com Glogster.com Storybird.com Prezi.com Voicethread.com Sliderocket.com Wordle.net Edublog.org Sites.google.com Kidblog.org

???


Weebly.com Blogger.com Digital portfolio Kidsvid.4teachers.org Youtube.com Amazon.com Lulu.com

TEACHERS

Managing Your ProjectAssessing Your Project/StudentsCollaborating with Colleagues Polleverywhere.com Dropbox.com Edmodo.com Class website Project blog Wiki Edupln.ning.com Globaleducation.ning.com Classroom20.com Ncssnetwork.ning.com Cilc.org Twitter.com Google Forms My

GreatProject


SOME GREAT RESOURCES TO GET YOU STARTED . . .

Service-Learning Resources

Books:The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum and Social Action, by Cathryn Berger Kaye, available from amazon.com or free-spirit.com.

(Free Spirit Publishing offers other good books by the same author, as well as several by Barbara Lewis.)

Service-Learning in Grades K-8: Experiential Learning That Builds Character and Motivation, by Kate Thomsen, available from amazon.com or corwinpress.com.

Websites:National Youth Leadership Council: www.nylc.org National Service-Learning Clearinghouse: www.servicelearning.orgNational Service-Learning Partnership: www.service-learningpartnership.orgLearn and Serve America: www.learnandserve.govSaint Paul Public Schools: http://commed.spps.org/cp_servicelearning_resources.htmlYouth Service America: www.ysa.org (You might want to sign up for their weekly online newsletter.)Partnerships Make A Difference: www.partnershipsmakeadifference.org

PBL Resources

Buck Institute for Education: www.bie.org and www.pbl-online.org. (plenty of stuff you can download free, plus their books are very useful.)

Edutopia, from the George Lucas Educational Foundation: www.edutopia.org

High Tech High School: www.hightechhigh.org

22 The Legacy Group, Partnerships Make A Difference

Reflection Guide - Day 1• What have I learned today?

• What has moved me/resonated with me?


Transition Thursday Highlights Needs and Priorities for Today Reinforcing Video(s) Jigsaw Activity: Insights from the Readings

Tips and Tools (Continued) Technology Creating a Culture of Supportive Critique Other Useful Strategies

Planning Time

Movie Time: A Very Special Project

Reflection and Next Steps

Closing Comments and Evaluation

Project-Based Learning: What’s In It for Me?Exploring the What, Why & How of PBL

“Helping Young People Develop a Sense of Passion and Purpose for Their Learning and Lives”

Session 4: September 27, 2013


Verb ListDirections: Quickly read over the verbs found on this list. Put a check mark next to each verb

that you like to do. Then go back over the ones you checked and circle your five FAVORITE

verbs.

Adapted from work by Daniel Porot, Mary Lynne Musgrove

Achieved

Acted

Amused

Assembled

Budgeted

Built

Calculated

Classified

Coached

Collected

Communicated

Conducted

Constructed

Counseled

Created

Danced

Decided

Delivered

Designed

Directed

Discovered

Displayed

Dissected

Donated

Dramatized

Drew

Drove

Dug

Edited

Entertained

Established

Explained

Experimented

Financed

Fixed

Found

Gave

Guided

Had responsibility for

Helped

Hiked

Imagined

Improved

Influenced

Inspired

Interviewed

Invented

Investigated

Journaled

Judged

Kept

Lectured

Led

Learned

Lifted

Listened

Made

Managed

Mediated

Memorized

Mentored

Met

Modeled

Motivated

Observed

Operated

Ordered

Organized

Painted

Performed

Persuaded

Photographed

Planned

Played

Prepared

Presented

Printed

Problem-solved

Produced

Programmed

Proof-read

Protected

Publicized

Purchased

Questioned

Raised

Read

Recorded

Recruited

Rehabilitated

Remembered

Repaired

Reported

Represented

Researched

Risked

Sang

Scheduled

Sculpted

Served

Set up

Sewed

Shared

Showed

Sketched

Sold

Solved

Spoke

Started

Studied

Supervised

Talked

Taught

Tested & proved

Trained

Translated

Traveled

Tutored

Typed

Umpired

Understood

Won

Worked

Wrote


Goals and CommitmentsSchool

Contact Person

• Existing efforts I/we plan to enhance . . .

• New PBL ideas/possibilities I/we plan to explore . . .


• Strategies for involving additional staff members . . .

• Agencies/organizations with whom I/we would like to collaborate . . .

• Resources/support/assistance I/we need . . .


A Viewing Guide“PAPER CLIPS”

A List Of Things To Think About While Viewing The Movie . . .

Throughout our time together, we have emphasized several themes:Legacy

Gifts, Fascinations, and Positive Character TraitsConnection to Community

Taking Action That MattersReflection

Envisioning the Future

We believe, and we hope you do too, that these themes, when used as part of high quality, curric-ulum-based service-learning, can create magic in the classroom. As an excellent demonstration of how “magic” happens, we will be viewing Paper Clips. This film is a moving documentary that captures how the students, staff and community members of Whitwell, Tennessee created an inspiring service-learning project over time. -- Please review the list of elements below that enhance the impact of service-learning projects. -- While viewing the film, describe on the next page instances where you see these elements being demonstrated.

