Presentation Components

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Title

Subject/Content Area

e.g., math/geometry;science/physics - Newton's Third law

Purpose/Goal

A broad statement. Curriculum goal. Include State Goals addressed. This is the basis for evaluation of the project!
e.g., Establish and maintain a network of teacher-leader teams capable of providing staff development activities on the use of Internet resources, especially WWW, in support of systemic reform.

Context/Setting/Environment

Relevant national, state, district and/or school programs, goals, frameworks, mandates, curriculum guidelines, instructional guidelines; school improvement, staff development plan, technology plan; community description; your qualifications, etc.

Time Frame for Carrying Out Project

Include placement within a unit and other information as appropriate.
e.g., Students spend one hour on the Internet and one hour in discussions, five days each week; project lasts nine months and occurs throughout the academic year; part of the health unit, placed in the middle of the unit after dating and before birth.

Learner Description

Include class size, grade level and other relevant characteristics.
e.g., 27 kids, 3rd grade, ESL, economically disadvantaged, ADD, lots of parental support

Learner Outcomes

What the student will know and be able to do. Be specific; this is the basis for assessment!
e.g., Students will use established criteria to develop a WWW engaged/project-based learning project. Create multiple HTML pages in the same folder that contains links to each other.

Project

link to pages you have developed for your students.

Assessment of Students involved in the project

The assessments are designed to measure learner outcomes.

Performance Assessment must be:

Performance-based

Generative

Seamless and ongoing

Equitable

Ask yourself these questions:

Does the assessment engage learners in a real-world task or application?

Does the assessment allow students an equal opportunity to perform?

Does the assessment allow students to use higher-level thinking and problem solving skills?

Does the assessment allow students to achieve one criteria while advancing to another?

Did I create a rubric to evaluate the students' progress throughout the task?

Did I allow the students to help develop goals and cirteria for the evaluation of the task?

Evaluation of Project

The project evaluation measures how well you achieved your goal. It also provides an opportunity to answer these three questions:

What worked?

What didn't?

What would I change?