Project Based Learning

Instructional Plan and Presentation

Erica Jones
Signature Assignment: Instructional Plan and Presentation
CUR 516
November 19, 2018
SHIRLEY BURNETT
 Introduction:
• Phase I- Training session description and purpose.
• Phase II- Learning Objectives
• Phase III- Delivery of instruction and Implementation Plan
• Phase IV- Evaluation Model and determination of goals
and objectives.
• Conclusion
• References
Phase I : Problem Based Learning for Teachers
 A teaching method that allows for teachers to
facilitate a well planned project for students to
engage in solving a real world problem, through
collaboration.
 Instructional Program to aid teachers in
implementation of PBL.
 Population:
 Teachers
 Instructional Coaches
 School Administration
 The training will take place over two days during
the fall.
 Teachers gain the ability to create PBL’s that will
increase a deeper knowledge of the content, for
better mastery and retention.
 Teachers will tap into their creative side to create
content for students.
 Teachers will help students improve their
communication, within their community of
learners.

Learning Objective One:
 Creating a Problem Based
Learning unit that taps into
students’ key knowledge,
while helping students
understand the information
presented.
Part II Goals and Objectives
Learning Objective Two:
 Improve student learner
outcomes by creating a
Problem Based Learning unit
that allows for creativity, from
both the teacher and
students.
 Part II Goals and Objectives Cont.
Learning Objective Three:

 Creating a Problem Based

Learning unit that poses a
challenging problem or
question, while engaging
them.
 A-B-C-D Format
The audience of this training is Teachers, Instructional Coaches
and School Administrators. The participants will be able to create
meaningful lessons, or PBL’s, that creates challenging problems,
while incorporating Key Knowledge that is in alignment with State
and District Standards. Creativity will be flexible and allowed.
Participants will utilize the standards set forth by their district to
maintain compliance. Mastery will be measured by the
culminating Project Based Learning documents produced by
participants.
Part III Instructional Method & Implementation
 Glance at the schedule a head
 Introduce Problem Based Learning
 Allow for active involvement
 Participant Encouragement
 Participant Selection
Part III Instructional Method & Implementation
Materials:
 Technology (laptop, Promethean
board, internet access and passwords,
speakers, microphones and
cellphones/tablets )
 Peppermints
 Common Teacher Supplies (Pens, sticky
notes, markers, chart paper, etc.)
Length of Course
Training Day Time Activity Uninstructional Time
One 8:00am-9:30am Intro to PBL 9:30am-9:45am
One 9:45am-11:30am PBL Engagement for 11:30am-1:00pm
Teachers
One 1:00pm-3:30pm Essential Project 2:00pm-2:15pm
Design Elements for
PBL
Two 8:00am-9:30am Selecting your 9:30am-9:45am
Challenge and Key
Knowledge for your
PBL
Two 9:45am-11:30am Reflections and 11:30am-1:00pm
Revisions of PBL
Two 1:00pm-3:30pm Review of PBL 2:00pm-2:15pm
Created
 Part IV Determining Goals
 Measure effectiveness of training
 Incorporate methods participants use in their current
classrooms
 Measure techniques
 Improve professionalism
 Identify Previous Knowledge
 Evaluation Model
• Formative Assessment Model
Exit Tickets
Kahoot Games
End of survey questionnaire
Expected objectives of the course
Oral Examinations
End of Course Survey
 Digitally offered via a QR code and the Districts
Website
 Allows for reflection on how the course was
carried out.
 Analyze the printed materials offered
 Analyze the products students produced.
 Revision
 Improvement
 Conclusion
At the end of the training it is expected that teachers will be able to create
and execute their own Problem Based Learning unit. In doing so they will tap
into their creative side and provide students with real world problems, that
allows for them to solve and evolve. As a result students will build on a their
Communication skills and improve their Critical Thinking skills. Students will
create a public product that will allow for their authentic voice to be heard.
Overall teachers will learn to facilitate, more then they teach, and give
students the ability to dive into something they care about, while still being in
compliance with the State and District learning objectives.
 References
For Public Broadcasting, C. (2002). Defining Audience & Goals. Retrieved October 20, 2018, from
http://enhancinged.wgbh.org/process/goals.html
Hodell, C. (2016). ISD from the ground up: No-nonsense approach to instructional design (4th ed.). Alexandria, VA: ATD Press.
Moss, M., Hewitt, S., Moss, L., & Wesnes, K. (2008). Modulation Of Cognitive Performance And Mood By Aromas Of Peppermint And
Ylang-Ylang. International Journal of Neuroscience, 118(1), 59-77. doi:10.1080/00207450601042094

SOGC Org (No date). Writing instructional objectives: The what, why how and when.
Retrieved November 14, 2018, from
http://www.sogc.org/conferences/pdfs/instructionalObj.PDF (Links to an external site.)Links to an external site.

U. (2003, May). Objectives: The A.B.C.D. Method. Retrieved November 14, 2018, from
https://cole2.uconline.edu/courses/46295/pages/objectives-the-a-dot-b-c-dot-d-method