01 PBL Action Plan

Intel® Teach Elements
Project-Based Approaches
Intel Teach Elements:

Action Plan
Instructions: Ctrl-click (or click using Microsoft Word 2007* or above, or
Command-click on the Mac*) any of the activity names in the Table of Contents to
go directly to that particular section. Type your personalized Action Plan details in
the sections indicated.
Table of Contents
Module 1: Projects Overview.........................................................3

Lesson 1: Project Basics.................................................................................3
Activity 1: Your Knowledge of Project-Based Learning.....................................3
Activity 3: Project-Based vs. Conventional Instruction.....................................3
Lesson 2: Project-Based Learning Benefits........................................................5
Activity 1: Benefits Based on Research..........................................................5
Activity 4: Self-Assessment..........................................................................5
Lesson 3: Project Characteristics.....................................................................6
Activity 2: Roles.........................................................................................6
Activity 5: Project Improvement...................................................................6
Lesson 4: Module Review...............................................................................7
Activity 1: Module Summary........................................................................7
Module 2: Project Design...........................................................8

Lesson 1: Project Planning..............................................................................8
Activity 2: Project Ideas from Standards........................................................8
Activity 3: Project Ideas from the Community................................................8
Lesson 2: Learning Goals................................................................................9
Activity 1: 21st Century Skills......................................................................9
Activity 2: Learning Objectives.....................................................................9
Lesson 3: Questions that Frame Learning.......................................................10
Activity 2: Curriculum-Framing Questions in Action.......................................10
Lesson 5: Activity Design..............................................................................11
Activity 1: Activity Planning........................................................................11
Lesson 6: Module Review..............................................................................12
Activity 1: Module Summary......................................................................12
Module 3: Assessment.............................................................13
Lesson 1: Assessment Strategies for Projects..................................................13
Activity 2: Purposes of Assessment.............................................................13
Lesson 2: Assessment of 21st Century Skills...................................................14
Activity 3: Assessment of Thinking..............................................................14
Lesson 3: Assessment Planning.....................................................................15
Activity 2: Assessment Plans......................................................................15
Lesson 4: Grading Projects...........................................................................16
Activity 1: Rubrics and Scoring Guides.........................................................16
Activity 2: Group Grades............................................................................17
Copyright © 2013 Intel Corporation. All rights reserved.

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Activity 3: Process Grades..........................................................................17

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Module 4: Project Planning......................................................19

Lesson 1: Project Organization......................................................................19
Activity 1: Project Challenges.....................................................................19
Activity 2: Project Timelines......................................................................19
Lesson 2: Management Strategies.................................................................20
Activity 1: Management Scenarios..............................................................20
Activity 3: Strategies for Communicating about the Project............................20
Activity 4: Strategies for Managing Timing and Transitions.............................20
Activity 5: Strategies for Managing Collaboration..........................................20
Activity 6: Strategies for Managing Resources..............................................20
Lesson 3: Project Tasks and Activities............................................................22
Activity 1: Implementation Plans................................................................22
Activity 1: Module Reflection......................................................................23
Module 5: Guiding Learning.....................................................24

Lesson 1: Questioning in Classrooms..............................................................24
Activity 1: Questions for Different Purposes..................................................24
Lesson 2: Collaboration and Self-Direction......................................................26
Activity 1: Teaching Collaboration and Self-Direction.....................................26
Lesson 3: Information Literacy......................................................................27
Activity 2: Teaching Information Literacy.....................................................27
Lesson 4: Student Reflection.........................................................................28
Activity 2: Reflection Planning....................................................................28
Course Wrap-Up......................................................................30
Summary....................................................................................................30
Appendix.................................................................................31
Sample Project Ideas...................................................................................31
Elementary..............................................................................................31
Middle School...........................................................................................33
High School..............................................................................................35

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Module 1: Projects Overview

Lesson 1: Project Basics
Activity 1: Your Knowledge of Project-Based Learning

Estimated Time: 10 minutes
1. Complete the first two columns of your own Know-Wonder-Learn-How chart.
 What do you already know about project-based learning?
 What do you wonder about project-based learning?
What I Know What I Wonder What I Learned How I Learned
For more information on Project-Based learning go to

http://educate.intel.com/en/ProjectDesign and view sections on:
 Project Design
 Thinking Skills
 Instructional Strategies
You may want to bookmark this site, or add it to your Internet favorites for future
reference as you work through your Action Plan.
Activity 3: Project-Based vs. Conventional Instruction

