Chapter 4 in Markham, John Larmer, and Jason Louis. Ravitz. Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers. Novato, CA: Buck Institute for Education, 2003. Print.
The rubric categories for their habits of mind rubrics read like character learning targets.
- Uses a strategic approach to access information
- Accesses a variety of information sources
- Searches for a variety of perspectives
- Uses information retrieval systems and technology
- Asks appropriate questions about information access and validity
- Seeks assistance when needed
- Searches key sources efficiently
- Focuses on key sources
- Selects key ideas from sources
- Records information efficiently
- Organizes and labels selected information
- Clarifies information as needed
- Draws connections between ideas.
- Identifies and labels key information and ideas.
- Organizes data and ideas.
- Labels and categorizes notes.
- Interprets information.
- Summarizes information.
Composing a presentation:
- Creates a convincing, authoritative arguments.
- Exhibits creativity in composition.
- Puts information in own words.
- Develops main ideas and organizing concepts.
- Provides sufficient evidence to support claims.
- Provides examples and concrete details.
Making a presentation:
- Uses visuals clearly and effectively.
- Communicates and stresses main points.
- Body posture projects confidence and authority.
- Makes consistent eye contact
- Enunciates clearly with appropriate volume
- Makes minimal pauses and avoids filter words
Individual Task Management:
- Solicits and uses feedback
- Sets appropriate and realistic goals
- Works independently with minimal supervision
- Perseveres appropriately
- Carries out tasks carefully and diligently
- Meets deadlines
Individual Time Management
- Uses time effectively
- Estimates time realistically
- Establishes a schedule for completing work
- Allocates time among tasks strategically
- Stays on schedule
- Completes tasks on a timely bases
Group Task and Time Management
- Monitors group progress
- Sets appropriate and realistic goals
- Develops a plan for completing group work
- Keeps track of materials
- Maintains group focus on what’s important
- Allocates time effectively
- Group members facilitate each other’s participation.
- All group members participate in project work.
- Work is distributed and completed.
- Group coordinates well with other groups.
- Group uses members’ strengths effectively.
- Group members resolve conflicts successfully.
Character learning targets. describe the skills and behaviors students need to learn and produce more effectively in projects. Deliberately specifying, scaffolding and assessing specific character learning targets makes it more likely for ALL students to develop skills related to these goals.
- Analyze products and rubrics in upcoming projects. Determine the key skills and behaviors students will need to demonstrate to effectively produce these products.
- Select a set of character learning targets that
- describe key learning skills and behaviors
- set is small enough to set aside time to scaffold and assess all of them
- Research and design assessments and scaffolding for character learning targets
- Communicate academic and character learning targets early in the project
Early Implementation Steps
- Scaffold and assess character learning targets throughout the project
- Use student self reflections to make students more aware of how specific activities are letting them practice character learning targets
- Use feedback from student reflection to fine tune scaffolding for character learning targets
Advanced Implementation Steps
- Incorporate effective scaffolding of key character learning targets into routines
- Use Assessments data base to design a variety of assessments for specific character learning targets