Part A Project Based Learning Task
Part A Project Based Learning Task
You are to design and develop 3 distinct and innovative learning activities which will form part of a larger 7 to 10 hour project-based learning (PBL) task, appropriate to a primary school year level of your choice (F 6).
The Curriculum or Syllabus you choose to use could be the Australian Curriculum: Design and Technology or a relevant state based syllabus.
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/design-and-technologies/year-6?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0Year 5/ 6
"How can we create an environmentally friendly, expandable approach to ensure access to safe drinking water for marginalized communities in Australia?"
If you choose the Australian Curriculum (any student can choose this):
Please use the latest version - Version 9 and focus on the Design and Technology Curriculum Foundation to Year 6
You can choose between
Engineering principles and Systems
Materials and Technologies
Food and Fibre production & Food specialisations
The task must be underpinned by learning theories addressed during lectures and tutorials, for example, Project Based Learning. There needs to be obvious use of the steps or phases of PBL explicitly presented in the task that you design. These theoretical underpinnings should be easily identifiable throughout the project and in the sustained inquiry and assessment strategy phases of the project. (LO2, LO3)
The task also needs to be heavily informed by Design Thinking considerations. As the Design Thinking process leads to design tasks, this will necessitate a project-based approach. It is anticipated that by incorporating the Design Thinking Process you will enhance the PBL task and help make it an authentic Design and Technology set of activities. (LO2, LO3)
The PBL task will be presented as a website and should contain a minimum of 5 sections. It is anticipated that each of the sections consist of a variety of information easily accessible to the students which align with the basic principles of proven PBL practice. Each section can contain multiple subpages:
All sections: Rubric for Website Creation 10%
Required content provided5
(LO3, LO4) The website provides all the required content including a variety of links to external information for the students to be able to effectively undertake the project The website provides the majority of the required content including some links to external information for the students to be able to effectively undertake the project..The website provides most of the required content including a few links to external information for the students to be able to easily undertake the project. The website provides some of the required content to allow the students to be able to undertake the project to some degree. The website fails to provide the necessary content to a satisfactory level.
Content accessibility
5
(LO4) The structure of the website provides a very intuitive interface with highly logical use of fully functional menus, links and other navigation components The structure of the website provides an intuitive interface with mostly logical use of menus, links and other navigation components that all work as expected The structure of the website provides a mostly intuitive interface with good use of menus and links that mainly work as expected The structure of the website provides a satisfactory interface with some use of menus and links that mostly work The website contains broken links, navigation that is not intuitive and/ or ambiguous labelling
Section 1: Welcome and introduction to Challenging Problem or Question Statementpage
200 words
Question - "How can we create an environmentally friendly, expandable approach to ensure access to safe drinking water for marginalized communities in Australia?"
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.
Section 2: Assessment task page 300 words
Assessment strategies
3
(LO3, LO4) A variety of assessment strategies are used throughout the sustained inquiry and larger PBL project as both formative and summative tasks Assessment strategies are used throughout the sustained inquiry and larger PBL project as both formative and summative tasks Assessment strategies are used within the sustained inquiry or larger PBL project as either formative or summative tasks An indication of assessment opportunities is identified with some explanation Little or no identification of assessment strategies being used within the PBL project
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.
Section 3: Sustained Inquiry 500 words
Incorporation of PBL processes and strategies
5
(LO2, LO3) There is a comprehensive use of a variety of PBL strategies throughout the project There is a clear inclusion of a variety of practices that are consistent with good PBL design throughout the project There is a clear inclusion of practices that are consistent with good PBL design within the project There is some inclusion of practices that are consistent with good PBL design The activities are not reflective of PBL practices
Sustained inquiry evident throughout the activities - 9 (3 per activity)
(LO4) The 3 activities provided are highly innovative and provide a scaffold that supports a sustained progression of learning to be undertaken The 3 activities provided are innovative and provide a scaffold that supports a sustained progression of learning to be undertaken The 3 activities described provide a good level of sustained inquiry and an obvious progression of learning takes place The activities described provide a satisfactory level of sustained inquiry or progression of learning to take place The activities do not provide a satisfactory level of sustained inquiry or progression of learning
This will be the most detailed section and may include subpages for each of the three activities. Here you provide students with the project outline which will include the three innovative activities that will guide students to develop a well-considered understanding of the scenario, which will inform their solution to the problem. You will need to include details under the various curriculum headings of:
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 learningIf using the Australian Curriculum (including NSW and VIC students who wish to)
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.