Setting goals in this course will help you apply what you learn in your classroom.
Goals you set now will be revisited later in the module and course.
Even if you do not teach with projects, your teaching may incorporate some project-
based approaches. Think about project-based approaches you may currently use and
also how you incorporate technology in your classroom
Based on your understanding of project-based learning so far, what goals would you
like to set for yourself during this course/month/school year (choose one)? Write
your goals. Below are some examples:
• Try some project-based learning strategies

• Make my classroom more student-centered
• Incorporate group work
• Do at least one project this year

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• Do more than one project this year

• Improve a particular project
• Integrate technology in classroom learning
My project-based learning goals:
What challenges do you face or expect to face when doing project-based learning?
Use the following chart to record your challenges and possible solutions for
overcoming the challenges. You will revisit this chart.
Challenges Solutions

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Lesson 2: Project-Based Learning Benefits
Activity 1: Benefits Based on Research (Optional)

Identify particular students in your class and consider how you think they might
benefit from project work, or how project work might pose a challenge for them.
Activity 4: Self-Assessment (Optional)

Revisit and add to your goals and challenges established in Module 1, Lesson 1,
Activity 3. Record them there.
 Have you established more project-based learning goals?
 Do you expect to face more challenges?
 Have you come up with solutions to some of your challenges?

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Lesson 3: Project Characteristics
Activity 2: Roles (Optional)

Project-based learning involves a change of classroom roles for the teacher,

students, and community members. Consider how roles could change in your
classroom for you, students, parents, and community members. Record your ideas
below:
Activity 5: Project Improvement

A project characteristics checklist is useful for planning and implementing a project.

Review the checklist located in this activity. Then, look at a particular project, unit,
or lesson that you teach. Use the checklist to assess which characteristics are
included in the project, unit, or lesson. How could you improve the project, unit, or
lesson to include more characteristics?

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Lesson 4: Module Review
Activity 1: Module Summary

Revisit the Action Plan work you started at the beginning of the module.
1. Look at your K-W-L-H chart in Module 1, Lesson 1, Activity 1. Review your chart.
What can you add to the Learned and the How columns? What did you learn
about project-based learning and how did you learn it? Add to the Know and
Wonder columns, if desired.
2. Revisit the goals you established at the beginning of the module in Module 1,
Lesson 1, Activity 3 for project-based learning. How have you worked towards
these goals? Have you made progress? Change or add to your goals, if desired.
3. Review the challenges you faced or expected to face at the beginning of the
module in Module 1, Lesson 1, Activity 3. Can you add any suggestions for
overcoming the challenges in the Solutions column? Do you have additional
challenges to add?

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Module 2: Project Design

Lesson 1: Project Planning
Activity 2: Project Ideas from Standards

In this module, focus on a single project as you complete each Your Turn activity
since the planning steps build on each other.
The first step in the project design process is to review your standards.
1. Search your curriculum standards.
2. Identify some project ideas that might align with specific standards, like Abe and
Maria have done.
3. Note your ideas and their associated standards below.
Note: See sample Elementary, Middle School, and High School samples in the
Appendix.
Standards Project Ideas
Activity 3: Project Ideas from the Community

Develop a project idea that both strongly targets your standards and connects to the
real world.
1. Brainstorm a project scenario like Maria and Abe did.

2. Write the project description below.
Note: See sample Elementary, Middle School, and High School samples in the
Appendix.
For additional examples of technology-rich, project-based unit plans, go to:
http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/GradeIndex

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Lesson 2: Learning Goals
Activity 1: 21st Century Skills

You will learn strategies for teaching 21st century skills in Modules 3 and 5. To
prepare for those activities,
1. Review the list and description of 21st century skills located in this
activity.
2. Identify the top four 21st century skills that you want to target in your
classroom. If you are creating a single project during this course, identify the top
four 21st century skills for that specific project.
3. Note your ideas below.
Activity 2: Learning Objectives

1. Review the 21st century skills and the Standards and Objectives Rubric
referenced in this activity. Identify the standards you are targeting for your
project:
2. Brainstorm observable, specific, standards-based, and 21st-century-skills-

focused learning objectives for your project. Note your ideas below.

