Planning EPIC Projects We need Entrepreneurs, Producers, Innovators & ChangeMakers (EPIC)people who desire to make other people’s lives better! We strive to do just that through powerful projects that call people to action.
Tip: Plan backwards from major products and the presentation. Section 1: Try to get as much down as you can. You do not need to have every box filled. Use it as a guide. Name of Project*
Project Idea
Driving/Essential Question(s)*
What elements would we see in a truly quality final product?
Essential questions are authentic, have no easy answer, stretch students’ intellectual muscles, and ignite students’ imaginations.
Presentation Audience
Exhibition Ideas
Learning Objectives
Who is the authentic audience for your students’ work?
Where will your project “live” after the exhibition ends? How can you avoid this becoming a “dumpster project”?
What do you want students to learn? Standards/Frameworks: CCSS ELA & Literacy (p. 45); CCSS Mathematics (p.40, 46, & 52); Next Generation Science Standards (NGSS)
Teachers
Experts to Contact
Human Centered Impact
Who else might bring some value & perspective to this project?
What adult professionals could you bring in as guest speakers or to give feedback during your critique process? What field experiences could you design for the students? Other opportunities for adultworld connection?
Who is the authentic audience for your students’ work?
Section 2: Circle what you need/already have/might want to include….. Entry Event: to launch inquiry and spark curiosity.
Why does this project matter? Why will your kids care? What will make them excited to come to school every day to tackle this project?
Formative Assessments
Quizzes/Tests, Journals, Plans, Prototypes, Rough Drafts, Exams, Notes, Practice Presentations, Checklists, Concept Maps, 4Cs Rubrics, KWL, Other:
Summative Assessments
Quizzes/Tests, Journals, Plans, Final Products, Exams, Practice Presentations, Written Products (with rubric), Oral Presentation (with rubric), Short Answer Constructed Response, Peer Evaluation, SelfEvaluation, Other:
Reflection (individual)
Journal/Learning Log, WholeClass Discussion, Blog, Focus Group, Fishbowl Discussion
LEARNING FROM MODELS What models of excellent work can students study to inspire their own work of excellence? Models created by professionals? By you? By past students? [Other resources: HTH Project Archive, UnBoxed Project Cards, EL Education Models of Excellence]
Project Flow Project Flow
Activity
Products, Prototypes, Tasks, Deliverables
Project Launch (12 days)
Entry Event(s) Parent Letter Intro to the Driving Question Cultivate Curiosity & Interest
Building General Knowledge (36 days)
Inspiration/Active Exploration Literacy Connection: Narrative & Informational Content Knowledge Direct Instruction/Student Centered
Organizing Teams & Tasks (610 days)
Inspiration/Active Exploration 4CsCommunication & Collaboration Working Agreements LowRes Prototypes
Focused InDepth Inquiry (1015 days)
Subset of Questions related to the Driving Question Study Groups Observations, Interviews, Immersion MedRes Prototypes
Creating Products (1520 days)
Max 3 Choices HighRes Prototypes, Feedback & Reiterations
Presentations (2022 days)
Presentation Preparations
Collaboration Rubric (Observable Behaviors) Definition: The learner is able to work effectively in a variety of groups and contribute to discussions, support peers, come to consensus and achieve the group goals as defined by the project or task.
Skills
1 2 3 4
Cooperation
Demonstrates an ability to work with others
Receptive to different ways of thinking
Values the skills and knowledge of other group members
Encourages a culture of knowledge sharing, not hoarding
Conflict Resolution
Listens to conflict resolution efforts of others
Willing to participate in conflict resolution
Encourages conflict resolution
Facilitates conflict resolution among group members
Contributions Offers ideas to group
Offers constructive feedback States personal opinions to others with tact
Expands on the ideas of others
Support
Encourages success/ achievement for self
Encourages success/ achievement some group members
Encourages success/ achievement for all group members
Encourages success/ achievement for whole class
Consensus Building
Open to compromise
Supports and adheres to group decisions even when not in agreement
Involves everyone in the decision making process
Check for major objections from others before decision is made
*These are intended to be general guides to observable behaviors for students kinderfifth.
Communication Rubric (Observable Behaviors) Definition: The learner is able to clearly convey views and ideas effectively in written, visual and verbal formats in a way that exudes confidence and is relevant to a given audience.
Skills
1 2 3 4
Interpersonal Skills
(1) Is an active participant in team discussions
ActiveListening (2) Uses eye contact to focus attention on Skills speaker
Verbal Skills
(3) Projects voice as appropriate
Nonverbal Skills (4) Looks at the person he/she is speaking to
(1) Adheres to “norms of engagement” (e.g. taking turns, speaking one at a time, not interrupting etc.)
(1) Makes a productive impact on group discussions
(1) Actively encourages others to make meaningful contributions to group discussions
(2) Provides various nonverbal cues to speaker (e.g. headnods, facial expressions, etc.)
