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Description

Overview:
Students will be presented with a problem that they have a non-English speaking student in their classroom and it will be their job to create a means for teaching their classmate how to add. They will work in groups of 3 or 4 to plan and design an activity or a display (or both) that models the addition process within 20. Students will work primarily on learning the collaboration process during this initial PBL project. They will learn skills related to group work, group accountability, and the creation of a single group product. They will be introduced to the Critical Friends protocol. Students will do a first draft and a final product to learn that process. They will present to the class.
Subject:
Math 1
Level:
Lower Primary
Grades:
Grade 1
Material Type:
Activity/Lab
Author:
Date Added:
11/16/2019
License:
Creative Commons Attribution Share Alike Creative Commons Attribution Share Alike
Language:
English
Media Format:
Text/HTML

Comments

TRISHA SMITH on Dec 05, 09:43am

This is a great resource to challenge students to take their math skills and think outside of the box to give multiple ways to look at a problem/skill and still master it.

*Full alignment to depth and breadth of standards tagged

*Has clear learning objectives that are achievable through completion of this resource

*Has clear and sufficient assessment strategies that will accurately measure student progress and mastery of the specified standards

*Strengths: This resource challenges students to think outside of the box and find different strategies to approach skills that they have already mastered. This is very much student centered

*Opportunities: Have students critique each other in the presentations

ERICA COVINGTON on Dec 04, 05:18pm

*Because I am an ELA teacher, I appreciate how this PBL project address linguistics and the barriers that arise. It can be helpful to students to know that there are multiple ways to learn a skill, and you just have to find the approach that works for them (so it reaches the affective domain).
*Partial alignment of the tagged standard on the main page (NC.Math.1.NBT.1) though I can see how this project can get students to count up to 150 using the strategies they learn, but project focuses on adding within 20. Full alignment to the standards tagged within the resource.
*Has clear learning objectives that are achievable through the completion of this course though the activities/strategies used to instruct the students are not specifically stated. Though the wording "come up with a way" is really vague, it allows students to get creative, so it definitely allows for "student voice & choice". It is clear what their final product should be and to whom they will present.
*Has some assessment strategies that will measure student progress like the exit slips and observations; and there is the assessment at the end with the discussion and the presentation; however, it doesn't give a clear idea of what kind of formal and constructive feedback students will get until the end. Formal checkpoints throughout the project could be helpful especially for struggling students. The reflection method that is indicated here (whole-class discussion) may not be enough to gauge whether students are on the right track.
*This is indeed a high-quality PBL project. It has an intellectual challenge because students will become the teacher; it have authenticity with the student's choice in how to teach the skill; there is a public product that they must present to administrators; they have to collaborate with their group for the entire project; the project management piece is not as strong but I think that is okay for lower primary students (the project has them provide their voice and choice which is a lot for them to manage); and finally, there is reflection built into it with the discussion.
*Strengths: students to choose how they will teach a skill they have learned (authenticity); the lesson begins with cultivating empathy for someone who struggles, making it something they can relate to; students are collaborating on the entire project.
Opportunities: I think that there can be a bit more room for reflection. I understand that they are lower primary students, but doing a graphic journal could be nice for reflecting on each part of the process or have them create a vlog to document their progress - okay, that one may be a bit much, but it would be cool for them to see.

KIMBERLY FERGUSON on Nov 30, 02:00pm

*I am a primary teacher in my district and I appreciate how this PBL begins to teach the primary student the process of a PBL project.
*Full alignment to depth and breadth of standard(s) tagged
*Has clear learning objectives that are achievable through completion of this resource
*Has clear and sufficient assessment strategies that will accurately measure student progress and mastery of the specified standards
*This project allows students to investigate how to present information to a student that does not speak English. Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. It requires the students to complete a high quality work, so that a student that does not speak English can understand addition.This project connects them to others in their class, school, or other schools were students are ESL. The project allows for students to empathize with those that are not English speakers and have impact on those students learning to add. The project offers opportunities for student agency, voice & choice. The final project allows for the opportunity to exhibit their work beyond the classroom. Because this is an introduction PBL project, the students are not ready to work with community members, businesses or organizations. The project does allow students to share their progress with peers, teachers, and administration. The project is a team project to complete the task of teaching addition to a student that does not speak English. With the project being a beginning introduction lesson to PBL, the students are introduced to managing themselves and team work, but the teacher is leading the process, so the students can learn the PBL approach to learning. Scaffolding is naturally a part of this project due to the introduction of the PBL to the students. The students have to use the perspective of an ESL student and design the project with this thinking. The resource does not have students critique and revise their work or that of their peers. It does not have students reflect on their learning, nor does it encourage the reflection to increase their knowledge. After the project is complete, the project is viewed by administration and other teachers.
*This resource is a strong project for the students to participate and understand the learning of others and to be able to offer strategies in a visual format for those that do not understand the English language that is spoken. This is a strong resource to introduce PBL to a primary student. This resource has a perfect opportunity to have ESL students to view the videos and show their learning of addition within 20.

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