# data[].attributes.body
Rubic Template

# data[].attributes.headline
This web site helps you to create a pre-formatted checklist for students working on a multi-media project

# data[].attributes.subject
This web site helps you to create a pre-formatted checklist for students working on a multi-media project

# data[].attributes.body
http://pblchecklist.4teachers.org/testing.php?idunique=3&max=6&checklist=14

# data[].attributes.body
You will find a general template--PBL.

# data[].attributes.attachment_link.readable_text
During each Religious Worlds institute, our summer scholars develop curriculum projects to integrate the study of lived religion into their teaching on religious diversity. The products of their hard work and creativity are available here, as downloadable resources for their peers. These projects include lesson plans, course units, and outlines of entire curricula. Some revolve around community-based education programs, like site visits to local houses of worship and panel discussions with religious leaders. Many include guidelines for student assignments, ranging from brief essays and presentations to semester-long research projects. Many include links to relevant videos, texts, and other resources. The projects are grouped by the following broad themes:

Feel free to use these projects in your own teaching, adapt them to the needs of your students, or just take a look and let them inspire you to find new ways to teach about religious diversity.

Site Visits and Student Field Research

Exploring Local Religious Diversity Through a Site Visit JigsawSplits students into mixed-grade groups for site visits to six different religious institutions, with preparation, debrief, and other learning activities. Created by Lacey Vargas, East Harlem School, New York, NY.

Students look beyond their "world religions" textbook and engage with the city as classroom, through site visits, interviews, and presentations to share their research findings. Created by , Convent of the Sacred Heart, New York, NY.

Provides guidelines for a visit to a Hindu Temple, with sensory grids for students to fill out during and immediately after. Created by Becky Kraft, Plymouth High School, Canton, MI.

Virtual "Site Visits" and Online Experiential Learning

Mapping Religious Diversity and Community Involvement in LexingtonUsing online resources, students explore the geography of local religious life, including the community outreach programs of diverse congregations. Created by Ryan Popplewell, Bryan Station High School, Lexington, KY.

Uses digital technologies to bring the experience of sacred space into the classroom, without the challenges and potential pitfalls of actual site visits. Created by Sherry McIntyre, Johansen High School, Modesto, CA.

Harnesses the odd global intimacy of YouTube to familiarize students with the lived diversity of Hinduism, and introduce the concept of puja. Created by Jacqueline Richard, School of the Holy Child, Rye, New York.

Conversations with Community Leaders and Peers

Encountering Our Muslim Neighbors Through Service, Scholarship, and a Shared MealA week-long collaborative project to build relationships and understanding among students at an Episcopal and Islamic school. Created by John Mark Elliot, Christ Church Episcopal School, Greenville, SC.

In a larger unit on Marjane Satrapi's Persepolis, this lesson sequence helps students to engage critically and respectfully with women from various Islamic traditions. Created by Joseph Hayden, Liberation Diploma Plus High School, Brooklyn, NY.

Exploring African Diaspora Religious Traditions: A Panel Discussion Panel discussion with Vodou and Yoruba-Lukumi community leaders, demonstrating embodied ritual elements to help students understand how traditions are lived. Created by Brandon Roth, Brooklyn Friends School, Brooklyn, NY.

Introductions to the Study of Religion

Introduces middle school students to the essential distinction between academic and devotional approaches to the study of religion. Created by Aaron Bible, Greenville Middle School, Greenville, TN.

Investigates the cultures of Spanish-speaking, Chinese-speaking, and Arabic-speaking populations to gain perspective on global religious diversity. Created by Amber Allensworth, Cox Mill High School, Concord, NC.

Professional Development Workshops for Colleagues

Where do Conversations about Lived Religion Belong in the Classroom?Encourages teachers to consider where conversations about religion fit into the existing academic and social-emotional curriculum. Created by Elizabeth Markham, Stevens Cooperative School, Jersey City, NJ.

Religion in American Politics

Introduces students to American religious demographics and the role of religion in contemporary politics, using data from the Pew Forum for Religion and Public Life, and religious themes in various inaugural addresses.

