1€¦ · - 5 - rationale the broad aims of pblare those of 21st century skills, with emphasis on...
TRANSCRIPT
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Contents Rationale ........................................................................................................................................................... 5
Project and Problem Based Learning (PBL) ................................................................................................. 5
Essential Project Design Elements .................................................................................................................. 5
How to find projects that you can adapt ................................................................................................ 5
Projects By Technology ........................................................................................................................... 6
Planning Template .......................................................................................................................................... 8
How to use the template to Design your PBL .............................................................................................. 8
Name of Project ........................................................................................................................................... 8
Duration ......................................................................................................................................................... 8
Subject/Course ............................................................................................................................................ 8
Other subject areas to be included, if any .............................................................................................. 9
Significant Content ...................................................................................................................................... 9
Key Knowledge ............................................................................................................................................ 9
Key Skills ....................................................................................................................................................... 10
Enterprise Skills ............................................................................................................................................ 10
Growth Mindset .......................................................................................................................................... 10
Project Summary ........................................................................................................................................ 11
Driving Question ......................................................................................................................................... 11
Team Building ............................................................................................................................................. 12
Entry event .................................................................................................................................................. 12
Deliverable Products (Individual) ............................................................................................................ 12
Deliverable Products (Team).................................................................................................................... 13
Public Audience......................................................................................................................................... 13
Resources Needed .................................................................................................................................... 13
Reflection Methods ................................................................................................................................... 13
Instructional Strategies, Learning Goals and Checkpoints .................................................................. 14
The Phases of the PBLFramework ................................................................................................................ 14
PBL Framework and Teambuilding ...................................................................................................... 16
Define: Forming .......................................................................................................................................... 17
Classbuilding ........................................................................................................................................... 17
Teambuilding: Getting acquainted .................................................................................................... 21
Teambuilding: Team Identity ................................................................................................................ 23
Teambuilding: Team Contract ............................................................................................................. 25
Define: Storming ......................................................................................................................................... 31
Entry event .................................................................................................................................................. 31
Tasks and roles ............................................................................................................................................ 31
Define: Norming ......................................................................................................................................... 33
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Team Meeting Roles .................................................................................................................................. 33
Running a meeting .................................................................................................................................... 34
Define: Design Brief .................................................................................................................................... 34
Team vs Individual Performance on Task............................................................................................ 34
Feedback-Feedforward ........................................................................................................................ 34
Discover: Performing ................................................................................................................................. 37
Performing the task .................................................................................................................................... 37
Discover ....................................................................................................................................................... 38
Discover Knowledge ................................................................................................................................. 38
Discover Skills .............................................................................................................................................. 38
Define information searches................................................................................................................. 38
Team Round Robin 5W & 1H ................................................................................................................. 38
Plan the information Search ................................................................................................................. 39
Information Seeking Strategies ............................................................................................................. 39
Select, Curate and Organise Data and Information ........................................................................ 39
Practice Skills ........................................................................................................................................... 40
Feedback-Feedforward ........................................................................................................................ 40
Dream: Performing .................................................................................................................................... 41
Basic Ideation Process ............................................................................................................................... 41
The SCAMPER Method ........................................................................................................................... 42
Specify Requirement ............................................................................................................................. 42
Design: Performing ..................................................................................................................................... 43
Planning Products ...................................................................................................................................... 43
Create alternative solutions, choose the best one and develop it ................................................... 43
Feedback-Feedforward ........................................................................................................................... 43
Deliver: Performing..................................................................................................................................... 44
Deliver-Produce ......................................................................................................................................... 44
Feedback-Feedforward ........................................................................................................................ 44
Deliver-Publish ............................................................................................................................................ 45
Feedback-Feedforward ........................................................................................................................ 45
Debrief: Adjourning ................................................................................................................................... 46
CIPP Evaluation .......................................................................................................................................... 46
Feedback-Feedforward ........................................................................................................................ 46
Blended Learning – Flex ................................................................................................................................ 47
Blackboard Users and Groups ................................................................................................................. 47
General Virtual Classroom (Blackboard) Tips ........................................................................................ 47
Tech Tips .................................................................................................................................................. 48
Learning Place Help............................................................................................................................... 48
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Rationale The broad aims of PBLare those of 21st Century skills, with emphasis on students to learn both
independently and collaboratively and to work autonomously in teams to solve problems.
To achieve this, we start with Pair Programming, in Section 1 and aim for teams of four in Section 2.
Although, pairs may still be used initially for Project and Problem Based Learning (PBL), until a
culture of teamwork and student agency is established.
The sections in this guide deliberately work from Section 1 to Section 2. In Section 1, students work
through a series of activities or challenges and reflect on them in a portfolio. This is because in the
field of Digital and Design Technologies, there is often a large foundation of skills that need to be
acquired before embarking on a project. For example, a student may need considerable
grounding in a 3D CAD program or they may need extensive coding skills before solving a major
Design problem. Then, with a solid foundation, students can conduct a project (Section 2). The
idea, here, is that students would gain a grounding in term 1 and then apply their skills to a project
in term 2. For interdisciplinary STEM subjects, however, this may not be possible, so setting a project
with limited practical skills is recommended.
Project and Problem Based Learning (PBL)
Essential Project Design Elements This guide is very much based on Gold Standard PBL from bie.org. Before starting your design, it is
a good idea to become familiar with the ‘flavour’ of this. It is also a good idea to adapt projects
that have already been created, before going off on your own. Therefore, project ideas follow a
taxonomy, from least authentic and inquiry-based to most authentic and inquiry-based.
Approach Description
Free Play This is the ultimate project. This is where students determine the
issue or problem to be solved, based on their own needs and
interests. This is very much in keeping with Genius hour.
Remix/Mod an
existing product
It could be argued that this is not very challenging. However,
many technologies are very comprehensive and may require
more discovery time than is available. For example, if the
project was to create an app, then students not only need to
design it but also code it. Doing this from scratch at high school
level is very challenging and students could theoretically spend
a whole year on the project. Also, in the real world, places like
GITHUB provide open source libraries of code that can be used
and remixed to develop apps.
Theme/Genre/Topic Obviously, syllabus constraints mean that you cannot always
accommodate student ‘voice and choice’ and you have to
set the theme of the project.
Challenge or
fictional design brief
These challenges are based on real-world problems and often
it is not practical to have a real person involved; but it helps if
you can. Aim to make the task as authentic as possible.
