The PBL Plan

PROJECT PLANNING
HOURS
22
DATE
ACTIVITIES FRAMEWORK GROUP 1 GROUP 2 GROUP 3 GROUP 4
1 4 /11 Student !nd te!"#e$ !%$ee &n !
t#e'e (&$ t#e )$&*e"t
Choosing a PBL topic
I communicate, I feel, I am myself
2 11/11 Group Formation Puzzle partners - Mandala
1! /11 Group Cohesion The Marshmallo" Challenge
4 2#/11 Student !nd te!"#e$ !%$ee &n
t#e u+t&)," (&$ t#e )$&*e"t-
$tudents and teacher determine
the (,n!. &ut"&'e%
The &inal products' a )&/e$ )&,nt
)$eent!t,&n &or each group'
should include the ans"ers to the
dri(ing )uestions o& the tas*s
together "ith te+t' pictures and
sound% ,ll products "ill -e
pu-lished on the .nternet' to the
Class Blog
1
' in order &or the other
schoolchildren and also &or the
rest o& the school communit/ and
local societ/ to see and comment%
Teacher proposed 4
su-topics students
could choose &rom%
$tudents discussed
and made a choice
according to their
needs and interests%
The Rainbow
Group decided on
the su-topic o&
Communication%
Teacher proposed 4
su-topics students
could choose &rom%
$tudents discussed
and made a choice
according to their
needs and interests%
The Stars Group
decided on the
su-topic o&
Feelings and
Emotions%
Teacher proposed 4
su-topics students
could choose &rom%
$tudents discussed
and made a choice
according to their
needs and interests%
The Dynamic
Group decided on
the su-topic o&
Stress.
Teacher proposed 4
su-topics students
could choose &rom%
$tudents discussed
and made a choice
according to their
needs and interests%
The Crazy Group
decided on the
su-topic o& Self
Esteem.
# 2/12 $tudents and teacher structure the
pro0ect
AIM1 the use o& 2nglish &or
communication and the
integration o& the &our s*ills in
order to demonstrate *no"ledge
gained through the &inal products
23P2CT24
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students should -e
a-le to discern
-et"een (er-al'
23P2CT24
L2,56.6G
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students should -e
a-le to discern
-et"een &eelings'
23P2CT24
L2,56.6G
78TC7M2$1
students should -e
a-le to de&ine
stress' its
23P2CT24
L2,56.6G
78TC7M2$1
students should -e
a-le to -ecome
a"are o& their
1
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Maravelaki Fryni Copyright 2013-2014 Page 1
O0JECTIVES1 To encourage
students to learn something ne"
on topics o& interest' to learn
su-0ect matter through 2nglish' to
impro(e their language and stud/
s*ills and to impro(e .CT literac/%
ASSESSMENT1 $tudents "ill -e
assessed -/ their teammates' -/
the rest o& the groups "ho ta*e
part in the pro0ect "ith the use o&
5u-rics and -/ getting audience
&eed-ac* &or their &inal
presentation "ith the use o& a
&orm%
non (er-al and
electronic
communication
emotions and
-eha(ior patterns
conse)uences and
use stress
management
techni)ues
personal' social and
ideal identit/%
9 :/12 Te!"#e$ )$e)!$e tudent (&$
t#e .!n%u!%e de'!nd &(
,n(&$'!t,&n %!t#e$,n%
$*imming'
scanning'
summarizing' note
ta*ing
$*imming'
scanning'
summarizing' note
ta*ing
$*imming'
scanning'
summarizing' note
ta*ing
$*imming'
scanning'
summarizing' note
ta*ing
PROJECT IMPLEMENTATION
Student %!t#e$ ,n(&$'!t,&n
; 19/12 Te!"#e$ )$e)!$e tudent (&$
t#e .!n%u!%e de'!nd &(
"&'),.,n% !nd !n!.12,n% d!t!
students do"nload
a template &or
ta*ing notes &rom
sources a template
&or s/nthesizing
in&ormation
students do"nload
a template &or
ta*ing notes &rom
sources a template
&or s/nthesizing
in&ormation
students do"nload
a template &or
ta*ing notes &rom
sources a template
&or s/nthesizing
in&ormation
students do"nload
a template &or
ta*ing notes &rom
sources a template
&or s/nthesizing
in&ormation
! 1/1 Te!"#e$ )$e)!$e tudent (&$
t#e .!n%u!%e de'!nd &(
"&'),.,n% !nd !n!.12,n% d!t!