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Lesson 3: Questions that Frame Learning
Activity 2: Curriculum-Framing Questions in Action

1. View additional samples of Curriculum-framing questions located in this activity.

Consider any questions or ideas you could use in your classroom. Use the
Curriculum-framing questions worksheet located in this activity to help you
create Curriculum-framing questions for your own project. Write your draft
Curriculum-framing questions below.
Essential Question
Unit Question(s)
Content Questions
2. Use the CFQ Rubric located in this activity to assess your questions. Revise your
Curriculum-framing questions above, if needed.
Note: For additional information on Curriculum Framing Questions go to:

http://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestions

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Lesson 5: Activity Design
Activity 1: Activity Planning

Estimated Time: 10 minutes (25 minutes if completing optional activity.)
1. Keeping your targeted 21st century skills in mind, brainstorm some types of
student-centered activities you may want to incorporate into your classroom
regardless of project. Consider ways you could integrate technology. Note your
ideas below.
2. Optional: If you are designing a project, keep your objectives in mind and
brainstorm a draft sequence of activities below.

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Reflect on your learning in this module.

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Module 3: Assessment
Lesson 1: Assessment Strategies for Projects
Activity 2: Purposes of Assessment

Estimated Time: 15 minutes (30 minutes if completing the optional activity)
1. Save at least one assessment instrument for each of the following purposes to
your Course Folder. Note which assessment instrument you select for each
purpose and how you might use it in a project.
Assessment Purposes
 Gauging student needs
 Encouraging strategic learning
 Demonstrating understanding
2. Optional: Open at least one of the saved assessment instruments and modify or
create an assessment to meet your classroom needs. Note how and when you
might use the assessment instrument.

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Lesson 2: Assessment of 21st Century Skills
Activity 3: Assessment of Thinking

1. Explore the assessments shown in the table in this activity and save at least one
assessment for a learning process and one assessment for a thinking skill to your
Course Folder. Note how and when you would use each assessment.
Learning process assessment:
How I would use the assessment:
Thinking skill assessment:
2. Optional: Modify or create at least one assessment on a learning process or a

thinking skill to meet your classroom needs. Note how and when you would use
the assessment.

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Lesson 3: Assessment Planning
Activity 2: Assessment Plans

1. Create an assessment timeline for your project.
Assessment Timeline
Before project work begins Students work on projects and After project work
complete tasks is completed
     
2. Fill in the table below to complete the assessment plan for your project.
Assessment Purpose and Process of Assessment

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Lesson 4: Grading Projects
Activity 1: Rubrics and Scoring Guides

1. Explore the rubrics shown in the table in this activity and save at least one
assessment for a product and another assessment for a performance. Note how
and when you might use the assessments.
Product assessment:
Performance assessment:
2. Optional: Convert a rubric to a scoring guide and note how and when you would
use it.
Scoring guide:

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Activity 2: Group Grades (Optional)

Outline a group grading strategy for your project:
Activity 3: Process Grades (Optional)

Think about the various instruments and methods you might use to assess
collaboration, self-direction, and thinking skills.
Note how you might include these 21st century skills in assigning grades to your
students.

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Reflect on your learning in this module.

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Module 4: Project Planning

Lesson 1: Project Organization
Activity 1: Project Challenges (Optional)

Review the K-W-L-H chart and add any questions that you have related to project
planning and management.
Activity 2: Project Timelines

Now that you have reviewed sample project timelines, use any format you wish to
outline a rough draft for a unit you plan to teach. Note the name below and save it in
your Course Folder.
Project timeline file name:

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Lesson 2: Management Strategies
Activity 1: Management Scenarios (Optional)

After you read the two classroom management scenarios, think about how the
teachers’ situations relate to your classroom experience. Note ideas you can use in
your classroom.
Activity 3: Strategies for Communicating about the Project

After reviewing the sample wrap-up scenarios, think about a wrap-up experience you
want to try for your project. Record your ideas.
Activity 4: Strategies for Managing Timing and Transitions (Optional)

When planning for managing timing and transitions, consider:

 Project schedule
 Student attendance
Record ideas about any strategies you want to use in your classroom.
Activity 5: Strategies for Managing Collaboration

After following the student/teacher conference, think about the following questions:
• How do you think the teacher conference went?
• Did it give you ideas for your conferences with students?
Record your ideas about any strategies you want to use in your classroom.
Activity 6: Strategies for Managing Resources

When planning for managing resources, consider:

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 Technology management
 Student file management
 Materials management
 External resources
Record ideas about any strategies you want to use in your classroom.