Religion in Literature

Amina's Voice: Countering Islamophobia by Centering Young Muslim Voices Students will recognize similarities and differences between themselves and the protaganist of a novel about a Pakistani-American Muslim girl in Milwaukee. Created by Anna Schlosser, Greene Hill School, Brooklyn, NY.

Felony and Faith: Crime and Religion in Southern Literary Nonfiction Students engage with religious voices through dicussion of literary nonfiction linking crime to religious beliefs and practices they may find alien or extreme. Created by Chris Watkins, Baylor School, Chattanooga, TN.

Siddhartha in Memphis Supplements literary analysis of Herman Hesse's novel Siddhartha through conversation about present-day issues with a Buddhist guest speaker. Created by Sammy Anzer, Kingsbury High School, Memphis, TN.

"This Blessed House" - Reading through a Religious Lens Students discuss and respond to Jhumpa Lahiri's short story "This Blessed House," focusing on religious practices in the story, as well as questions about what it means to be "good." Created by Luana Uluave, Waterford School, Sandy, Utah.

Religion in Theater, Film, and Sacred Arts

An art history curriculum connecting historical surveys of Islamic and Christian Art with contemporary religious practices. Created by Deb Rosenbaum, Denver School of the Arts, Denver, CO.

Students research several world religions, then create a one-act play that puts young people of different faiths in dialogue around a social issue. Created by Michelle Fields, Woodstock Union High School, Woodstock, VT.

"First We Sit In a Circle" - Exploring Immigrant Religion through Musical Theatre Students write an original musical about what it means to live in the US today, focusing on the perspectives of immigrant children in New York City. Created by Lyndsey Jones-McAdams, NYC Public School, NY.

Students understand the Ramadan fast through the experiences of Muslim high school football players, in the film Fordson: Faith, Fasting, Football, and the American Dream. Created by Abram Brosseit, Jenison High School, Jenison, MI.

Ancient Traditions and Contemporary Lives

Hijab: Negotiating Religion, Culture, and Personal IdentityHelps students demystify the role of hijab, or veiling, in Islamic tradition, political debates, and the lives of American Muslim women. Created by Karen McMurdo, Marble Hill School for International Studies, Bronx, NY.

Explores the spiritual and political dimensions of water and land through a series of 16 thematically integrated seminars. Created by Martin Olea, Middle College High School, Gallup, NM.

Establishes a context for the study of ancient civilizations by reading Mesopotamian, Indian, Chinese, Egyptian, Yoruba, Judeo-Christian, Greco-Roman, Japanese, Mayan and Lenape creation myths. Created by Gabriella Newton, Bronx Academy of Letters, New York, NY.

Integrates discussion of religious identity and belonging into a full year course on human rights and American cultural diversity. Created by Tiffany Bain, Roselle Park High School, Roselle Park, NJ.

# data[].attributes.attachment_link.title
Lesson Plans, Curriculum Units, and Community-Based Programs

# data[].attributes.attachment_link.description
During each Religious Worlds institute, our summer scholars develop curriculum projects to integrate the study of lived religion into their teaching on religious diversity. The products of their hard work and creativity are available here, as downloadable resources for their peers. These projects include lesson plans, course units, and outlines of entire curricula.

# data[].attributes.body
Teaching students how to plan their projects....

# data[].attributes.attachment_link.title
Student Handouts | Project Based Learning | BIE

# data[].attributes.attachment_link.description
Helps students reflect on their work & the project

# data[].attributes.headline
Carnegie Mellon:   What are best practices for designing group projects?

# data[].attributes.subject
Carnegie Mellon:   What are best practices for designing group projects?

# data[].attributes.body
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/design.html#createinterdependence

# data[].attributes.attachment_link.readable_text
Deep learning is messy and complicated. My most fulfilling teaching days are filled with overlapping student voices, surprise, and opportunity. As I circulate around the room, I speak with young people who are grappling with challenges, generating and then revising ideas, and finding their way through the multiple stages of project creation. Depending on the day, my students may be sprawled out on the floor in groups, sitting individually and staring down their work on a screen, in quiet spaces editing video or audio, or out in the world interviewing, filming, or researching.