students do"nload
a team
management log in
students do"nload
a team
management log in
students do"nload
a team
management log in
students do"nload
a team management
log in order to
Maravelaki Fryni Copyright 2013-2014 Page 2
order to manage
tas*s so that all the
mem-ers o& the
group contri-ute
e)uall/%
order to manage
tas*s so that all the
mem-ers o& the
group contri-ute
e)uall/%
order to manage
tas*s so that all the
mem-ers o& the
group contri-ute
e)uall/%
manage tas*s so
that all the mem-ers
o& the group
contri-ute e)uall/%
: 2</1 Student "&'),.e !nd !n!.12e
,n(&$'!t,&n
4ri(ing =uestions o& the pro0ect
Group 5oles
5esearch =uestions
5esources
3UESTION4
W#!t ,
"&''un,"!t,&n5
P!$ent !nd
Te!"#e$
A&",!t,&n
1%>hat is
communication?
@gi(e a de&initionA
2%T/pes o&
communication
@pictures B
e+planationA
>hat is
communication?
Co" to de(elop
good
ommunication

3UESTION4
W#!t e6!"t.1 !$e
(ee.,n% !nd /#!t
e6!"t.1 !$e
e'&t,&n5
,d(isor Committee
1% >hat e+actl/ are
&eelings?
@de&inition and
e+ampleA
2% >hat e+actl/ are
emotions?
@de&inition and
e+ampleA
4i&&erence -et"een
&eelings and
emotions
3UESTION4
W#!t , t$e5
,d(isor Committee
1% >hat is stress?
@de&initionA
2% >hat happens
"hen "e are
stressed?
>hat is stress?
$tress =uizD
3UESTION4
W#!t , e.(7
etee'5
,d(isor Committee
1% >hat is sel&-
esteem? @de&initionA
2% >h/ is sel&-
esteem important?
>hat is sel&-
esteem?
$el&-esteem test
The stor/ on sel&-
Maravelaki Fryni Copyright 2013-2014 Page
s*ills esteem
1< 2;/1 Student "&'),.e !nd !n!.12e
,n(&$'!t,&n
5esearch =uestions
5esources
%>hat is non-
(er-al
communication?
@gi(e a de&initionA
4%T/pes o& non-
(er-al
communication
@pictures B
e+planationA
Co" to
communicate "ith
-od/ language
6on-(er-al
communication
% Feeling the &i(e
senses @de&inition'
pictures' e+amplesA
The &i(e senses
% Causes o& stress
@page 2;A
coping "ith stress
% Cealth/ sel&-
esteem
4% 8nhealth/ sel&-
esteem
4e(eloping /our
sel&-esteem
11 /2 Student "&'),.e !nd !n!.12e
,n(&$'!t,&n
5esearch =uestions
#%Bod/ Language1
Posture' Gesture'
Facial 2+pressions'
etc%
4% >hat is
emotional
a"areness?
@de&initionA
#% >hat is
emotional
intelligence?
@de&initionA
9% The # purposes
4% $/mptoms o&
stress
ph/sical @page 2A
emotional @page
2A
ps/chological
@page 24A
-eha(ioral @page
24A
#%Causes and
conse)uences o&
lo" sel&-esteem
Maravelaki Fryni Copyright 2013-2014 Page 4
5esources
6on-(er-al
communication
modes
6on-(er-al
communication
s*ills
o& emotions
8nderstanding
/our emotions
Three "a/s to deal
"ith di&&icult
emotions
The Purpose o&
2motions
#% 2&&ects o& stress
on the -od/
on thoughts and
&eelings
on -eha(ior
coping "ith stress >hat is sel&-
esteem?
12 1</2 Student "&'),.e !nd !n!.12e
,n(&$'!t,&n
5esearch =uestions 9%>hat is
electronic
communication?
@gi(e a de&initionA
;%T/pes o&
electronic
communication
@pictures B
e+planationA
;% Co" to manage
/our emotions
!% 4onEt hide /our
&eelings
#% Treating stress
rela+ation
techni)ues
coping strategies
@pages 1' 44' #:A
sel&-help
9%>a/s to impro(e
/our sel&-steem
;%Techni)ues and
strategies
Maravelaki Fryni Copyright 2013-2014 Page #
5esources
4i&&erent t/pes o&
electronic
communications
Tal*ing a-out /our
&eelings
coping "ith stress
$tressManagement
>a/s to 5elie(e
$tress
1< 5ela+ation
Techni)ues That
Fap $tress Fast
Co" can . impro(e
m/ sel&-esteem?
