Amber

Gilmore Immigration into the U.S. 113. 18 Accommodations: Students may present their project to the class in any form they desire. Designated readers can be used if necessary. Frequent breaks will be taken between each presentation and the presentations will be scheduled well ahead of time to allow students to manage their time well. I will also set a time limit for presentations so that students will keep their presentations concise. Title: Projectbased Learning An Immigrants Experience 1. Select an inquiry focus. The focus will be on a particular immigrant that came through the port at Ellis Island that most closely matches the background of the student. If there is no match available the teacher will randomly choose an immigrant. 2. Consider what you want to know about the topic and develop a research plan. In order to answer the interview questions involved in the project the potential background of the immigrant will need to be researched. Follow the questions on the interview sheet at the end of the project outline to find out what information is needed. 3. Choose a presentation format. Students may do oral presentations; make audio/visual presentations like a movie; present their information in the form of a story book. 4. Use multiple sources to research your topic. I will make historical documentation available as needed. Students will be allowed class time to visit websites for research and to watch documentary films if necessary. 5. Participate in class inquiry workshop sessions. Students will be provided with time to discuss their project with fellow students. Students are encouraged to exchange ideas and offer constructive criticism. 6. Schedule progress conferences. Through the life of the project the teacher will schedule 5 minutes progress updates with each student so the project can be discussed. If the student is having trouble a larger chunk of time can be set aside for the teacher to help. 7. Engage in selfevaluation by completing the project rubric. Each student will be given time to evaluate their project before they present it by viewing and completing an initial self analysis via the evaluation rubric. They will also complete a self analysis after theyve presented using the same rubric. 8. Practice and present the inquirybased investigation. Students are encouraged to present their project to the entire class in 7 minutes or less. This includes the interview portion of the assignment where the teacher will ask some of the questions included at the end of the project outline. Performance Assessment 1. Assessment: Projects Rubric: Presentation Rubric for PBL Projects Projects such as FirstPerson Experiences (see Chapter 12) and studentauthored electronic books (see Chapter 13) are also examples of performance assessments. These projects provide students with opportunities to show what they have learned in richly interactive ways. They require decision making on the part of the students that ranges from topic selection to mode of presentation. The project format also provides students with alternative ways to respond, which may be more suitable to their individual learning styles. Rubrics based on essential criteria are used to evaluate these projects. For an example of a First Person Experience rubric, see Figure 12.8 in Chapter 12; for an example of a rubric for studentauthored electronic books, see Figure 13.5 in Chapter 13.

Diagnostic Teaching

P R E S E N T A T I O N

R U B R I C

f or

P B L
Above Standard

(for grades 3-5)

Below Standard Approaching Standard
f chooses some

At Standard
f chooses appropriate facts and relevant,

Explanation of Ideas & Information Organization

f uses inappropriate facts and irrelevant

details to support main ideas

facts and details that support main ideas, but there may not be enough, or some are irrelevant

descriptive details to support main ideas and themes

f includes everything

f does not include everything

required in presentation f presents ideas in an order that does not make sense f does not plan timing of presentation well; it is too short or too long

f includes almost

everything required in presentation f tries to present ideas in an order, but it doesnt always makes sense f presents for the right length of time, but some parts may be too short or too long
f makes

required in presentation f presents ideas in an order that makes sense f organizes time well; no part of the presentation is rushed, too short or too long
f keeps

Eyes & Body

f does not look at audience; reads notes f fidgets or slouches a lot

some eye contact, but reads notes or slides most of the time f fidgets or slouches a little
f speaks

eye contact with audience most of the time; only glances at notes or slides f has a confident posture
f speaks

Voice

f speaks

too quietly or not clearly f does not speak appropriately for the situation (may be too informal or use slang)
f does not use audio/visual

loudly and clearly most of the time f speaks appropriately for the situation most of the time

loudly and clearly f speaks appropriately for the situation, using formal English when appropriate

Presentation Aids Response to Audience Questions Participation in Team Presentations

aids or media f uses inappropriate or distracting audio/ visual aids or media

f does not answer

f uses audio/visual

aids or media, but they sometimes distract from the presentation, or do not add to ideas and themes some audience questions, but not clearly or completely

f uses well-produced

audio/visual aids or media to add to main ideas and themes

audience questions

f answers

f answers

audience questions clearly and completely

f Not all team members

participate; only one

f All team members

participate, but not

f All

or two speak

equally

team members participate for about the same length of time, and are able to answer question

 Student Planning Although this will not particularly help the students with putting their project together it will help them plan out their presentation. They know exactly what is expected of them and can adapt their presentations accordingly. Goals The students will be able to use the completed rubric they receive back from the teacher to set goals for their next presentation. If they are average they can set a goal to get above average on the next presentation rubric.