Project+Based+Learning+Environment

Christen Pagett CSE 606 Project Based Learning for Our City Lesson Plan Content Area: Language Arts (Part of a Mini-Unit: 2-3 days) Description of Learning Principle:


 * Active, Critical Learning Principle**: All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning.
 * The Active, Critical Learning Principle is an essential piece of the lesson plan because in both the video game and in the project based learning, the students are required to choose for themselves, explore for themselves, and complete the finished project. All of this means that the students are not passive receivers of the information from the teacher but must learn what is necessary, both to succeed in the icivics games and in the project for the city.
 * Multiple Routes Principle** – There are multiple ways to make progress or move ahead. This allows learners to make choices, rely on their own strengths and styles of learning and problem solving, while also exploring alternative styles.
 * The project based learning unit uses the Multiple Routes Principle in that the students can find various ways to solve the problems they identify; there is not one simple solution but different ones that can fit with the learner’s approach.
 * “Material Intelligence” Principle** – Thinking, problem solving, and knowledge are “stored” in tools, technologies, material objects, and the environment. This frees learners to engage their minds with other things while combining the results of their own thinking with the knowledge stored in these tools, technologies, material objects, and the environment to achieve yet more powerful effects.
 * While exploring possible solutions for community issues, the learner may find the information they need and build the skills that are required in the research, collaboration, and writing they will do.

Learning Objective:


 * Students will be able to demonstrate collaborative critical thinking by identifying a community problem.
 * They will be able to form research and critical thinking skills by finding information on this problem.
 * Last, they will be able to improve writing mechanics by correctly citing their research and using appropriate grammar/punctuation and writing style when expressing possible solutions for this problem in a poster, brochure, letter, or other medium.

Anticipatory Set for the unit:
 * For the beginning of this unit, students will first go to the computer lab to play the game icivis for approximately 30 minutes.
 * Before students begin the game, teacher will talk briefly on some of the benefits of living in our city (Salem). Students can start with positive things in a think-pair-share.
 * Teacher will present the premise of the game – that students may select from the different options (Activate, Cast Your Vote, Countries Vote, etc.). Teacher explain that while there are positive things about every city, it can always become a //more// positive environment

Procedures:


 * Students will first brainstorm about possibilities of problems to choose from by using any method that works for them, but the teacher will provide resources (cluster maps, free writes, computer lab use to research problems in the area).
 * Next, the teacher will present a few facts about the largest problems in their area is. Students can either choose what they originally had proposed (if it doesn’t match what’s been presented) or choose from the problems stated.
 * After identifying the problem, students will formulate an action plan to solve it that should include aspects involving literacy – (e.g. brochures, posters, letters to the mayor, essays on why they chose the problem).
 * Students will then edit each others’ literature for errors.

Assessment:
 * Students will be assessed by their ability to research and cite information from the text they’ve chosen, using the correct MLA format.
 * In their literature (brochures, posters, letters, and/or essays), students will be assessed on the following: thorough explanation of the problem and connection to a solution, creativity of solution (did the student personalize it?), word choice, grammatical correctness, and persuasive ability.


 * Supplemental Materials for the Mini-Unit**
 * **Icivics website (http://www.icivics.org/games)**
 * **MLA Citation Checklist**
 * **How to Research instruction guide**

**MLA Citation Checklist** (to be used when student is citing information from their research on community problems and possible solutions; checklist from Adam Stephens Middle School) ___I have centered the title //Works Cited// one inch from the top of my paper.

___I have alphabetized entries by authors’ last names (or by the titles of articles when authors are not given).

___I have begun the first line of each entry at the left margin and indented successive lines 5 spaces (hanging indent).

___I have separated each author’s name, title, and publication information with a period followed by //one// space

___I have used quotation marks to indicate titles of short works that appear in larger works (for example, the title of a webpage, a book chapter, or a section of a website)

___I have italicized titles of published works (books, periodicals, website titles, database names, films, etc.). There is no underlining in my works cited entries.

___Every citation includes a medium marker. They are:
 * Print
 * Web
 * Performance
 * E-mail
 * DVD
 * TV
 * Personal interview

___I have abbreviated names of months, except May, June, and July, to 3 letters and have used the correct format for all dates (21 Apr. 2011)

___When information, such as a publisher name, date of publication, or page numbers do not appear on a website, I have used the following abbreviations:
 * n.p. = no publisher names given
 * n.d. = no DATE

**How to Research** (also from Adam Stephens Middle School) To conduct your research, have good questions and then find good and reliable sources. Once you have found a reliable source, make sure to get the citation information! **Do not type your whole question into the search bar, just use //key words//.**

Look at the type of website These four types TEND to be the most reliable:
 * Reliable Websites:**
 * .org
 * .gov
 * .edu
 * .com

Criteria
 * Consider the source (author’s bio, graphics, appearance of vocab)
 * More fact than opinion
 * Corroborating (corresponding) evidence from other places

Make sure to write “quotation marks” around what you copy as well as the page number the quote is found.
 * Citation Information:**

Also, make sure to get the publication information: MLA Citation – For Your Works Cited Paget Put them in alphabetical order by the first word in the order (Yes, mix websites and books)

Books: Last, First M. Book. City published: Publisher, Year published. Print.

Websites: Editor, author, or compiler name (if available). //Name of Site.// Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Date of access.


 * citationmachine.net is useful in writing a correct citation