Co" To Build $el&
2steem B/ Lo(ing
Goursel& More
1 1;/2 Student "&'),.e !nd !n!.12e
,n(&$'!t,&n !% Ma*e a poster
"ith pictures
sho"ing "a/s o&
communication
:% Ma*e a poster
"ith pictures
e+pressing /our
emotional state
9% Ma*e a poster
"ith pictures
e+pressing /our
stress state
;% Ma*e a poster
"ith pictures
e+pressing /our
sel&-esteem
14 24/2 Te!"#e$ )$e)!$e tudent (&$
t#e .!n%u!%e de'!nd &(
)$eent!t,&n &( t#e (,n!. )$&du"t
$tudents ha(e a
loo* at the (ideo to
learn ho" to ma*e
a good
presentation%
Create a Po"er
Point Presentation
$tudents ha(e a
loo* at the (ideo to
learn ho" to ma*e
a good
presentation%
Create a Po"er
Point Presentation
$tudents ha(e a
loo* at the (ideo to
learn ho" to ma*e
a good
presentation%
Create a Po"er
Point Presentation
$tudents ha(e a
loo* at the (ideo to
learn ho" to ma*e a
good presentation%
Create a Po"er
Point Presentation
1# 1</ Student ed,t !nd $e8,e
)$eent!t,&n
$tudents &inalize
(isual displa/s'
per&ect art "or*'
ma*e sure
grammatical
correctness and
eas/ interpretation
-/ the audience
$tudents &inalize
(isual displa/s'
per&ect art "or*'
ma*e sure
grammatical
correctness and
eas/ interpretation
-/ the audience
$tudents &inalize
(isual displa/s'
per&ect art "or* '
ma*e sure
grammatical
correctness and
eas/ interpretation
-/ the audience
$tudents &inalize
(isual displa/s'
per&ect art "or*'
ma*e sure
grammatical
correctness and
eas/ interpretation
-/ the audience "ill
Maravelaki Fryni Copyright 2013-2014 Page 9
"ill -e achie(ed "ill -e achie(ed "ill -e achie(ed -e achie(ed
19 1;/ Student ed,t !nd $e8,e
)$eent!t,&n
$tudents create
&l/ers or in(itations
$tudents create
&l/ers or in(itations
$tudents create
&l/ers or in(itations
$tudents create
&l/ers or in(itations
1; 1/ Student ed,t !nd $e8,e
)$eent!t,&n
$tudents rehearse
orall/
$tudents rehearse
orall/
$tudents rehearse
orall/
$tudents rehearse
orall/
PROJECT PRESENTATION AND EVALUATION
1! 4/4 Student )$eent (,n!. )$&du"t
t& ".!'!te
Groups &ill in
audience &eed-ac*
&orms
Groups &ill in
audience &eed-ac*
&orms
Groups &ill in
audience &eed-ac*
&orms
Groups &ill in
audience &eed-ac*
&orms
1: 2!/4 Student )$eent (,n!. )$&du"t
t& t#e $et &( t#e "#&&.
"&''un,t1 !nd t& te!"#e$ &$
)!$ent
Teachers/some
students &ill in
audience &eed-ac*
&orms
Teachers/some
students &ill in
audience &eed-ac*
&orms
Teachers/some
students &ill in
audience &eed-ac*
&orms
Teachers/some
students &ill in
audience &eed-ac*
&orms
2< #/# Student e8!.u!te )$&du"t Product 2(aluation
5u-ric
Product 2(aluation
5u-ric
Product 2(aluation
5u-ric
Product 2(aluation
5u-ric
21 12/# Student e8!.u!te )$&*e"t H2ssential
2lements
Chec*listH and
HPro0ect 4esign
5u-ricH
H2ssential
2lements
Chec*listH and
HPro0ect 4esign
5u-ricH
H2ssential
2lements
Chec*listH and
HPro0ect 4esign
5u-ricH
H2ssential 2lements
Chec*listH and
HPro0ect 4esign
5u-ricH
22 1:/# Student e8!.u!te )$&*e"t M/ Thoughts a-out
the Pro0ectH
M/ Thoughts a-out
the Pro0ectH
M/ Thoughts a-out
the Pro0ectH
M/ Thoughts a-out
the Pro0ectH
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