A real-world scenario needs to be presented that describes the nature and scope of the problem. You can start with an open-ended question with lots of possible solutions or pathways for students to take. This is also where you would include your launch event to really hook the students.
This is where you will provide the learning outcomes that the PBL project is covering and the criteria that school students need to cover to successfully complete the project. Submission instructions for the final product are to be included here.
This page is to be written with the students as the intended audience. You may want to provide scaffolds or templates that the students may find useful when completing the task. You may just want to provide starting points for where to begin researching the topic/problem that they are designing a solution for.
Innovative learning activities
Food and Fibre production & Food specialisations. Use the sub-strands of Investigating and defining, Generating and designing and Producing and implementing to help frame your three learning activities and show progression of learning and skills.
Knowledge and Understanding – to identify the concepts that underpin the task which students will need to know.
Process and production skills – to identify what the students will do / create to demonstrate their learning
ABOVE STANDARD SAMPLES OF STUDENTS’ WORK
An ‘above satisfactory’ work sample of possible ‘student’ responses to each of the activities you create needs to be included. These 3 work samples should be representative of possible stand alone or ongoing ‘solutions’ to the activities that will help lead students to a final solution to the overarching project or problem. The work samples should allow the student to demonstrate what they have learnt as they progress through the project.
The final solution need not be one of the work samples you provide.
Included in the work samples page there needs to be a description of the type of assessment that is taking place (is it formative assessment, summative assessment…) as well as what content descriptor/s each work sample is addressing (these will come from the syllabus/curriculum you are using).
It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference.
It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference.
Sub strand (is it food and fibre or earth and space for exaple) It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference.
(Min. 1 from each: Knowledge and Understanding + Processes and Production Skills) These are the dot points that students are expected to know/ be able to do that are outlined in curriculum and syllabus documents.
(Re-written to suit your task) It is here that you can also link the activities to some theories that you know, such as Blooms taxonomy or Gardener’s multiple intelligences. You should use this space to also demonstrate scaffolding of activities, progression of learning or differentiation and inclusivity considerations that you have incorporated.
Note that this section is to be written for teachers.
The PBL site that you create will need to include the following content that is in addition to the content described above:
· Use of graphics and images
· Use of multimedia such as video and audio
· Effective hyperlinks and descriptions
· Intuitive design and ease of navigation
· A detailed APA7 reference list (perhaps as a further section) and intext citations where appropriate.
Write a critical reflection addressing how and where the project-based learning task you have designed is underpinned by Project-Based Learning, Design Thinking and other theories that have been covered in the unit. The critical reflection must be more than anecdotal; your answer should include material from recommended readings, journal articles and texts covered during the lectures and tutorials in this unit to support your reflection (approx. 400 words).
You could choose to include an Assessment as Learning component to guide your self-reflection as a preservice teacher.