How to find projects that you can adapt This is probably the number one time saving device you have. Sources of projects could be:
1. BIE Project Search – searchable, extensive curation of online projects that can be adapted or
used as inspiration.
Au
the
ntic
In
qu
iry
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2. http://pblu.org/ - closely tied to BIE. List of customizable projects.
3. https://www.hightechhigh.org/ -world leader in PBL. Website lists students projects
4. http://www.davincischools.org/projects.shtml - these are aspirational.
5. Dreamdo School discover Projects – projects on Project and Problem Based Learning platform.
6. Leading PBL Gallery
7. https://globaldigitalcitizen.org/21st-century-fluencies/solution-fluency/ - there are a number of
guides here with PBL ideas
8. Edutopia Resources
9. http://projectapproach.org/project-examples/ - browser list of example projects
10. Science: Science Buddies
A US-based, non-profit group supporting K-12 hands-on science and STEM exploration
11. Science: How to Smile
US--based website listing hands-on STEM activities that can be searched by topic
12. Science: RAFT (Resource Area for Teaching)
US-based website listing hands-on STEM activities by topic or search
13. Science: ABC Splash STEM page
A broad range of STEM-based resources including videos and activities
14. STEM: NSW Department of Education
More than 20 NSW schools have uploaded their cross-curricular STEM units for Year 7 to 10
15. Technology: The Tech Museum of Innovation
Design Challenge Learning activities developed by the Tech Museum of Innovation in San Jose,
California USA
16. Technology: Popular Mechanics
DIY projects for the home using consumer electronics and hardware
17. Technology: Make Magazine Projects
Technology-based projects that are slightly more advanced, but accessible for people wanting to
build whimsical contraptions
18. Technology: Exploratorium Tinkering Studio Projects
Descriptions of hands-on activities delivered in The Exploratorium's public Tinkering Studio in San
Francisco, California USA
19. Technology: Instructables
Online community of projects with instructions, photos and advice on a range of low tech and
high tech ‘how to’ projects
20. Technology: Northwest Invention Center
Hands-on activities focusing on invention and creativity
21. http://www.instructables.com/teachers/ . Instructables has lots of great projects for your
classroom, and supports teachers and students by providing free Premium Memberships.
Projects By Technology
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Raspberry Pi
Raspberry Pi Projects - Instructables
985 Projects tagged with "raspberry pi" | Hackaday.io
Raspberry Pi projects - Hackster.io
Raspberry Pi Projects - Projects to Make with Raspberry Pi
Arduino
Arduino projects - Hackster.io
Arduino Projects - Instructables
Arduino Playground - Ideas
Arduino Projects | Hackaday.io
BBC Micro:bit
Ideas | micro:bit
micro:bit projects - Hackster.io
Beginner, Intermediate & Advanced BBC Micro:bit Projects And Ideas
Hummingbird
http://www.hummingbirdkit.com/teaching/curricula
Adafruit and other kits
https://learn.adafruit.com/category/projects
https://www.techwillsaveus.com/
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Planning Template Name of Project: Duration:
Subject/Course: Teacher(s)
Other subject areas to be included, if any Grade Level
Significant Content:
Key Knowledge
Key Skills
Enterprise Skills: 1. 2.
Growth Mindsets 1. 2.
Project Summary:
Driving Question:
Entry Event:
Class/Team Building:
Deliverable Products (Individual):
Deliverable Products (Team):
Public Audience:
Resources Needed
On-site people, facilities
Equipment
Materials
Community Resources
Reflection Methods Individual: Class/Team:
Instructional Strategies for All
Learners
Learning Goal(WALT/WILF at
Proficient)
Checkpoints/Formative Assessments
Define
Discover
Dream
Design
Deliver-Produce
Deliver-Publish
Debrief
Weekly Schedule
Week Lesson Phase Learning Intentions/Activities/Tasks Resources
How to use the template to Design your PBL
Name of Project Give it a catchy name to ensure interest and engagement form the start. Also, keep in mind the
principle of authentic contexts, tasks and audience.
Duration On your first go, keep this short and then extend to a whole term or a whole semester.
Subject/Course This should be easy to establish.
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Other subject areas to be included, if any If your project is transdisciplinary and the products students create require the integration of
knowledge & skills from different disciplines, then include them here. However, make sure that you
watch the number of learning goals you have and the standards that are to be assessed. Aim to
have no more than four per term.
Significant Content This should relate to the theme of the project. For example, if the project is about 3D printing
prosthetic limbs, then the significant content is medical prosthetic technologies.
Key Knowledge This is a very important step and will guide your content and delivery. Before you identify this and
Key Skills, I highly recommend that you complete the Weekly Schedule against the Engineering
Cycle:
Define
Discover
Dream
Design
Deliver-Produce
Deliver-Publish
Debrief
I have known many teachers, beginning on this path, who have not made it through the cycle
because of time constraints. So, mentally prioritize the parts of the cycle you wish to focus on and
the ones that you want to visit briefly. This will largely depend on the final product. For example, If
it requires the use of a CAD program to design it, then there will be a considerable amount of time
spent in the discovery phase learning the CAD program. If there is a big and involved build, then
more time needs to be allocated to this and less to other phases. You may even need to consider
conducting the project over a semester rather than a term.
Paste in the WALT and WILF generated by following the instructions in our Learning Design Guide.
EG
4 3.5 3
Kn
ow
ing
an
d u
nd
ers
tan
din
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
accurate identification and comprehensive
explanation of software and hardware
requirements related to ICT problems
o Detailed in specification and
comprehensively explained.
accurate identification and detailed
explanation of software and hardware
requirements related to ICT problems
o Detailed in Specification and
explained well
identification and explanation of software
and hardware requirements related to ICT
problems
o Detailed in Specification
accurate identification and comprehensive
explanation of the use of ICT in society.
o Target Audience, their needs
and gameplay identified.
accurate identification and detailed
explanation of the use of ICT in society.
o Target Audience and their needs
identified
identification and explanation of the use of
ICT in society.
o Target Audience identified
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Key Skills Again, spend some time with the Weekly Planner before doing this.
Paste in the WALT and WILF generated by following the instructions in our Learning Design Guide.