Elements That Enhance Service-Learning Projects

Through our service-learning project, students in our class have or will: • Explore significant needs and issues; • Examine prevailing myths and stereotypes; • Apply their academic knowledge and skills to situations that matter; • Identify and utilize their individual and collective gifts, passions, and positive character

traits; • Experience a personal connection with those they are serving, creating a sense of community; • Experience a sense of community with others they are serving with from their class/

school; • Identify tangible results and impact; • Reflect upon and attach meaning to their experiences; • Document and celebrate their efforts; and • Think about and recognize the legacies they are creating and can continue to create

through their positive action.


Explored significant needs and issues

Examined prevailing myths and stereotypes

Applied their academic knowledge and skills

to situations that matter

Identified and utilized their individual and collective

gifts, passions, and positive character traits

Experienced a personal connection with those they

are serving, creating a sense of community

Experienced a sense of community with others they

are serving with from their class/school

Identified tangible results and impact

Reflected upon and attached meaning to their

experiences

Documented and celebrated their efforts

Thought about and recognized the legacies they are

creating and can continue to create through their

positive action

KEY ELEMENT DEMONSTRATED IN PAPER CLIPS


Workshop Facilitators

Ellen Erlanger was a teacher and administrator for the Upper Arlington City Schools, Upper Arlington, Ohio, for 27 years and was involved in service-learning, career development, character education, vocational education, guidance, staff development and community education throughout that time. In addition to fulfill-ing her local program responsibilities, she provided consultation, training and technical assistance to other public and private schools on a regional, statewide and national basis. Ellen retired from the Upper Arlington City Schools in December 2002 after 30 years in the field and is now Vice President of Legacy Consulting Group and a consultant with the Legacy Group of Partnerships Make A Difference, a non-profit corporation providing training and educational materials development. Ellen has authored a variety of instructional materials and education-related articles as well as other books, works of poetry, and newspaper and magazine articles. She is also active in relevant education or-ganizations at the state and national levels. During her leadership, the Upper Arlington City School District achieved the rare distinction of having all three of their secondary schools selected by the Corporation for National Service as “National Service-Learning Leader Schools.” Ellen holds a B.A. and M.A. from the University of Michigan. Kathy Meyer, an educator for more than 30 years, served as an administrator for the Worthington Schools, Worthington, Ohio, from 1985 to 2000 and supervised service-learning, career development, charac-ter education, vocational education, guidance, science, and after-school and summer school programs. Under her leadership, Worthington was selected as a model school district by Learn and Serve Ohio. Kathy retired from the Worthington Schools in December 2000 and is President of Legacy Consulting Group. In addition, she is associated with the Legacy Group of Partnerships Make A Difference. In these roles, Kathy has authored and published a variety of instructional materials and provided related training programs in many public and private schools throughout Ohio and a number of other states. She has provided expertise in a variety of other settings and is active in many professional organizations. Over the years, she served in a number of leadership positions, including President of the Ohio Career Education Association. Kathy holds a B.A. from Wittenberg University and an M.A. from Wright State University. Dr. Marjori M. Krebs, an Assistant Professor in Teacher Education at the University of New Mexico, has been involved in service-learning firsthand as a student, teacher, administrator, and researcher. Marjori has presented numerous teacher workshops and graduate-level courses on many aspects of service-learning. She holds a BA from the University of Oklahoma, an MA from The Ohio State University, and an EdD from Bowling Green State University.

For more information, contact:

Kathy Meyer or Ellen Erlanger, The Legacy GroupPartnerships Make A Difference1601 W. Fifth Ave., #106Columbus, Ohio 43212614.488.3459info@partnershipsmakeadifference.orgwww.partnershipsmakeadifference.org

The Legacy Group of Partnerships Make A Difference is a non-profit organization dedicated to providing educators, parents and students with the tools and inspiration to do great things. We are committed and experienced educators whose ultimate vision is to help young people develop a sense of passion and purpose and learn to apply it throughout their lives.

The Growing Together Service-Learning Network utilizes service-learning as an instuctional strategy to enrich the teaching/learning process, enhance student success, improve school climate, and actively address a wide range of significant local and global needs and issues. This “community of service-learning practitioners” fos-ters effective partnerships among schools, community agencies/organizations, higher education partners, and philanthropic sponsors so that desired results can be achieved over time.


Please rate the following by circling the appropriate number:

VERY HELPFUL NOT HELPFUL

1. Workshop Content (overall)

a. Content was geared to participant needs: 4 3 2 1 0

b. Handouts were helpful and relevant: 4 3 2 1 0

c. Content is applicable to my situation: 4 3 2 1 0

Comments:

2. Workshop Process (overall)

a. Helpful variety of methods and media: 4 3 2 1 0

b. Relevant examples and applications: 4 3 2 1 0

c. Sufficient time for questions and discussions: 4 3 2 1 0

Comments:

3. Presenters (overall)

a. Well-prepared: 4 3 2 1 0

b. Competent: 4 3 2 1 0

c. Interesting, easy to listen to: 4 3 2 1 0

Comments:

Grade Level

Project Based Learning Workshop

Gadsden, New Mexico Schools: September 26-27, 2013


Complete the following:

What part(s) of the workshop were most helpful to you? (Be as specific as possible.)

What part(s) of the workshop could be improved? (Be as specific as possible.)

What were the two or three most important ideas/concepts you learned at this workshop that you can take home and apply to your situation?

Name (optional): School (optional):

On behalf of Partnerships Make A Difference and Gadsden ISD, we thank you for your participation in today’s workshop.

Project-Based Learning: What’s In It for Me? · Created by RMC Research Corporation 8 for Learn...

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