The facilitator leads the launch protocol. Pre-assessment is conducted prior to launch! Launch can occur before or after teaming takes place at the facilitator’s discretion. Launch includes:
Hook: evokes an emotional response from the learners and makes the connection between the project topic and the students’ lives
Challenge brief: following the hook, students are presented with the written challenge brief. The challenge brief is a document that outlines the challenge and includes the context for the problem, the audience for the solution, the driving question, the project requirements or success criteria, any constraints for the problem/solution, and deadlines.
Rubric: the criteria for how students will be assessed on their final products or solutions to the problem are presented to them during the launch.
Being a successful part of a team is critical. When students are creating a project or presentation as a team it is critical that students know what their role is within that team. The TEAM portion of PBL organizes students through a step by step process to make sure students stay on track, know what their role on the team is, and the due dates.
Mrs. Madeley's insight:
Team creates team name.
Team members agree to perform roles.
Project Leader facilitates team as they establish norms for working.
Using the provided ToDo List document, learners can track accomplishments and failures with the group to make sure the team is following protocols and on pace to finish by the deadline. The ToDo list also allows learners to fill in solutions to mistakes made. ToDo lists allow learners to build and master the soft skills of both working collaboratively by tracking each member’s progress, and working autonomously by giving each member individualized goals.
When moving from research/work protocol into the create/crit protocol, it is helpful for teams to go through a brief plan protocol again. (Analyze the challenge in regards to the product/presentation aspect of project requirements and make a know/N2K/resource list, list of research questions related to product/presentation design as well as assign tasks and create individual to-do lists again.)
Request crit or feedback from peers, your teacher, and even your real audience early and often during the create phase following steps 3-9 below for the crit process.
Team A shares ideas using a mind-map or other draft visual.
Team B asks clarifying questions.
Team A clarifies and asks for feedback (use rubric).
Team B provides warm feedback based on rubric and team A's question.
Team B provides cool feedback based on rubric and team A's question.
Team A asks any clarifying questions.
Team A & B reflect on process.
Following crit and resulting changes and refinements, the team completes a presentation proposal.
Communication manager schedules a crit with the team and teacher to approve the product/presentation for Share.
1. Project Leader facilitates team in analyzing challenge.
Encourage learners to highlight the challenge brief. Ask questions to check for understanding of challenge in teams and/or whole group.
2. Team identifies driving question and audience and records on project plan.
Check for understanding and accuracy. "How would you explain the challenge in your own words?"
3. Team identifies project requirements and records on project plan.
Check for understanding and accuracy. "How would you describe what you are working towards? What are some of the ideas that you have now about your end product?"
4. Team analyzes rubric and establishes team goal for project.
Project a copy of the rubric and have learners analyze in their teams and circle or highlight any unfamiliar words. Ask for input from the class to define the words as a whole group before each team sets a goal.
"What does it mean to 'justify' your recommendations? What are some ways you could 'compare' the two sides? How would you 'illustrate' with examples? What is the difference between 'analyze' and 'list'?"
5. Team completes know/need to know list based on problem analysis and needs assessment.
It is helpful to generate a whole class "know" list as well because it will remind some teams of additional things they know and you can make connections to prior learning.
Prompt teams and/or whole class during the need to know (N2K) listing by asking questions related to the challenge and your knowledge of their needs in relation to the standards.
"Based on what you have shared with me, I wonder if anyone has a need to know...? I noticed you did not include...on the "know" list, but it seems that might be an important skill to meet the project requirements."
6. Team adds resources to need to know list based on need to know (N2K) list and pre-assessment.
You can utilize your resources prepared in advance to make recommendations to the class about resources for each N2K in addition to what individuals share. You can point out DIY activities that might be available as well. Prompt them to go beyond "Google" as a resource and name a particular type of site that might be helpful. It is beneficial if there is more than one resource for each N2K.
If you can answer the N2K in 1 minute or less (logistics), just answer it during this time. It is even helpful to have teams or the whole class categorize N2K list as "research", "logistics", and "workshop/teacher" and then take all the logistics questions as a whole class.
7. Team creates research questions and then research task list utilizing all of the above and the project calendar to note desk crit dates and progress checks.
Rotate among teams facilitating as needed.
8. Workshop Manager requests workshops.
As soon as workshops are requested, create a calendar of when workshops will be held and announce to workshop managers that they can include those times in their project plans.
9. Individuals create to-do list based on team tasks and pre-assessment .
Encourage learners to volunteer for tasks (completing research, DIYs or attending workshops) that are related to standards for which they showed a lack of mastery on the pre-assessment. If an entire team has a gap in an area, the team needs to ensure they have time to share any knowledge/skill that one team member acquires related to that standard.
It is critical to make sure that each learner has a to-do list. You can ask that individual to-do lists be displayed at all times if they are not available for you to view online. Post-it notes work great, so you can easily see one by each person and help the team hold each member accountable for completing tasks.
10. Communication lead posts check mark.
You can ask for project plans to be "turned in" once the team is finished if they are not available to view online. A quick progress check and feedback on the project plan will help a team get off on the right foot with a project timeline.
(L): How am I going to know if I am doing this correct?
(F): Have you followed the 5 Learning Protocols? They are there to guide you. The idea of a protocol is different from instructions or directions. Instructions or directions can be altered and sometimes done in a different order. Protocols are rigid. They are strict steps or procedures that must be done in the order every time. They will help keep you on track.
(L): Did I do what is expected of me?
(F): Your product needs to show your audience that you know the topic/standards.
(L): Can someone look at what I am doing and make sure I am on the right page?
(F): There is desk crit, where you can collaborate with another group and get feedback. There are also Facilitator guided workshops that can break down the standards and give you more direct teaching/learning.
(L): Can I change or improve this before I turn it in?
(F): During the warm/cool crit of your pin-up (rough draft), your peers will ask critical questions. Any flaws with the project can be fixed before final presentation.
(L): How am I going be assessed?
(F): Your assessment is based on your completion and inclusion of the rubric.
Group Projects A Conflict Resolution Guide for Students Compiled by Heidi Burgess, Co-Director, University of Colorado Conflict Research Consortium From grade school all the way through graduate school, teachers assign group projects.
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