EG
4 3.5 3
An
aly
sin
g a
nd
ap
ply
ing
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
logical analysis of ICT problems to identify
solutions
o Game Design very well Analysed
o Ideation process completed to
identify solution
considered analysis of ICT problems to
identify solutions
o Game Design well analysed
o Ideation process yielded some
modifications
analysis of ICT problems to identify
solutions
o Game Design Analysed
o Ideation process conducted
Enterprise Skills Pick two to focus on:
o Problem solving
o Communications
o Critical thinking
o Creativity
o Teamwork
o Digital literacy
o Presentation skills
o Financial literacy
These are based on FYA The New Basics. All these skills are embodied in ACARA General
Capabilities and QCAA CCEs and Cognitive Verbs. Because your Learning Goals already take
care of many of these, you may find yourself focussing mainly on Teamwork and Presentation skills.
Until a culture of teamwork is established, I recommend focussing on this for your first few goes at
this. Later in this guide, we work through forming, norming, storming etc alongside Define,
discover, Dream etc.
Growth Mindset If this is the first time you have attempted Project and Problem Based Learning, or even the
second time, then you may like to skip this part. You will find that you have your hands full
developing your capacity with team building and collaborative learning structures.
Pick Two to focus on. Which growth mindset learning process and the effective effort that a
learner applies will be the focus:
o Taking on Challenges
o Learning from Mistakes
o Accepting Feedback and criticism
o Practice and Applying Strategies
o Perseverance (focus on task)
o Asking Questions
o Taking Risks
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The process for Teaching this will be explored in the Instructional Strategies section of this guide.
Project Summary Provide a brief summary that could be communicated to a relief teacher to get them up to
speed. Include the problem/challenge/issue, the role of students, processes and tasks needed to
solve problem, authenticity of task, community/mentor involvement and support and purpose
and/or beneficiary of solution. (include student role, issue, problem or challenge, action taken,
and purpose/beneficiary. This will also serve as a reminder to you that:
Inquiry is academically rigorous - students pose questions, gather & interpret data, ask further
questions, and develop & evaluate solutions or build evidence for answers.
The topic and Driving Question reflect authentic issues or challenges that concern students, their
communities, and/or professionals in the field.
Tasks and products replicate the kind of work done in the world outside of the classroom, or are
actually used for a real purpose beyond the classroom.
Students have opportunities to express “Voice & Choice” on important matters, e.g., the topics to
study, questions asked, texts & resources used, the form products take, the use of time, and
organization of tasks.
Students have opportunities to take significant responsibility and work independently from the
teacher.
Driving Question There are two basic types of Driving Questions. A DQ can:
1. specify a product to be created, a task to be done, or a problem to solve
2. focus on a philosophical or debatable issue, or an intriguing topic
Driving Questions should incorporate best practices such as:
The DQ captures the project‘s main focus.
The DQ is open-ended; it will allow students to develop more than one reasonable,
complex answer.
The DQ is understandable & inspiring to students.
To answer the DQ, students will need to gain the intended knowledge, skills, &
understanding.
Try the Driving Question Tubric 2.0
See also http://hub.globaldigitalcitizen.org/download-essential-questions
Make sure that the central problem or question is framed by a driving question for the project,
which is:
open-ended; it will allow students to develop more than one reasonable answer.
understandable and inspiring to students.
aligned with learning goals; to answer it, students will need to gain the intended
knowledge, understanding, and skills
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Team Building Specify which of the four team types you will use: Heterogeneous, Random, Student-selected or
Homogenous. See KAGAN COOPERATIVE LEARNING page 7.1 onwards for advice.
Students will start both classbuilding and team building in the ‘forming’ stage and continue
through norming, storming, performing and adjourning.
Entry event An Entry Event has two basic purposes: to spark student interest and curiosity, and to begin the
inquiry process by leading students to ask questions.
Entry Event Examples
Field Trip
Guest Speaker
Film, Video, Website
Simulation or Activity
Provocative Reading
Startling Statistics
Puzzling Problem
Piece of Real/Mock Correspondence
Song, Poem, Art
Lively Discussion
Deliverable Products (Individual) Deliverable product could be one or more of:
Written Products
Presentation Products
Media & Tech Products
Constructed Products
Planning Products
Individual products are those that are the result of individual effort. These will link directly to
evidence for summative assessment. Therefore, it is a good idea to spend some time considering
how you can gather this evidence. For example, if design sketches are required before
construction based on these design, then have each member of the team produce their own
sketches and then have the team decide which one will go into production.
You also need to tie this to your summative assessment criteria. Remember, you are only planning
on assessing 3-4 of these. If the task will not be individually assessed, then consider assigning the
task as a team task rather than an individual one. The other factor that may affect this is time.
Depending on the theme of the project, much time may need to be spent on the Discover Phase,
where students are developing skills, such as learning how to use a CAD program or coding.
Again, schedule all activities to see if you will have enough time and which individual tasks may
need to be cut. You may find that some projects need to be conducted over a semester as a
result.
In your task sheet, tag all team and individual tasks with an icon so that the delineation is clear.
This will be especially important when teams are creating their Team Work Plan.
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Deliverable Products (Team) List these here. Later, you can also include Checkpoints/Formative Assessments for these.
Public Audience These are the experts, audiences, or product users that students will engage with during or at end
of the project. These are key to student engagement with the project, so it is worth investing some
time and resources in these. For your first time out, perhaps stick with how the project will be
presented to a public forum, beyond the classroom. In proceeding projects, a mentor could be
sourced whom would also form part of the final audience. This will also add value to the
authenticity of the project.
Resources Needed The list is straight forward, with the exception of Community Resources. These will require a
considerable effort. Remember, you are striving to make sure that the project has an authentic
context, involves real-world tasks, tools, and quality standards, makes a real impact on the world,
and/or speaks to students’ personal concerns, interests, or identities.
Community Resources to Consider
Older students, including middle and high school
Parents with special expertise, interests, hobbies, or skills that connect to your project
Other teachers, administrators, or staff members with special expertise
Experts from non-profit organizations
People from local businesses and industry
Local government officials and agency representatives, police and fire departments
Technical school, college and university faculty
Reflection Methods Outline how students will reflect on the process and product, as Individual, Team, and/or Whole
Class. A good strategy is to have a survey for the whole class and to use the CIPP protocol, with
both team and individual questions. Students could also reflect on their achievement, growth
mindset and teamwork. There are rubrics for all of these in the sections that follow.
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Instructional Strategies, Learning Goals and Checkpoints Instructional Strategies for All
Learners
Learning Goal(WALT/WILF at
Proficient)
Checkpoints/Formative Assessments
Define
Discover
Dream
Design
Deliver-Produce
Deliver-Publish
Debrief
Paste the WALT/WILF for ‘proficient’
(level 3) here, for reference. Students
will actually reflect on the full
Proficiency Scale developed in the
Key Knowledge Skills section.