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Lesson 3: Project Tasks and Activities
Activity 1: Implementation Plans

Estimated Time: 15 minutes (30 minutes if completing optional activity)
1. After reviewing the sample implementation plans in different formats, consider a

format that would work for you. Use the implementation plan template to help
guide you in developing your own implementation plan.
2. Plan specific strategies for at least one of the management categories and record
below:
 Communicating about the project

 Timing and transitions
 Fostering collaboration
 Managing resources
3. Optional: Draft an implementation plan, using any format that works for a
project you plan to teach. Note the name below and save it in your Course
Folder.
Implementation plan file name:

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Activity 1: Module Reflection

Reflect on your learning in this module. Note any of the project management ideas
that you would like to put more time and attention into to improve your project-
based approaches in your classroom.

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Module 5: Guiding Learning

Lesson 1: Questioning in Classrooms
Activity 1: Questions for Different Purposes

In this activity, you learned about six purposes for using questions in the classroom.
Review the purposes and think about how you typically use questions in your
classroom. Choose purposes that interest you and write additional questions for your
students.
Motivate and engage students’ curiosity and interests

 How would you cook a meal without electricity or fire?
 What would you give up if you had to cut down on electricity use at your
house?
Determine student knowledge and understanding

 What are the characteristics of a good insulator?
 What are three types of heat transfer?
 Since we have learned that . . ., now what do you think . . .?
 What do you mean by that?
Prompt observation and description of phenomena

 What do you notice about…?
 Can you see a difference (or similarity) between…?
Encourage reflection and metacognition

 What strategies did you use to solve this problem?
 What did you learn?
 What would you have done differently?
Promote critical thinking and problem-solving

 What kind of information would you need to solve that problem? Where would
you find it?
 What is the evidence for your opinion?

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 Can you look at the problem from a different perspective?

 Which option would save more energy and why?
 Using your data, which features are best for your design and why?
Encourage creativity, imagining, and hypothesizing

 Are there some other ways you might . . .?
 What if everyone . . . ?
 Can you look at the problem from a different perspective?

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Lesson 2: Collaboration and Self-Direction
Activity 1: Teaching Collaboration and Self-Direction

1. Open Collaboration and Self-Direction Skills from your Course Folder.

2. Identify one or two subskills of collaboration or self-direction that your students
need to work on for your project. Describe when you would introduce these
subskills with a mini-lesson.
Create a Mini-Lesson
Create a mini-lesson on a collaboration or self-direction subskill for your project. Use
the four steps and questions below to create a mini-lesson:
a. Model the subskill
b. Discuss when and how to use and modify the subskill
c. Practice the subskill
d. Apply the subskill
1. How will you model the subskill?
2. What content related to the project will you use?
3. How will you demonstrate how to use the subskill with that content?
4. What discussion questions will prompt thinking about how to use and modify the
subskill?

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Lesson 3: Information Literacy
Activity 2: Teaching Information Literacy (Optional)

1. Review your standards for those standards that address information literacy
subskills. You may want to refer to Information Literacy Subskills saved in your
Course Folder or downloaded from the Resource tab. Note any connections
between the units you teach and relevant subskills.
2. Identify the subskills that your students have and those that they need to
work on during your project. Note when and how you might teach the skills they
need.
Information Literacy Subskills My Students Have:
Subskills My Students Need Stage of Project

for This Project
 How will students practice the subskill and get feedback?
 How will you ask students to use the subskill while they work on their
projects?

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Lesson 4: Student Reflection
Activity 2: Reflection Planning

Estimated Time: 15 minutes (30 minutes if completing optional activities)
1. Save Reflection Ideas to your Course Folder. Browse through ideas for
encouraging effective student reflection and goal setting. Record any reflection
ideas you might use and note how and when you would incorporate them into
your teaching.
2. Review and modify your Assessment Timeline from Module 3, Lesson 3, Activity
2, if necessary, to include reflection activities.
3. Optional: Design a reflection and goal-setting activity for the end of your
project.

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Reflect on your learning from this Module.

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Course Wrap-Up
Summary
Revisit the Action Plan work you started at the beginning of the module.
1. Go to your K-W-L-H chart in Module 1, Lesson 1, Activity 1. Review your

chart and add to the Learned and How columns.
2. Revisit the goals you established at the beginning of the course in Module 1,
Lesson 1, Activity 3 for project-based learning. How have you worked towards
these goals? Have you achieved your goals? What new goals do you have for
project-based approaches in your classroom?
3. Review the challenges you faced or expected to face at the beginning of the
course in Module 1, Lesson 1, Activity 3. Add any ideas for overcoming these
challenges in the Solutions column.