(2) Asks clarifying questions to speaker
(2) Is able to verbally paraphrase what others say
(3) Speaks clearly and to the point and demonstrates effective use of word choice and/or vocabulary
(3) Demonstrates effective (3) Is able to show and/ or use of varied verbal skills explain intentional use of (e.g. rhetorical devices, verbal skill speaking rate, enunciation, etc.)
(4) Uses an effective and/or appropriate tone of voice
(4) Demonstrates effective use of varied nonverbal skills (e.g. gesture, physical presence, space, body language, postures etc.)
*These are intended to be general guides to observable behaviors for students kinder – fifth.
(4) Is able to show and/ or explain intentional use of nonverbal cues
Creativity Rubric (Observable Behaviors)
Definition: The learner is able to analyze problems from a unique perspective and explore innovative ideas aimed at realworld solutions.
Skills
1 2 3 4
Embracing Ideas
Is willing to hear others ideas
Perseverance Is not discouraged by mistakes
Accepts the ideas of others
Questions & challenges new ideas in a nonjudgmental way
Fosters culture of critique in group/class
Does not allow individual and/or group mistakes to have a negative impact on learning
Sees individual and/or group mistakes as an opportunity to improve
Encourages others to see mistakes as an opportunity to improve
Generating Ideas
Offers one idea off the top of his/her head
Uses one type of idea generation method
Uses a variety of techniques to produces new ideas (i.e. brain storming, mindmapping, etc.)
Pulls existing ideas together to generate additional ideas
Innovation Skills
Does not limit self/group only to existing ideas
Willing to explore and apply creative ideas
Demonstrates imagination and ingenuity
Produces imaginative and/or inventive products/solutions
Improving Ideas
Open to refine own ideas, products or solutions
Uses a process to refine ideas, products, or solution
Analyzes and evaluate ideas to determine which are best to pursue
Is able to explain process of selecting best ideas to pursue
Applying Ideas Practically
Understands that creative ideas need practical applications
Searches various methods to find practical applications for creative ideas
Finds practical applications for creative ideas
Can explain the creative process that produced their final product
*These are intended to be general guides to observable behaviors for students kinder fifth.
Critical Thinking Rubric (Observable behaviors) Definition: The learner is able to use analytical thinking to solve problems and generate new ideas based on information gathered from observation, experience, reflection, reasoning or communication with others.
Skills
1 2 3 4
Use of Reason
Willing to look at evidence
Draws conclusions directly from available evidence (i.e. demonstrates deductive reasoning)
Is able to draw broader conclusions from evidence, observations, and other experiences (i.e. demonstrates inductive reasoning)
Is able to distinguish which type of reason is appropriate to the situation.
Use of Questions
Poses simple “yes/no” questions to the group
Poses questions that may lead toward solving the problem at hand
Continually poses significant questions as more information/data is discovered
Poses openended questions that invite further discovery of possibilities
Evaluation of Resources
Utilizes information from one source
Uses more than one source of information
Questions the relevance and accuracy of every source.
Makes connections between information found in multiple sources
Feedback
Listens to feedback
Takes others’ feedback as Is able to talk about the impact considerations for improving that feedback made on their a project project
Seeks out peer and/or professional feedback from others
Stewardship
Knows that there is an impact of group decisions/ conclusions
Willing to explore the impact Allows decisions/ conclusion to and implications of group be shaped by examination of decisions/ conclusions impact and implications.
Able to explain the impact and implications of group decisions/ conclusions
*These are intended to be general guides to observable behaviors for students kinder – fifth.
Professional Ethics Rubric (Observable behaviors) Definition: The learner is able to achieve success by setting high standards of excellence for himself/herself through selfdiscipline, work ethic, honesty and integrity.
Skills
1 2 3 4
Time Management
Does project work with little to no redirection
Meets project deadlines
Able to prioritize and allot Uses a system to ensure appropriate time to complete project deadlines are met each task
Initiative
Takes on assigned tasks
Takes on new responsibilities without being asked.
Takes an active role in facilitating group discussion
Organizational Skills
Is able to find materials when needed
Knows where to find materials when needed
Uses a system of organization Is able to explain to others to find and manage materials his/her system of organization
Accountability
Accepts responsibility when NOT following through on commitments made to the group
Follows through with commitments made to group
*These are intended to be general guides to observable behaviors for students kinder –fifth.
Discovers new local/global resources to be used in the project
DEEPER LEARNING COMPETENCIES Deeper learning is an umbrella term for the skills and knowledge that students must possess to succeed in 21st century jobs and civic life. At its heart is a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job. The deeper learning framework includes six competencies that are essential to prepare students to achieve at high levels.