The Feedback loop needs to be
employed here, with students
reflecting on how they are going
before moving to the next phase.
Students needs to reflect against the
Proficiency Scale developed in the
Key Knowledge Skills section.
Tips and Strategies you could
employ: An Easy Way to Track
Learning in a Contemporary
Classroom
Tracking Learning in a Blended
Classroom using Journals
Peer Review Process: Student Guide
TAG Feedback Sentence Starters
More resources for Checkpoints/Formative Assessments: https://www.edutopia.org/pbl-assessment-
resources?utm_source=facebook&utm_medium=socialflow
The Phases of the PBLFramework The good people at sciencebuddies.org have done a comparison between the Engineering
Design Process and the Scientific Method for solving problems:
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The Scientific Method The Engineering Design Process
State your question Define the problem
Do background research Do background research
Formulate your hypothesis, identify variables Specify requirements
Design experiment, establish procedure Create alternative solutions, choose the best one and develop it
Test your hypothesis by doing an experiment Build a prototype
Analyze your results and draw conclusions Test and redesign as necessary
Communicate results Communicate results
Steps of The Scientific Method Steps of The Engineering Design Process
The Solution Fluency Process created by globaldigitalcitizen.org is based on the Scientific Method.
If the objective of your project is to invent a new product, computer program, experience, or
environment, then it makes sense to follow the engineering design process and tweak this slightly.
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PBL Framework and Teambuilding
In our framework, Tuckman’s Model of Teambuilding has been incorporated within the
Engineering Cycle:
The Teambuilding Tasks and activities that can be completed as we move through the
Engineering Cycle are as follows:
More Resources for Tuckman’s Model
https://www.mindtools.com/pages/article/newLDR_86.htm
https://ess220.wordpress.com/films/1-miracle/
Phase of
Engineering
Cycle
Tuckman’s Stage Task/Activity
Define Forming Class Building
Growth Mindset: Setting Growth Goals
Growth Mindset: Setting Learning Goals
Teambuilding: Getting acquainted
Teambuilding: Team Identity
Teambuilding: Team Contract
Storming Entry Event
Rolls/jobs
Team Work Plan
Norming Team Meetings
Context/Design Brief
Discover Performing Plan the information Search
Conduct research
Curate information
Learn Building Skills
Dream Performing Ideation processes
Design Performing Design processes, tools and documentation techniques
Deliver: Produce Performing Produce Product
Deliver: Publish Performing Share solution with public audience
Debrief Adjourning Reflect/Evaluate process and product
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Define: Forming
Classbuilding
1. Before class, form teams and seat team-members together in a seating plan as they enter the
room. See KAGAN COOPERATIVE LEARNING chapter 7.
2. Use the strategy outlined in KAGAN COOPERATIVE LEARNING pg 8.11-8.13
Generating Class Expectations
When students participate in developing class and team expectations, they live up to the
expectations far more than when expectations have been imposed
on them. Here is a sample cooperative lesson to have students generate class and/ or team
expectations:
Step 1. Teacher Outlines Rationale for Expectations. The teacher explains to students why
expectations are essential for smooth and safe functioning of the
classroom. The teacher may offer examples, and even categories for expectations, to help lead
teams to generating desired expectations.
Step 2. Teammates Brainstorm Expectations. Teams use Jot Thoughts to brainstorm class
expectations. Each student has multiple slips of paper and a pen or pencil. They write a
proposed expectation on a single slip of paper, place it in the center of the team table, and
announce the expectation to teammates. Their goal is to cover the team table with class
expectations.
Step 3. Teams Organize Expectations. When the teacher calls time, teams work together to
review and organize their expectations.
Duplicate expectations and ones teammates don't agree upon are eliminated; similar
expectations are combined, and new expectations are created.
Step 4. Teams Share Expectations. Teams share their expectations with the class using Teams
Post or Team Stand-N-Share.
Step 5. Class Processes Expectations. The class organizes and simplifies the expectations into an
acceptable set of class expectations that everyone can agree with.
Step 6. Teacher Posts Expectations. As a final step, students create an expectations poster for
the class and/or are given a handout
3. Modify by having teams post their expectations on a padlet; making sure that they review the
posts from other teams so that they don’t duplicate expectations.
4. Post the Class Expectation prominently in the classroom and refer to them throughout the
project.
Growth Mindset: Setting Growth Goals
If this is the first time your class has been exposed to the idea of a Growth Mindset, then they need
to explore what it is and why they need to develop this mindset.
Resources
Infographic
Teaching a Growth Mindset Lesson Plan
Growth Mindset Lesson Plan - by Khan Academy and PERTS
The NTN Student Learning Outcomes and Rubrics
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Shortly after the challenge or Driving question has been introduced, have students reflect against
the Effective Effort Rubric and identify where they are at against your two focus areas (you may
like to expose the class to the whole set as well). An easy way to do this is to copy and paste the
rubric into a Learning Journal blog entry and highlight where they think they are in a particular
colour. Then have students set a goal in another colour. Then, periodically, set reflective times
where students can update how they are going, by editing their blog and re-colouring. See:
An Easy Way to Track Learning in a Contemporary Classroom
Tracking Learning in a Blended Classroom using Journals
Post the images on the next few pages around your room
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Growth Mindset: Setting Learning Goals
Have students do a similar thing with your WALT/WILF rubrics. Then, when you set a reflective
session, they can reflect on their Growth Mindset as well as assess how they are going. An easy
way to do this is to copy and paste the rubric into a Learning Journal blog entry and highlight
where they think they are in a particular colour. Then have students set a goal in another colour.
Then, periodically, set reflective times where students can update how they are going, by editing
their blog and re-colouring. See:
An Easy Way to Track Learning in a Contemporary Classroom
Tracking Learning in a Blended Classroom using Journals
Teambuilding: Getting acquainted
There are numerous activities that your teams can perform, in order to get to know each other.
These can be found from pg 10.4 onwards in KAGAN COOPERATIVE LEARNING. I recommend the
Team Profile Flashcards on pg 10.11. Otherwise, the sheet below is a good one. Have students fill
in their sheet and then take turns sharing with their teammates.
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Team file for hard copies: Many cooperative activities use templates with pen and paper. I recommend
making a filing system available to teams where they can store these.
Teambuilding: Team Identity
A big part of creating a cohesive team is for the team to form a team identity via a team name.
Do this by following the strategy on pg 10.13 of KAGAN COOPERATIVE LEARNING. I recommend the Jot
Thoughts (pg 6.40) and Sum-the-Ranks combination.