Section 4: Work Samples 200 words
Work samples
5
(LO3, LO4) There are 3 exemplary work samples provided that clearly meet all learning outcomes There are 3 work samples provided that are of a high standard and clearly meet the learning outcomes There are 3 work samples provided that are of an appropriate level and meet most learning outcomes At least 1 relevant work sample is provided that indicates some association with learning outcomes Work samples are not present or are mostly irrelevant to the activities created.
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).
Section 5: A teacher background Information page 400 words (excluding curriculum links)
Project derived from appropriate Curriculum / Syllabus 3
(LO1, LO3) PBL task is clearly derived from appropriate curriculum or syllabus with a variety of suitable learning outcomes identified PBL task is clearly derived from appropriate curriculum or syllabus with some suitable learning outcomes identified PBL task is mainly derived from appropriate curriculum or syllabus with one suitable learning outcomes identified Partial or implied links to a curriculum or syllabus and invented outcomes supplied No obvious link to curriculum or outcomes
Project underpinned by suitable and relevant learning theory/theories 3(LO2, LO3)) The project comprehensively reflects a variety of learning theories identified throughout the sustained inquiry and assessment strategies The project clearly reflects a variety of learning theories identified throughout the sustained inquiry and assessment strategies The project reflects some learning theory identified within parts of the sustained inquiry and assessment strategies The project reflects a learning theory identified within parts of the sustained inquiry or assessment strategies The project does not provide connections to any learning theories.
This page will assist other teachers and future teachers who may use your resource. Include:
Year level or stage the task/s are aimed atCurriculum connections what curriculum/ syllabus are you usingThe sub-strand what technologies context being used (is it food and fibre or earth and space for example)
Content Descriptors (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.
Elaborations of each Content Descriptor selected (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 Gardeners 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. (not included in word count)
(LO1, LO2, LO3, LO4)
References and suitable language
2
(LO3) Referencing is provided that closely follows APA7 formatting, cites all non-original content and language is highly developed, controlled and suitable for the task Referencing is provided that substantially follows APA7 formatting, cites most non-original content and language is well developed, controlled and suitable for the task Referencing is provided that mostly follows APA7 formatting, cites some non-original content and language use is mostly suitable for the task A satisfactory attempt is made to reference material used in the creation of the web site using an APA7 structure and language use is mainly acceptable There is little to no evidence of referencing within the website or language use is unsuitable or difficult to follow
Section 5 Part B Project Based Learning Reflection 400 wordsConnections to PBL theory
3
(LO2) The reflection provides a highly detailed summary of the connections to PBL theory covered in the unit The reflection provides a detailed summary of the connections to PBL theory covered in the unit The reflection provides a sound summary of the connections to PBL theory covered in the unit The reflection provides a summary of the connections to PBL theory covered in the unit The reflection provides little or no summary of the connections to PBL theory
Connections to learning theory3
(LO1, LO2) The reflection provides a highly detailed summary of the connections to learning theory covered in the unit The reflection provides a detailed summary of the connections to learning theory covered in the unit The reflection provides a sound summary of the connections to learning theory covered in the unit The reflection provides a summary of the connections to learning theory covered in the unit The reflection provides little or no summary of the connections to learning theory covered in the unit
Critical reflection
4
(LO4) The reflection provides highly detailed analysis of the PBL task and web site design including ideas for improvement The reflection provides detailed analysis of the PBL task and web site design including ideas for improvement The reflection provides some analysis of the PBL task and web site design including at least one idea for improvement There is some analysis of the task or ideas for improvement There is little to no analysis of the task and little to no ideas for improvement
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.
Note: In this activity you are not required to create lesson plans or use the ACU lesson plan template. However, the lesson plan template in the appendices can be used to help inform or guide your thinking. Here you have an opportunity to use your creative skills to create a series of activities that will incorporate the Design Thinking process to produce some learning activities that would engage and excite the students into thinking deeply about a problem or topic and providing possible solutions using the PBL structure. (LO2, LO4)
ASSESSMENT CRITERIA
See Appendix 1 for the marking rubric. This is your guide to what criteria is being marked.
Assessment ONE | Project Based Learning (PBL) Resources: HEREBuck Institute for Education HereDavid and Clare Price resource pages Here