Competencies 1. Master core academic content 2. Think critically and solve complex problems 3. Work collaboratively 4. Communicate effectively 5. Learn how to learn 6. Develop academic mindsets The foundation of deeper learning is mastery of core academic content, whether in traditional subjects such as mathematics or in interdisciplinary fields which merge several key fields of study. Students are expected to be active participants in their education. Ideally, they are immersed in a challenging curriculum that requires them to seek out and acquire new knowledge, apply what they have learned, and build upon that to create new knowledge. Cognitive research shows that students learn more when they are engaged in their studies and see them as important. The brain functions by organizing information into databases where things that relate to one another are connected. It determines what is worth holding onto, discarding information it considers useless. At the same time, it organizes for future reference information that is tapped frequently to accomplish important tasks.
The typical worksheet, drillandmemorize, and test preparation approach to classroom teaching actually makes it difficult for students to retain the myriad bits of information they encounter during the school year. More effective is an instructional method that requires students to use important information repeatedly in complex and meaningful ways such as writing papers or completing projects.
Deeper learning activities should draw upon a clearly defined knowledge base to which students have previously been exposed or to which they will be introduced systematically in the context of their academic work. Activities that are not linked the development of academic content knowledge and skills should be viewed with caution. In practice, deeper learning prepares students for postsecondary education. They should graduate from high school equipped to:
1. Master core academic content. Students develop and draw from a baseline understanding of knowledge in an academic discipline and are able to transfer knowledge to other situations.
A. B. C. D. E.
Students understand key principles and relationships within a content area and organize information in a conceptual framework. Students learn, remember, and recall facts relevant to a content area. Students have procedural knowledge of a content area and know how content knowledge is produced and how experts solve problems. Students know and are able to use the language specific to a content area. Students extend core knowledge to novel tasks and situations in a variety of academic subjects. g. Students learn and can apply theories relevant to a content area. F. Students enjoy and are able to rise to challenges requiring them to apply knowledge in nonroutine ways. G. Students apply facts, processes, and theories to real world situations.
Deeper learning activities require learners to draw information from knowledge they have acquired and then do something meaningful with it. Because the brain must develop the internal wiring necessary to process information efficiently in nonroutine ways, deeper learning activities should be structured to give students multiple opportunities, over time, to apply knowledge in a range of challenging tasks. In essence, the learner moves from the novice to the expert level within the sphere of knowledge and expertise in question. This requires a range of strategies for processing information in sophisticated ways. Those strategies vary somewhat based on the subject area and nature of the activity, but all involve a commitment to systematic thought and analysis.
2. Think critically and solve complex problems. Students apply tools and techniques gleaned from core subjects to formulate and solve problems. These tools include data analysis, statistical reasoning, and scientific inquiry as well as creativity, nonlinear thinking, and persistence.
A. B. C. D. E. F. G. H.
Students are familiar with and able to use effectively the tools and techniques specific to a content area. Students formulate problems and generate hypotheses. Students identify data and information needed to solve a problem. Students apply tools and techniques specific to a content area to gather necessary data and information. Students evaluate, integrate, and critically analyze multiple sources of information. Students monitor and refine the problemsolving process as needed, based on available data. Students reason and construct justifiable arguments in support of a hypothesis. Students persist to solve complex problems.
3. Work collaboratively. Students cooperate to identify and create solutions to academic, social, vocational, and personal challenges.
A. B. C. D.
Students collaborate with others to complete tasks and solve problems successfully. Students work as part of a group to identify group goals. Students participate in a team to plan problemsolving steps and identify resources necessary to meet group goals. Students communicate and incorporate multiple points of view to meet group goals.
4. Communicate effectively. Students clearly organize their data, findings, and thoughts.
A. B. C. D. E.
Students communicate complex concepts to others in both written and oral presentations. Students structure information and data in meaningful and useful ways. Students listen to and incorporate feedback and ideas from others. Students provide constructive and appropriate feedback to their peers. Students understand that creating a quality final communication requires review and revision of multiple drafts.
F. Students tailor their message for the intended audience.
Deeper learning requires a broader range of conscious learning behaviors from students than traditional schoolwork. They must accept responsibility for expending the time and energy necessary to think about a task, select the proper learning strategies, and judge how well those strategies are working. When students encounter difficulty or setbacks, deeper learning requires that they diagnose the type of difficulty they are facing, select appropriate strategies to resolve the difficulty, and continue forward toward their learning goal. In addition, deeper learning expects students to be able to meet shared goals with others as well as to engage in the selfreflection necessary to continue learning throughout their lives.