[source:
https://web.archive.org/web/20140702170329im_/http://images.seekyt.com/uploads/1402435011
_Kagan%20Structures%20explained_4.png ]
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[Source : https://www.kaganonline.com/free_articles/blacklines/BKCM_pg_11_48.gif ]
What to do with your Teamname?
Having established a teamname, teams can now label their file folder and fill in documentation
templates that require a teamname. They could also create a team banner and post it above
their project space or even 3D Print a Nameplate. These are very useful for the teacher to
remember the names of teams.
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Teambuilding: Team Contract
Have each team write and sign a contract that spells out their agreements about working
together, and the steps to be taken when they don’t. The following pages have resources that
you can use. Have students read each and then use a round-robin strategy to develop the
contract, by having students provide an undertaking (We all promise to ______ )
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Forming: teamwork expectations/norms
Develop clear criteria for teamwork. Create a collaboration rubric or another list of expectations/norms. Post guidelines on the
classroom wall. Use this as part of their summative assessment.
T e a m w o r k B e h a v i o u r s S t a n d a r d s
Individual
Performance Below Standard Approaching Standard At Standard
Above
Standard
Takes
Responsibility
for Oneself
• is not prepared, informed, and ready to
work with the team
• does not use technology tools as agreed
upon by the team to communicate and
manage project tasks
• does not do project tasks
• does not complete tasks on time
• does not use feedback from others to
improve work
• is usually prepared, informed, and ready
to work with the team
• uses technology tools as agreed upon by
the team to communicate and manage
project tasks, but not consistently
• does some project tasks, but needs to be
reminded
• completes most tasks on time
• sometimes uses feedback from others to
improve work
• is prepared and ready to work; is well
informed on the project topic and cites
evidence to probe and reflect on ideas
with the team
• consistently uses technology tools as
agreed upon by the team to
communicate and manage project tasks
• does tasks without having to be
reminded
• completes tasks on time
• uses feedback from others to improve
work
- 27 -
Helps
the Team
• does not help the team solve problems;
may cause problems
• does not ask probing questions, express
ideas, or elaborate in response to
questions in discussions
• does not give useful feedback to others
• does not offer to help others if they
need it
• cooperates with the team but may not
actively help it solve problems
• sometimes expresses ideas clearly, asks
probing questions, and elaborates in
response to questions in discussions
• gives feedback to others, but it may not
always be useful
• sometimes offers to help others if they
need it
• helps the team solve problems and
manage conflicts
• makes discussions effective by clearly
expressing ideas, asking probing
questions, making sure everyone is
heard, responding thoughtfully to new
information and perspectives
• gives useful feedback (specific,
feasible, supportive) to others so they
can improve their work
• offers to help others do their work if
needed
Respects
Others
• is impolite or unkind to teammates
(may interrupt, ignore ideas, hurt
feelings)
• does not acknowledge or respect other
perspectives
• is usually polite and kind to teammates
• usually acknowledges and respects
other perspectives and disagrees
diplomatically
• is polite and kind to teammates
• acknowledges and respects other
perspectives; disagrees diplomatically
Team
Performance Below Standard Approaching Standard At Standard
Above
Standard
Makes and
Follows
Agreements
• does not discuss how the team will
work together
• does not follow rules for collegial
discussions, decision-making and
conflict resolution
• discusses how the team will work
together, but not in detail; may just “go
through the motions” when creating an
agreement
• usually follows rules for collegial
discussions, decision-making, and
• makes detailed agreements about how
the team will work together, including
the use of technology tools
• follows rules for collegial discussions,
decision-making, and conflict resolution
- 28 -
• does not discuss how well agreements
are being followed
• allows breakdowns in team work to
happen; needs teacher to intervene
conflict resolution
• discusses how well agreements are
being followed, but not in depth; may
ignore subtle issues
• notices when norms are not being
followed but asks the teacher for help to
resolve issues
• honestly and accurately discusses how
well agreements are being followed
• takes appropriate action when norms
are not being followed; attempts to
resolve issues without asking the
teacher for help
Organizes
Work
• does project work without creating a
task list
• does not set a schedule and track
progress toward goals and deadlines
• does not assign roles or share
leadership; one person may do too
much, or all members may do random
tasks
• wastes time and does not run meetings
well; materials, drafts, notes are not
organized (may be misplaced or
inaccessible)
• creates a task list that divides project
work among the team, but it may not be
in detail or followed closely
• sets a schedule for doing tasks but does
not follow it closely
• assigns roles but does not follow them,
or selects only one “leader” who makes
most decisions
• usually uses time and runs meetings
well, but may occasionally waste time;
keeps materials, drafts, notes, but not
always organized
• creates a detailed task list that divides
project work reasonably among the
team
• sets a schedule and tracks progress
toward goals and deadlines
• assigns roles if and as needed, based on
team members’ strengths
• uses time and runs meetings efficiently;
keeps materials, drafts, notes organized
Works as a
Whole Team
• does not recognize or use special talents
of team members
• does project tasks separately and does
not put them together; it is a collection
of individual work
• makes some attempt to use special
talents of team members
• does most project tasks separately and
puts them together at the end
• recognizes and uses special talents of
each team member
• develops ideas and creates products
with involvement of all team members;
tasks done separately are brought to the
team for critique and revision
- 29 -
- 30 -
Project Name:
Team Members:
n
n
n
n
n
- 31 -
Define: Storming
Entry event An Entry Event has two basic purposes: to spark student interest and curiosity and to begin the
inquiry process by leading students to ask questions.
Tasks and roles This activity asks students to come together to consider the different tasks and roles that make up
the challenge. Teams will need to engage in negotiation, which calls for them to revisit their
teamwork behaviours and their team contract.
Have students read the challenge brief and list all the team/group jobs and tasks that will need to
be done. Many of the tasks are individual ones, so instruct students not to include these. However,
many of the individual tasks need to be combined into a group product, so someone needs to be
responsible for that task. Ask students to write their names under the jobs that they would like to be
responsible for.
Ask students to consider whether the number of students who have chosen each role is
appropriate for the task. If not, students will need to enter into a process of negotiation,
consultatively moving their names from one job to another in order to balance the numbers. You
may need to intervene in this process by facilitating discussions and mediating, but the students
must make their own decisions.
Team Work Plan
Once tasks and roles have been decided, have students read the challenge brief and scan for
checkpoints, milestones and monitoring dates. Then have them fill in the Team Work Plan sheet. In
order to delineate tasks that need to be performed by the whole team, a person on the team or
individually (for assessment), make sure your task sheet or other scaffolding is very clear on what
needs to be done and by whom.