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Appendix
Sample Project Ideas
Elementary

Lesson 1: Project Planning from the Beginning
2. Identify some project ideas that might align with specific standards, like Abe
and Maria have done.

4th Grade Science 112.6.b.(6) Science concepts. Students take on the role of
The student knows that change can create weather reporters to present
recognizable patterns. The student is expected to: weather information, patterns,
(A) identify patterns of change such as in weather, and warnings.
metamorphosis, and objects in the sky.
4th Grade Science 112.6.b.(8) Science concepts. Students take on the role of
The student knows that adaptations may increase biologists and create a blog to
the survival of members of a species. The student discuss and compare frog
is expected to: species with other classes and
(A) identify characteristics that allow members experts.
within a species to survive and reproduce;
(B) compare adaptive characteristics of various
species; and
(C) identify the kinds of species that lived in the
past and compare them to existing species.
4th Grade Math 111.16.b.(4.2) Number, Students create a cookbook
operation, and quantitative reasoning. The student with their own pictures that
describes and compares fractional parts of whole describes and depicts fractions
objects or sets of objects. The student is expected used in cooking and serving,
to: and use multiplication of
(A) use concrete objects and pictorial models to fractions to change quantities
generate equivalent fractions; served for each recipe.
(B) model fraction quantities greater than one
using concrete objects and pictorial models;
(C) compare and order fractions using concrete
objects and pictorial models; and
(D) relate decimals to fractions that name tenths
and hundredths using concrete objects and
pictorial models.

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real world.

Students take on the role of weather reporters to present weather information to

lower grades. Students discuss and use images to indicate weather patterns, identify
warning signs of weather change, wear appropriate clothes as a model, and identify
how to be safe in a particular type of weather. Students give presentations to
younger students and/or digitally videotape their presentations and include those
videos on a blog where they also post about local weather patterns. The blog could
also be used to partner with other schools around the country or world to discuss,
track, and compare weather patterns.

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Middle School


Grade 7 Language Arts Students become authors and create
2.1 Students write fictional or stories/books that follow a standard plot
autobiographical narratives: a. Develop a line for the local upper elementary
standard plot line (having a beginning, students.
conflict, rising action, climax, and
denouement) and point of view. b.
Develop complex major and minor
characters and a definite setting. c. Use a
range of appropriate strategies (e.g.,
dialogue; suspense; naming of specific
narrative action, including movement,
gestures, and expressions).
Grade 7 History/Social Science Students create a newspaper exposé on
7.1 Students analyze the causes and the expansion and expected
effects of the vast expansion and disintegration of the Roman Empire as if
ultimate disintegration of the Roman written during the end of the Roman
Empire. Empire.
Grade 7 Science Students research the workings of the
6.0 Physical principles underlie biological eye and how sight is impaired when the
structures and functions. As a basis for lens and structure of the eye do not let
understanding this concept: light in as intended. Students create a
c. Students know light travels in straight pamphlet on vision problems and work
lines if the medium it travels through with local ophthalmologists and
does not change. optometrists to provide a vision
d. Students know how simple lenses are screening for the public.
used in a magnifying glass, the eye, a
camera, a telescope, and a microscope.
e. Students know that white light is a
mixture of many wavelengths (colors)
and that retinal cells react differently to
different wavelengths.
f. Students know light can be reflected,
refracted, transmitted, and absorbed by
matter.

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real world.

Students research and create experiments to understand the workings of the eye
and how sight is impaired when the lens and structure of the eye do not let light in
as intended, thereby causing farsightedness, nearsightedness, astigmatism,
glaucoma, and so forth.
Students create a pamphlet for the public that describes and visually depicts how the
eyes work, and shows what can happen when the structure of an eye or lens does
not properly process incoming light.
Students work with local ophthalmologists and optometrists to provide student-

created pamphlets and a basic vision screening to help the public understand the
causes and symptoms of vision problems.

