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LC Module: Project Planning - Action Meetings

“Studies comparing learning outcomes for students taught via project-based learning versus traditional instruction show that when implemented well, PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).” (Vega, Vanessa 12,03,2012).

Project

PG008-J. Project Planning Action Meeting Four – Project Intro Stakeholder Timed Talk Stu Act Sheet

PG008-S4 – Introductory Stakeholder Presentation – Since projects are moving targets and ever-changing, it is vital to keep the stakeholders up-to-date on the goals and the direction of your project. As directed, Instructor and the Project Facilitator will lead team members, individually, with a group project partner or team, to develop a “Timed Talk” to inform the stakeholders of the project purpose and decisions using the planning tool provided. Use of flow charts, diagrams, tables and charts are recommended, where applicable.

Project

PG007- I. Project Planning Action Meeting Four – Generating a Project Rubric Student Activity Sheet

PG007-S4 – Generating a Project Rubric – As directed, Instructor and the Project Facilitator will lead team members, individually, with a group project partner or team, to follow the instructions provided to develop a rubric for each major activity or event within your project. A rubric provides criteria to measure the quality of goals attained. It defines and describes what success would look like for each major event, task or component within the project.

Project

PG006-H. Project Planning Action Meeting Three – Generating Anticipated Proj Outcomes Std Act Sheet

PG006-S4 – Generating Anticipated Project Outcomes – As directed, Instructor and the Project Facilitator will lead team members in answering questions, individually, with a group project partner or team, about the project’s anticipated end results, both positive and negative. Next, the Project Recorder will record the responses on the flip chart sheet provided. The team will star the positive outcomes and accomplishments to be achieved. Last, students will be directed to generate four to six anticipated learning outcomes based upon their current project knowledge and experience.

Project

PG005-G. Project Planning Action Meeting Two – Establishing Event Action Plans Std Act Sheet

PG005-S5 – Establishing Event/Activity Action Plans – In a five-step process, Instructor and the Project Facilitator will lead team members into breaking down each major project activity or event into task components or categories, such as budget, menu, location, agenda, etc. Next, with consensus, key objectives will be written for each major component to communicate expectations. The manager of each component will complete the priority option chart and determine completion dates, etc. Then, for more complex activities or events, each person or persons responsible for each component will create phases of completion and daily to-do lists. Project team members will be requested to develop a project journal for reflection as the project progresses, along with the changes needed for the next time.

Project

PG004-F. Project Planning Action Meeting One – Establishing Project Goals Student Activity Sheet

PG004-S3 – Establishing Project Goals – In a three-step process, using the varied solutions recommended, Instructor and the Project Facilitator will lead team members to establish project goal statements to fulfill the project purpose. Individual project events or activities will be established to fulfill the stated project goals. Project team members will be assigned or volunteer to be an event or activity manager(s). Next, the Event Manager(s) will be directed to create an event or activity goal statements, objective statements and task checklists for their individual activity or event. The last step for the team members is to make plans to contact community stakeholders, at the discretion of your instructor, to offer support of the events or activities.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.