Hopefully, teams have identified the time commitments for learning practical skills in their Team
Work Plan. Time constraints may mean that not all team members can learn all the practical skills
but only parts. This will need to be negotiated by the team.
- 32 -
Team Work Plan
Project Name:
Team Members:
Product: Due:
What needs
to be done?
Who will do
this part? (Team, Individual or
Person)
By when? Status Done
□
□
□
□
□
□
□
□
□
□
□
□
□
- 33 -
Define: Norming
Team Meeting Roles Introduce the idea that, aside from specific jobs and tasks required for completion of the project,
there are also roles that team members play which are essential for successful outcomes. Ask
students to consider what roles they feel comfortable with, encouraging them to consider several
roles for themselves, and explaining that their role within a team may change depending on
needs and circumstances. It is also a good idea to rotate roles. Display the Team Roles cards
poster below prominently in the class.
LEADER
Provides leadership and direction for the
group.
Leads discussions.
Make sure that everyone's ideas are heard
and respected.
Make sure that the group discussion stays
on topic, on task and on time.
Focuses work around the learning task
Make sure that everyone in the group is
performing his or her task.
Ensure that the group's task is completed.
Create an atmosphere of cooperation in
the group.
SOUND BITES:
“Let’s hear from ______next.”
“That’s interesting, but let’s get back to our
task.”
“We only have 5 minutes left. Let’s see if we
can wrap up by then.”
RECORDER
Keeps a public record of the team's ideas
and progress.
Compiles group members’ ideas on paper
or online.
Make sure that final written assignments
reflect the thinking and contributions of
everyone in the group.
Ensure that the final draft of any written
assignment is polished and professional.
Checks to be sure that ideas are clear and
accurate.
SOUND BITES:
“I think I heard you say ___; is that right?”
“How would you like me to write
QUESTIONER
Asks leading questions of the group in order
to prompt their thinking.
Thinks of positives and negatives to the
groups ideas and questions these.
Checks the team to see if anyone has any
questions and if so, makes sure that the
team attempts to answer them.
Ask another team for the answer to
questions if the team cannot find an
answer.
Asks the teacher for the answer to questions
if all other avenues have been exhausted.
SOUND BITES:
“Have we considered doing it differently?”
“Is everyone clear on what we need to do;
any questions?”
CHECKER
Restates the group's conclusions and
responses.
Checks for clarity of understanding.
Makes sure that everyone in the team has
mastered the task.
Checks to see that everyone in the team is
prepared for tests and exams
SOUND BITES:
“Let’s take it in turns doing a problem while
everyone else watches to make sure we
know what to do”
“Let’s each do the next problem alone and
see if we come up with the same answer”
- 34 -
Running a meeting You may need to Teach students how to run meetings, play various roles, use conflict resolution
skills and use decision-making strategies. Use the Fishbowl Model to Practice the collaboration skills
outlined in the collaboration rubric and team contract. Also, discuss with students running a
meeting and decision making strategies:
Roles – who is doing what
Goals – why meet? What’s the agenda?
How to decide – consensus, vote, rank
Attitudes – responsibility, respect, inclusion etc
Later on, you may need to tackle Conflict Resolution, so consult KAGAN COOPERATIVE LEARNING pg
11.36 onwards.
Define: Design Brief
Use this task as both your fishbowl example and the first meeting for your teams.
Design Brief Context
a. WHAT problem have you been asked to solve and how do you propose to solve it?
i. What is the task? What problem will you solve?
ii. What will your solution do and look like?
iii. Are there any requirements, such as size, colour or materials?
b. WHO is the product is created for?
i. WHO will be using the product?
c. WHY are you developing this product (i.e. what is in it for your target audience).
i. What goals do you have for your solution? How, where and when will it be used
and why will it be beneficial?
d. WHEN does your product need to be completed by?
i. Are there different parts to your project?
e. HOW will you complete your project?
i. What hardware and tools do you require?
ii. What software do you require?
Team vs Individual Performance on Task
Once the team has fleshed out the details, then individuals can write out their own, with
paragraphs, full sentences and dot points. These responses can then be posted in Individual
Learning Journals or portfolios for later individual assessment. The team can then decide which
response is the best and post it in the Team Portfolio.
Feedback-Feedforward
Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
- 35 -
- 36 -
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: G
en
era
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
comprehensive and effective
communication and
documentation of projects,
including marketing for a range
of audiences
effective communication and
documentation of projects,
including marketing for a range
of audiences
communication and
documentation of projects,
including marketing for a range
of audiences
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: C
olla
bo
rati
ng
an
d
ma
nag
ing
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: D
efi
nin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
discerning definition and
decomposition of complex
problems in terms of functional
and non-functional
requirements
informed definition and
decomposition of complex
problems in terms of functional
and non-functional
requirements
definition and decomposition
of complex problems in terms
of functional and non-
functional requirements
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: C
olla
bo
rati
ng
an
d
ma
nag
ing
proficient sharing and
collaboration online,
establishing comprehensive
and effective protocols for the
use, transmission and
maintenance of data and
projects.
effective sharing and
collaboration online,
establishing effective protocols
for the use, transmission and
maintenance of data and
projects.
sharing and collaboration
online, establishing protocols for
the use, transmission and
maintenance of data and
projects.
- 37 -
Discover: Performing
Performing the task Each team should now have a clear idea of what they are going to construct, the resources they
require and the tasks that each team member will be responsible for. They now need to have
regular team meeting and log the status of their efforts on their Team Work Plan.
Team Work Plan
Project Name:
Team Members:
Product: Due:
What needs
to be done?
Who will do
this part?
By when? Status Done
□
□
□
□
□
□
□
□
□
- 38 -
Discover
Discover Knowledge This phase is at the heart of the intention to learn by inquiry and an inquiry process should be used.
Discovery is the stage of research, gathering, and then analysing knowledge. It gives the problem
context so that we can identify with it easier, and come up with the best solution possible. This is
part of the Investigating with ICT element aspect of ACARA General Capabilities. You will need to
scaffold this, depending on the area learning and context. I would
advise that you use some kind of information literacy framework:
http://big6.com/
http://www.theinquiryprocess.ca/
Discover Skills The majority of the discovery phase is about knowledge and how to
use it with cognitive skills. However, Students may need to acquire
practical skills as well. The obvious ones are the practical skills needed
to make and build a physical object as the final deliverable product. Less obvious are the
practical skills such as conducting a survey (gathering primary data) or an experiment (also
gathering primary data). Whatever the practical skills needed, they can still be identified as part
of the task definition and information seeking strategies of the inquiry process.