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High School


Grade 10 Language Arts Students act as reporters or authors who
10.8 Students analyze the causes and research the causes and consequences of
consequences of World War II. WWII and create a product to share with
the community for Veteran's Day or
Memorial Day such as a story from the
viewpoint of a fictional character, an
Internet-based multimedia flowchart,
newspaper articles from interviews, and
so forth. Students use primary resources
as well as interviews of local WWII
veterans.
Grades 9–12 Science Students create a book of geological
Dynamic Earth Processes formations of the local area to share with
3. Plate tectonics operating over geologic the local community, geological society,
time has changed the patterns of land, and schools.
sea, and mountains on Earth’s surface.
As the basis for understanding this
concept:
b. Students know the principal structures
that form at the three different kinds of
plate boundaries.
c. Students know how to explain the
properties of rocks based on the physical
and chemical conditions in which they
formed, including plate tectonic
processes.
e. Students know there are two kinds of
volcanoes: one kind with violent
eruptions producing steep slopes and the
other kind with voluminous lava flows
producing gentle slopes.

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Grades 9–12 Geometry Students determine and diagram

12.0 Students find and use measures of appropriate angles needed to win a game
sides and of interior and exterior angles of pool, miniature golf, croquet, or other
of triangles and polygons to classify game that depends on angles for ball
figures and solve problems. movement, put the theory into practice,
and then modify their plans as needed.

real world.

Students research the formation of rocks and geological formations through Internet
research, books, presentations by experts, and local field trips. Student teams are
assigned different types of geological formations to discover in the local area. Using
digital cameras and guidance from a mentor, students create chapters for a book on
their particular geological formations to include:
 Pictures of geological formations in the local area

 Explanations of how the formations were formed
 Analysis of expected movement or future events
 Description of the impact on the community
Students will assemble the chapters into a single book on geological formations in
the local area to sell to the community, geological society, libraries, and schools.
Copyright © 2013 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative,
and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.
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Intel® Teach Elements

Intel Teach Elements:

Module 1: Projects Overview.........................................................3

Module 2: Project Design...........................................................8

Copyright © 2013 Intel Corporation. All rights reserved.

Activity 3: Process Grades..........................................................................17

Copyright © 2013 Intel Corporation. All rights reserved.

Lesson 5: Module Review..............................................................................18

Module 4: Project Planning......................................................19

Module 5: Guiding Learning.....................................................24

Copyright © 2013 Intel Corporation. All rights reserved.

Module 1: Projects Overview

Activity 1: Your Knowledge of Project-Based Learning

1. Complete the first two columns of your own Know-Wonder-Learn-How chart.

 What do you already know about project-based learning?

 What do you wonder about project-based learning?

What I Know What I Wonder What I Learned How I Learned

For more information on Project-Based learning go to

Activity 3: Project-Based vs. Conventional Instruction

• Try some project-based learning strategies

Copyright © 2013 Intel Corporation. All rights reserved.

• Do more than one project this year

My project-based learning goals:

Copyright © 2013 Intel Corporation. All rights reserved.

Module 1: Projects Overview

Activity 1: Benefits Based on Research (Optional)

Activity 4: Self-Assessment (Optional)

Copyright © 2013 Intel Corporation. All rights reserved.

Module 1: Projects Overview

Activity 2: Roles (Optional)

Project-based learning involves a change of classroom roles for the teacher,

Activity 5: Project Improvement

A project characteristics checklist is useful for planning and implementing a project.

Copyright © 2013 Intel Corporation. All rights reserved.

Module 1: Projects Overview

Activity 1: Module Summary

Copyright © 2013 Intel Corporation. All rights reserved.

Module 2: Project Design

Activity 2: Project Ideas from Standards

Standards Project Ideas

Activity 3: Project Ideas from the Community

1. Brainstorm a project scenario like Maria and Abe did.

Copyright © 2013 Intel Corporation. All rights reserved.

Module 2: Project Design

Activity 1: 21st Century Skills

Activity 2: Learning Objectives

2. Brainstorm observable, specific, standards-based, and 21st-century-skills-

Copyright © 2013 Intel Corporation. All rights reserved.

Module 2: Project Design

Activity 2: Curriculum-Framing Questions in Action

1. View additional samples of Curriculum-framing questions located in this activity.

Note: For additional information on Curriculum Framing Questions go to:

Copyright © 2013 Intel Corporation. All rights reserved.

Module 2: Project Design

Activity 1: Activity Planning

Copyright © 2013 Intel Corporation. All rights reserved.

Module 2: Project Design

Activity 1: Module Summary

Reflect on your learning in this module.

Copyright © 2013 Intel Corporation. All rights reserved.