help us select standard-based checkpoints and learning targetsįor example, take a look at the Medical Interns Project Assessment Map (on the BIE website here) below:.help us choose an effective question focus when using the Question Formulation Technique to spark inquiry as we gather students' questions and.stem from the Key Knowledge listed on the Project Assessment Map we create.The anticipated “Need to Know” questions: Planning with the end in mind is easier when we have already considered what we expect students to experience. Let’s look at how some BIE project planning forms can help. What product-based questions may arise?.Which content-based questions do you expect, knowing your students' skill sets?.What are the necessary questions students will need to pose?.To anticipate the “Need to Know” questions consider: As project designers, we can anticipate many of students’ "Need to Know” questions for the project, to inform our thinking about what students can reflect on. Reflection should be ongoing and throughout the project, not solely at the end once the project is complete. Students who are able to explain why they are completing a task or why the activity is important to their final product are one step closer to the integration of new knowledge. integration of new knowledge with previous knowledge & experiences.In PBL classrooms, I’ve found the benefits of reflection are astounding! Students experience: By definition, reflection is serious thought and consideration about an idea or experience.
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