Define information searches
This is all about the inputs into the System of the Engineering Cycle. Later, if you use a CIPP
evaluation model, then how well students defined their information searches can be evaluated
under the INPUT heading. Probably the best way to identify these is to form questions.
Team Round Robin 5W & 1H
Have teams generate these questions, using the task sheet or other scaffolding as the stimulus, by
taking turns filling in the sheet below. Responses should be in the form of a question. They can
either do this themselves or respond orally and have the recorder fill in the sheet. Note: not all
questions may be applicable, with What and How dominating in the case of creating a physical
product.
What do we need to know and or do?
Who?
What?
Where?
When?
Why?
How?
- 39 -
Plan the information Search
Now that teams have generated a list of questions, these need to be assigned to individual team
members. Have the team negotiate to fill in a table like the one below. This can then be used in
team meetings to ensure that the research is complete.
Information Search, Location, Selection and Curation Plan
Question? Who? By when? Done
□
□
□
□
□
□
Information Seeking Strategies
Depending on the capability of your class, you may need to explicitly teach students how to
effectively search for information. Both Step Zero and Google Search Education are good
resources to use. Locating Primary data sources (see Primary Data Sources section) or generating
data and information (see Generate Data and Information section) will most likely need extra
scaffolding and guidance.
In the case of practical skills, students can still use the same information seeking strategies to find
online tutorials. However, many practical skills will need to be explicitly taught, so students could
identify a workshop or tutorial conducted by their teacher as their strategy.
Individual team members should now conduct a search for information. Search options and
resources are listed in the Locate Data and Information section.
Select, Curate and Organise Data and Information
This is all about collecting and organising sources of data information so that it can be efficiently
analysed. In most cases, information will have been sourced by searching the internet and then
identified as relevant (locate). This then needs to be collected somewhere and then sorted and
organised. There are many tools that achieve this (such as pinterest and diigo), but many are
blocked due to their social networking capabilities. Sites that aren’t blocked are:
https://padlet.com/
- 40 -
https://www.instagrok.com/
http://www.livebinders.com/
If you have access to Virtual Classroom technology, such as Blackboard, you can go past the wiki
feature.
Have individual team members post the information that they have located in the Team
Knowledgebase (wiki or padlet etc). Teams can use team meetings and the planning sheet
above to manage this.
Practice Skills
If students need to develop practical skills, in order to generate data and information or as part of
a build process, then they need to acquire and practice them in this phase. These skills will still
factor in the analyses required in the Dream, Design and Deliver phases. For example, if students
need to design a video game, they need to know what skill level they have so that they do not
dream too big and design a game that they do not have the skills to make. Having data on the
skill levels of the product builders will definitely set design limits and boundaries.
Hopefully, teams have identified the time commitments for learning practical skills in their Team
Work Plan. Time constraints may mean that not all team members can learn all the practical skills
but only parts.
Feedback-Feedforward
Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: G
en
era
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
comprehensive and effective
communication and
documentation of projects,
including marketing for a range
of audiences
effective communication and
documentation of projects,
including marketing for a range
of audiences
communication and
documentation of projects,
including marketing for a range
of audiences
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: C
olla
bo
rati
ng
an
d
ma
nag
ing
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
application of sequenced
production and management
plans when producing
designed solutions:
independently and
collaboratively.
- 41 -
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: C
olla
bo
rati
ng
an
d
ma
nag
ing
proficient sharing and
collaboration online,
establishing comprehensive
and effective protocols for the
use, transmission and
maintenance of data and
projects.
effective sharing and
collaboration online,
establishing effective protocols
for the use, transmission and
maintenance of data and
projects.
sharing and collaboration
online, establishing protocols for
the use, transmission and
maintenance of data and
projects.
Dream: Performing
In the Dream stage, we open the heart and mind to possibilities and visions of a solution the way
we wish to see it. This phase is about imagination, extrapolation, and visualization.
If the solution is an essay, report, multimodal presentation or performance, then an ideation
process should be employed.
If you are working towards a scientific solution, then this is where a hypothesis needs to be formed,
which can then be tested. Remember, these are about cause and effect.
If your problem is about developing a solution to invent a new product, computer program,
experience, or environment, then this phase is about ideation and specifying requirements.
Basic Ideation Process
This is a process to generate ideas that solve a problem or challenge. You should have defined
your challenge in the Define phase. Now use this process start solving your problem.
STEP 1 – Generation
Find as many examples of the product, as you can, that fit your definition and context.
STEP 2 - Selection
- 42 -
Choose 3 of these and identify aspects that fit your definition and context and aspect that don’t
fit. Use the table below to organise your thoughts.
URL Screenshot Aspects that fit context Aspects that don’t fit with context
Step 3 – Implementation
Identify the product that best fits your definition context and come to a conclusion by indicating
aspects of it you will use in your own product.
The SCAMPER Method
Depending on your context, combine
questions from these sources:
Mindtools
Designorate
Interaction Design
Specify Requirement
If your problem is about developing a solution to invent a new product, computer program,
experience, or environment, then also create a specification. Helpful resources are:
What is a Specification?
How to write a specification
Justified specification (if you want to increase the cognitive demand)
- 43 -
Design: Performing
In the Design Phase we begin utilizing gathered knowledge to synthesize solutions. Remember, the
deliverable product could be one or more of:
Written Products
Presentation Products
Media and Tech Products
Constructed Products
Planning Products
You need to decide what needs to be produced and provide the templates, organisers and
scaffolding.
Planning Products I would have students design and develop the planning products in this phase as your learning
goal will probably be related to designing. This could be any one of:
Concept Map (to design an essay or report)
Storyboard
Design Sketch
Flowchart
Algorithm
Site Map
Wireframe
Blueprint
Wiring Diagram
UI Designs
Whatever process needs to be followed or design tools that needs to be used, find imaginative
ways for students to collaborate to create a shared product of learning.
Create alternative solutions, choose the best one and develop it For the Engineering Process, have individual students in a team design alternatives. You could also
use the ideation process again and have students hone their evaluation skills.
