Class IX Science Lesson 6 - The Review Phase

Project Plan - Lesson 6The Review Phase


(6.1)Student Reflection and Evaluation:
                Describe how student reflection and evaluation will be conducted.

Reflections of students make sure:
·         significance: allows students to see the importance of their own learning processs
·         Process recognition: they identifies what they did well, what they failed at ,what they need to change…..
·         Solutions: Strategies to solve their problems.
·         Motivation: makes learning enjoyable and gives motivation to learn more.
·         Analysis: Students are able to analyse why they need to learn these concepts  , theory & ideas.
·         Thus, learning won’t be content driven and encourages critical thinking.
Students reflection will be assessed in three levels:
Level one: before learning
Level two: while learning
Level three: after learning
Level four: student moving forward.
RELECCTION  QUESTIONNAIRE
Backward looking:
·         How much did you know about the subject before we started?
·         In what ways do you think you improved?
·         In what ways do you think you need to improve?
·         Which resources did you use while working on this project?
Inward looking:
·         How did you feel about this project?
·         Which part did you like the best?
·         Which part did you dislike?
What changes did it bring on you?
 Outward looking:
·         If you were a teacher , what comments would you make about this work?
·         Did you achieve the standards of this assignment? If not, what ways it did not meet the standards?
·         If someone else were looking at your project, what might they learn about you?
Forward looking:
·         Give one thing you would like to improve upon?
·         What changes would you like to bring upon if you had a chance to do the work again?
·         Which of your qualities would you like your teacher should know about you?


(6.2) Teacher Reflection and Evaluation:
                Describe how teacher reflection and evaluation will be conducted.
Valuing reflection: Teacher act as an intermediary between the learner and the learning activity in a strategic way and help student to monitor individual progress.
Setting the tone of reflection: Teacher helps the students to look back , step back and ask the question  “ what have I learned from this activity?”. Students make meaning from their experiences overtly in written and oral form.
Guiding student :Guiding student reflections by discussions, interviews, questioning, and logs and journals
Modeling reflections: Students need to encounter reflective role models & teacher can provide role models from history & novels.
Evaluation is done by documenting the in-depth reflections of students making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.

(6.3) Assessment of 21st Century skills:
                List of 21st century skills in this project and its assessment
For a closer look at what this looks like, consider just a few examples of the learning experiences that happen more frequently in PBL classrooms:
  • Students compare information from different sources before completing an assignment
  • Students draw their own conclusions based on analysis of numbers, facts, or relevant information
  • Students try to solve complex problems or answer questions that have no single correct solution
  • Students give feedback to peers or assess other students' work
  • Students convey their ideas using media other than a written paper (such as posters, blogs, or videos)
  • Students answer questions in front of an audience
  • Students generate their own ideas about how to confront a problem
These indicators paint a picture of students who are able to think on their feet, contribute to a team effort, and work creatively when they confront new challenges.

(6.4) Summative Assessment and Grading:
                List products and the corresponding rubrics that will be used for SA and Grading
Product
Rubric
Grading
Research-Quantity:
Primary and secondary sources
Distinguished(Included information from reputable secondary sources. Made extensive use of relevant and interesting primary source materials.)
Proficient(Included information from at least one secondary sources. Used information from relevant primary source materials)
Apprentice (Used information from one primary source. )
Novice(Work did not have information from any primary sources.)


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Research-Quality:
Information from reputable sources
Distinguished(Included facts, conclusions, and opinions from reliable sources. Included opinions of subject-matter experts.)
Proficient(Included facts, conclusions, and opinions from reliable sources.)
Apprentice (Included a mixture of facts from reputable sources and opinions from unreliable sources )
Novice(Included more opinion than fact)
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Research-Interviewing:
Used proper interviewing techniques
Distinguished(Interviewer was prepared with questions and follow-up questions. Every question was related to the topic)
Proficient(All questions prepared in advance. No more than one or two questions were unrelated to the topic.)
Apprentice (Some questions prepared in advance.  )
Novice(No questions were prepared in advance. Questions did not address the topic)

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3

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Research-Documentation:
Bibliography and citation
Distinguished(Project bibliography or credits were complete and flawlessly formatted)
Proficient(Project bibliography or credits were complete.)
Apprentice (Project bibliography or credits were incomplete )
Novice(Did not include project bibliography or credits)
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PBL KVPATTOM

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