5. Learn how to learn. Students monitor and direct their own learning.
A. Students set a goal for each learning task, monitor their progress towards the goal, and adapt their approach as needed to successfully complete a task or solve a problem. B. Students know and can apply a variety of study skills and strategies to meet the demands of a task. C. Students monitor their comprehension as they learn, recognize when they become confused or encounter obstacles, diagnose barriers to their success, and select appropriate strategies to work through them. D. Students work well independently but ask for help when they need it. E. Students routinely reflect on their learning experiences and apply insights to subsequent situations. F. Students are aware of their strengths and weaknesses, and anticipate needing to work harder in some areas. G. Students identify and work towards lifelong learning and academic goals. H. Students enjoy and seek out learning on their own and with others. I. Students anticipate and are prepared to meet changing expectations in a variety of academic, professional and social environments. J. Students delay gratification, refocus after distractions, and maintain momentum until they reach their goal. K. Students use failures and setbacks as opportunities for feedback and apply lessons learned to improve future efforts. L. Students care about the quality of their work and put in extra effort to do things thoroughly and well. M. Students continue looking for new ways to learn challenging material or solve difficult problems.
Deeper learning requires students to develop positive attitudes and beliefs about themselves in relation to academic work. Academic mindsets are the motivational components that influence students’ engagement in learning. In turn, engagement in deeper learning reinforces positive academic mindsets. Students with strong academic mindsets readily put in effort to learn and persist in the face of difficulty. They make use of cognitive, metacognitive, and selfregulatory strategies because they care about learning and are purposeful in doing what is required to succeed. 6. Develop academic mindsets. Students develop positive attitudes and beliefs about themselves as learners that increase their academic perseverance and prompt them to engage in productive academic behaviors. Students are committed to seeing work through to completion, meeting their goals, and doing quality work, and thus search for solutions to overcome obstacles.
I belong in this academic community: a. Students feel a strong sense of belonging within a community of learners and value intellectual engagement with others. b. Students understand learning as a social process and actively learn from one another and support each other in pursuit of learning goals. c. Students readily engage in the construction of meaning and understanding through interaction with peers. I can succeed at this: d. Students trust in their own capacity and competence and feel a strong sense of efficacy at a variety of academic tasks. e. Students see themselves as academic achievers and expect to succeed in their learning pursuits. My ability and competence grow with my effort: f. Students believe that hard work will pay off in increased knowledge and skills. g. Students are motivated to put in the time and effort needed to build a solid knowledge base and to accomplish important goals. This work has value for me: h. Students perceive the inherent value of content knowledge and of learning and developing skills. i. Students see the relevance of school work to their lives and interests. j. Students understand how work they do now will benefit them in the future. k. Students know that future learning will build upon what they know and learn today.
Entry Event Ideas An ENTRY EVENT is like a warmup to a lesson. It’s like an effective movie preview or a sudden invitation. It gets your attention, leads you to ask questions, and makes you want to take further steps. An ENTRY EVENT has two basic purposes: to spark 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, Skit ● Lively Discussion MAJOR STUDENT PRODUCTS Written Products
Presentation Products
Media & Tech Products
Constructed Products
Planning Products
Research Report Letter Brochure Script Blog Editorial Book Review Training Manual
Speech Debate Oral Defense Live Newscast Panel Discussion Play Musical Piece or Dance Lesson
Audio Recording Slideshow Drawing/Painting Graphic Design Collage/Scrapbook Photo Essay Animation Video
Small Scale Model Consumer Product Device Product Device/Machine Invention Scientific instrument Med Res Prototype High Res Prototype
Proposal Business Plan Design Bid Estimate Blueprint
Public Event Sales Pitch
Digital Story Computer Program
Timeline Flowchart
TIPS: Designing Powerful Project Gold Standard Project Based Learning* + 6As** = Deeper Learning I Wonders…
Powerful Design Elements
I likes…
(Evidence of areas that may need growth)
(Ideals for each Project)
(Evidence of meeting or exceeding ideals)
Authenticity
Projects use a real world context (e.g., community and workplace problems) and address issues that matter to the students. Record evidence of authenticity. If you do not see it, image what may be authentic about a project like this.
Academic Rigor
Projects address key learning standards & develop habits of mind associated with academic & professional disciplines. Record evidence of academic rigor. If you do not see it, imagine what academic rigor may be present in a project like this.
Applied Learning Projects engage students in solving semistructured problems calling for competencies expected in highperformance work organizations (e.g. teamwork, problemsolving, communication, etc.). Record evidence of applied learning. If you do not see it, imagine what applied learning may be present in a project like this.
Active Exploration
Projects extend beyond the classroom and connect to work internships, fieldbased investigations & community explorations. Record evidence of active exploration in the project you selected. If you do not see it, imagine what active exploration may look like in a project like this.
Adult Connections
Projects connect students with adult mentors and coaches from the wider community. Record evidence of adult connections in the project you selected. If you do not see it, imagine what adult connections could exist in a project like this.
Assessment Projects involve students in regular exhibitions and assessments of their work in light of personal, school and realworld standards of performance. Record evidence of assessment practices in the project you selected. If you do not see it, imagine what assessment practices may look like in a project like this.