Feedback-Feedforward Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
- 44 -
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: G
en
era
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
purposeful creation and
connection of design ideas
and processes of increasing
complexity and discerning
justification of decisions
effective creation and
connection of design ideas
and processes of increasing
complexity and informed
justification of decisions
creation and connection of
design ideas and processes of
increasing complexity and
justification of decisions
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: D
esig
nin
g a
nd
imp
lem
en
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
discerning design and
evaluation of user experiences
and algorithms
informed design and
evaluation of user experiences
and algorithms
design and evaluation of user
experiences and algorithms
Deliver: Performing
Deliver-Produce
This phase is about completing the solution and students can use their Team Work Plan to keep
them on track. For Media and Tech Products or Constructed Products, have students develop and
test a prototype or Minimum Viable Product. Again, the testing protocols will be different
depending on the product. This is all about low-level evaluation.
Find imaginative ways to facilitate students to collaboration to create a shared product. Keep an
eye on their Team Work Plan to make sure that individual students are producing parts of a whole
product. Also, make sure that the team is working together to put the individual parts together to
form the whole product.
Feedback-Feedforward
Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
- 45 -
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: P
rod
ucin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
proficient and consistent
production of high quality
designed solutions suitable for
the intended purpose by
selecting and using
appropriate technologies
skilfully and safely
effective and consistent
production of high quality
designed solutions suitable for
the intended purpose by
selecting and using
appropriate technologies
skilfully and safely
production of high quality
designed solutions suitable for
the intended purpose by
selecting and using
appropriate technologies
skilfully and safely
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
skills
: D
esig
nin
g
an
d im
ple
men
tin
g
discerning design and
proficient implementation of
modular programs, including
an object-oriented program,
using algorithms and data
structures involving modular
functions that reflect the
relationships of real-world data
and data entities
informed design and effective
implementation of modular
programs, including an object-
oriented program, using
algorithms and data structures
involving modular functions
that reflect the relationships of
real-world data and data
entities
design and implementation of
modular programs, including
an object-oriented program,
using algorithms and data
structures involving modular
functions that reflect the
relationships of real-world data
and data entities
comprehensive testing and
prediction of results and
proficient implementation of
digital solutions
reliable testing and prediction
of results and effective
implementation of digital
solutions
testing and prediction of results
and implementation of digital
solutions
Deliver-Publish
This phase is about making the actual presentation or demonstration. This is not about presenting
to the class or Teacher but in a truly public forum; ideally with parents and Mentors as judges; to
connect back to the authenticity aims of the project Why not make this part of a competition and
award prizes? Your project could then be implemented in several classes or even between
schools.
The guiding resources that you can use are:
Presentation Plan
Presentation Day Checklist
Project Presentation Audience Feedback Form
These tasks and roles should already be on the Team Work Plan and teams should be meeting
regularly to meet deadlines.
Feedback-Feedforward
Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
- 46 -
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: G
en
era
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
comprehensive and effective
communication and
documentation of projects,
including marketing for a range
of audiences
effective communication and
documentation of projects,
including marketing for a range
of audiences
communication and
documentation of projects,
including marketing for a range
of audiences
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
:
Co
llab
ora
tin
g a
nd
ma
nag
ing
discerning planning and
management of digital projects
using an iterative approach
informed planning and
management of digital projects
using an iterative approach
planning and management of
digital projects using an
iterative approach
Debrief: Adjourning
In this final phase, students look at their project from beginning to end and really get to own their
learning. They determine what could have been done better and ways they could improve their
problem-solving approach in similar situations. This then is an evaluation process. The guiding
resources that you can use are:
My Thoughts About the Project
Self-Reflection on Project Work
CIPP Evaluation A deeper and more comprehensive evaluation can be gained by using the CIPP Model of
Evaluation.
Feedback-Feedforward
Before moving to the next phase of the engineering cycle, this is a good opportunity to reflect
against the proficiency scale that may apply (or not; remember you limited the number of
assessable criteria). For this analysis of the problem context, the WALTS below may be applicable.
You just need to fill in the WILFs for each. See if you can celebrate the success of teams by sharing
Model Responses between teams.
- 47 -
This is also an opportunity for teams to reflect against the Team Behaviours Standards and
Feedup-Feedback-Feedforward, both individually and with peers.
Year 9-10 Design Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
: E
va
lua
tin
g
The student work has the following
characteristics:
The student work has the following
characteristics:
The student work has the following
characteristics:
discerning evaluation (using the
detailed criteria for success) of:
their ideas
designed solutions
processes
informed evaluation (using the
detailed criteria for success) of:
their ideas
designed solutions
processes
evaluation (using the detailed
criteria for success) of:
their ideas
designed solutions
processes
Year 9-10 Digital Technologies
4 3.5 3
Pro
ces
se
s a
nd
pro
du
cti
on
sk
ills
:
Ev
alu
ati
ng
discerning evaluation of
information systems and their
solutions in terms of risk,
sustainability and potential for
innovation and enterprise
informed evaluation of
information systems and their
solutions in terms of risk,
sustainability and potential for
innovation and enterprise
evaluation of information
systems and their solutions in
terms of risk, sustainability and
potential for innovation and
enterprise
Blended Learning – Flex Now that you have Designed your Project and Problem Based Learning, it’s time to Deliver it using
a Virtual Classroom or Learning Management System (LMS). I recommend strongly that you build
a foundation of Blended and Personalised learning before tackling Project and Problem Based
Learning as this is best practices with a Flex Model and not a Rotation Model. This means that
Learning Resources and Activities need to be available in your Virtual Classroom in a flexible
manner. Ie. Students need to access them when they need them. The implication here are that
you need to have all resources available at the beginning of the project as not as you go (as may
be the case with traditional teaching and learning).
Blackboard Users and Groups Blackboard has the facility to provide a group area for project work that includes group Blogs,
Wikis, Journals, email and file sharing. This link will provide support to do this:
https://staff.learningplace.eq.edu.au/help-centre/eLearn/users-groups/Pages/default.aspx
General Virtual Classroom (Blackboard) Tips
What Contemporary Education Looks Like
Tips for Building a Virtual Classroom
Creating a Virtual Classroom
- 48 -
Initial Setup of your Virtual Classroom
Setting up your Virtual Classroom
Navigation in Virtual Classrooms
Tech Tips
Wikis
Blogs; Edit Blog Posts
Journals
Learning Place Help
eLearn (Blackboard)
Virtual Classrooms
Manage Classrooms (CAMS)
eLearning Department of Education and Training
Phone: 1800 680 445 (select 5) Fax: (07) 3034 5288 Email: [email protected]
Office hours Monday-Friday, 8.00am to 5.00pm (excluding Public Holidays)