Project-based learning transforms the roles of students and teachers in ways that benefit all. This de-centering of the classroom and of knowledge helps students develop a sense of agency as learners and as people. If teachers maintain traditional notions of students as information recipients, teaching and learning become a pointless game where, instead of connection and engagement, the main challenge for students is to read the teacher's mind while producing a product in which they don't feel invested.

The Coalition of Essential Schools developed the metaphor of students as workers, with teachers as mentors or coaches. My time as a project-based teacher has helped me to examine this metaphor and expand upon it. Because my goal is to design learning that challenges students intellectually and creatively, I think of my students as creators, and I shift between multiple roles as I frame the learning, design inquiry-based units, help students generate ideas, provide models of work, consult with students, give feedback on rough work, and structure experiences so that there's an audience for student work.

In the interest of redefining the roles of students and teachers, I offer the following glimpses into aspects of teacher practice in successful PBL settings.

1. Framing the Learning

In his book Facilitating Group Learning, George Lakey writes about the importance of framing the learning in order to increase participation. Successful units of study use essential questions to initiate inquiry. During the units, I plan learning activities around specific resources. A focus on topics where there are problems, tension, or struggle encourages students to begin developing ideas and questions of their own that they then pursue through projects they create. The initial framing helps those who need guidance to develop project ideas, and also benefits those who will create work that goes beyond my initial vision.

2. Idea Development

When I introduce a project, I use specific models to demonstrate form and spark students' thinking and imaginations. Recently when I was asking students to write text and create multimedia that complemented each other, I showed them this powerful article about Dasani, a homeless girl in New York City. Once students have a sense of the form and the concept I am proposing, we spend time generating topics for their projects. Often I will have students first make a list of their own or work in small groups. Then the ideas are shared out loud as I collect them in a doc that everyone can access. This process allows me to informally comment on ideas as they are proposed, sharing thoughts about strengths and areas for improvement. The combination of modeling, brainstorming, and my feedback provides students with a wide range of possibilities and clear visions for success.

3. Consultation and Revision

Grading thousands of projects has taught me that feedback given after a project is completed has much less of an impact than conferences and consultations that take place during the project's stages of creation. Many days I spend class time imitating some kind of strange animal as I scurry between tables, stopping to squat or hunch over as I conference with groups and individuals. At times these conferences are short and I have a clear question to ask ("What is your main argument?" or "What question are you investigating?"), while at other times I am checking progress, reading drafts, hearing proposals, or doing a general check-in.

4. Peer Feedback and Self Evaluations

If I were the only one responding to student work, many learning opportunities would be missed. By evaluating their own work, giving feedback, and receiving feedback from others, students develop metacognitive skills and insights about their work. For a recent project, students were required to self-evaluate their work and get feedback from a peer using this form before conferencing with me.

5. Presentation

At times my students create work for public audiences or our school community, and at other times their work is shared with and evaluated by their classmates alone. Student work is transformed when it's created for a larger audience. In a world history unit, students create a proposal for a museum exhibit that would convey their conclusions about colonialism to a wider audience. Students are told that they're speaking to a museum board of directors -- the audience asks rigorous questions and fills out an evaluation form for each presentation as they prepare to vote on which exhibit should be funded by the museum. Providing students with this kind of real-life context for their work helps them understand that their work has broader application and meaning. It also motivates them to be thorough and polished in their presentations.

Learning how to read the world and discovering the power of one's own voice are life-changing experiences. Designing learning that allows for inquiry, creativity, and choice allows educators to leave the front of the room and be side by side with students as they transform themselves through their work.

# data[].attributes.attachment_link.title
5 PBL Best Practices for Redefining the Teacher's Role | Edutopia

# data[].attributes.attachment_link.description
Deep learning is messy and complicated. My most fulfilling teaching days are filled with overlapping student voices, surprise, and opportunity. As I circulate around the room, I speak with young people who are grappling with challenges, generating and then revising ideas, and finding their way through the multiple stages of project creation.

# data[].attributes.headline
Teacher's Guide to Project Based Learning

# data[].attributes.subject
Teacher's Guide to Project Based Learning

# data[].attributes.body
http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf