3.2. Stage 2: Negotiating the Criteria for Evaluation
3.3. Stage 3: Deploying projects
- Dividing groups
In the first place, I divided my class in to groups of nine, and appointed the leader of each group.
- Assigning tasks
The group’s leaders assigned the task for each members. In terms of making a project feel more meaningful to students, the more voice and choice, the better. The leaders should assign the tasks depending on each member’s ability. On one end of the scale, groups’ members should also discuss on how to design, create, and present products. In the middle, I might provide a limited menu of options for creative products to prevent students from becoming overwhemed by choices. On the other end of the scale, students could decide what products they will creat, what resources they will use, and how they will structure their time. Students could even choose a project’s topic and driving questions. Basing on the topic in units 9, Cities of the future, my students chose posters to be their final products. During this stage, students in each group use the check list (See Appendix 4) and Project team work plan (See Appendix 1) and Assessment for group work skill (See Appendix 5) to check the work and
3.4. Stage 4: Conducting the project.
A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work—an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.
Being given the Guidelines for poster layout (See Appendix), the students in each group worked on preliminary sketches until they decided on a final design. Besides, students gathered information from many resourses such as websites, newspapers and their real lives. They then compiled imformation, deciding on what pictures and information to paste on the posters. Finally, they decided on how and where to put information and pictures on the posters. During this stage, Check list for poster (See Appendix ) was also used to check the tasks of all the members.
During this stage, I served as coach, moving from group to group to guide the students' work. As I did so, I asked myself the following coaching questions:
3.5. Stage 5: Presenting the project
In this stage, students became aware of the ways their presentations meet the criteria of assessment. The teacher-coach using Teacher’s assessment (See Appendix ), observed how engaged they were in presenting their projects. Each group in my class showcased its poster to the class, explaining how the product was achieved as well as presenting the content, the core value of the project. Not one student was absent on the day of the competition.
Stage 3: Deploying projects
- Teacher divides students into 4 groups
- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present products, what products they will create, what resources they will use, and how they will structure their time
( The group’s leaders assign the task for each members )
Stage 4: Conducting the project.
Students gathered information from many resourses such as websites, newspapers and their real lives. They then compiled imformation, deciding on who to interview and when to interview and what questions should be used to make a video.
Stage 5: Presenting the project
- Groups show their video
Link to video: https://www.facebook.com/maihuong.le.779/videos/3330314357085047/
Stage 3: Deploying projects
- Teacher divides students into 4 groups
- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present products, what products they will create, what resources they will use, and how they will structure their time
Stage 4: Conducting the project.
Students gathered information from many resourses such as websites, newspapers and their real lives. They then compiled imformation to make powerpoint presentation.
Stage 5: Presenting the project
- Groups present their ideas
(Group 1 ‘s presentation)
(Group 1 ‘s presentation)
Stage 3: Deploying projects
- Teacher divides students into 4 groups
- Teacher appointes the leader of each group.
- The group’s leaders assign the task for each members.
- Groups’ members should also discuss on how to design, create, and present products, what products they will create, what resources they will use, and how they will structure their time
(Students worked in groups of 9)
Stage 4: Conducting the project.
Students gathered information from many resourses such as websites, newspapers and their real lives. They then compiled imformation to make powerpoint presentation.
(Students drew their poster)
Stage 5: Presenting the project
- Groups present their ideas
“MILKY CITY” (Group 2‘s presentation)
“ ECO CITY”(Group 1‘s poster and presentation)
“TECH CITY” (Group 3‘s poster)
“ CITY ON MARS ” (Group 4‘s poster)