Eco-PBL for the Sierra by Susan Huss-Lederman

Eco-PBL for English Language Learning

Project Components

Authenticity║Collaboration ║ Reflection ║ Voice & Choice

1. Needs AssessmentWill the topic interest and challenge the students?Is there an authentic, real-world connection?Will the project result in sustained inquiry?Will students develop English proficiency through the project? | 2. Basic Project StructureProject learning goalsEnglish learning goalsPossible products (Use RAFTS for English) | 3. Driving Question and Essential QuestionsWhat is the driving question for the project?What are some starter “essential questions?”How will teachers and students add questions and reflect on them (wonder wall)?
4. Organize InstructionWeekly project & English objectivesPlan for student collaboration (pair & group work)How will teachers support group work?How will students exercise voice & choice?How will English be taught during the project?

| 5. View the Project from Student PerspectiveHow will the teacher introduce the project?How will the teacher introduce the products?How might local experts participate?Are field trips possible?Is the project authentic to students’ interests?Can students communicate in English outside the classroom?How will students know that they are developing their proficiency in English? | 6. Formative Assessment and ReflectionHow will teachers use formative assessment?How will students use self-assessment & peer assessment?How will this reflection help students in the project process? In developing English?How will reflection help students to revise their work?

| 7. Presentation & Assessment (Evaluation) of the Final ProductIs the format of the final product or products appropriate for the audience?How will the audience provide feedback to the students?How will the students reflect on the presentation of products?How will final products be assessed (evaluated)?How will English development be assessed? |

English skills practiced: | Other skills practiced: | Other subjects for interdisciplinary work
ListeningSpeakingReadingWritingEssential vocabulary:Grammar structures: | Collaboration PresentingCritical thinking OrganizingOther | Language and literatureAncestral languagesScience: Social studiesMathematicsArtMusic

Audience:

ClassSchoolCommunityExperts | Online/WebsiteFamiliesOfficialsOther:

Formative assessment:

Journals/logsOutlinesRough draftsPlans | NotesChecklistsConcept mapsExit tickets | Peer assessmentSelf-assessmentOther

Summative assessment:

Writing (rubric)Presentation (rubric)Essay (rubric) | Other:

Resources needed (people, places, equipment, materials):

Estimated timeframe for this stage: _______days/weeks/months

Project Planning Template | Unidad Educativa | Subnivel

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