B.    Visual/ linguistic

C.    Musical

D.   Linguistic

E.    Intra-personal

F.     linguistic

G.   logical

H.   bodily-kinesthetic

B.    linguistic

C.    Musical

D.   verbal linguistic

E.    Intra-personal

F.     linguistic

G.   logical-mathematic

H.   bodily-kinesthetic/interpersonal

A Driving Question  | Project work is focused by an open-ended question that students understand and find intriguing, which captures their task and frames their exploration.
A Need to Know   | Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.
Student Voice and Choice    | Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.
Significant Content  | At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.
21st Century Competencies    | Students build competencies valuable for today’s world, such as problem-solving, critical thinking, collaboration, communication, and creativity and innovation, which are explicitly taught and assessed.
In-depth Inquiry    | Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers.   
Critique and Revision  | The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.   
Public Audience    | Students present their work to other people beyond their classmates and teacher.  

 

 

 

This passage describes step: step 6: Evaluate 

Assessment meets many needs: 

This passage describes step 5 Assess 

Base your question on an authentic situation or topic. What is happening in your classroom? In your community? Select a question about an issue students will believe that, by answering, they are having an impact on and make it relevant for them. The question should be a "now" question -- a question that has meaning in your students' lives. 

This passage describes step: 1 Essentional question

2.To maintain control without preventing students from taking responsibility for their work, follow these steps:

This passage describes step: 4 Monitor

This passage describes step: 3-schedule

Enable success by practicing the following tactics: 

This passage describes step: 4- Monitor 

  Activities

Resources (level of difficulty)
but not:
   Lesson objectives

  Contents

  Topic

MATCHING

 | Strategies | Problems | Possible solutions
| Extending material | The task or exercise is too short. The learners need more practice. | Write extra items, following the same pattern.  
 | Shortening material | The task or exercise is too long. The learners don’t need so much practice. | Make material more challenging, e.g. learners try to answer comprehension questions before reading. Make materials less challenging, e.g. break up a long text into shorter sections.
| Changing methodology | The task doesn’t suit the learners’ learning style. You want a change of pace. The coursebook often repeats the same kind of task. | Change the interaction pattern, e.g. use a matching task as a mingling activity (in this case learners move around the class to find their partners).
| Changing the level of the material | The texts or tasks are too easy or too difficult.   | Use as much as you need, but do not feel you have to use it all. Give different parts of the text or task to different learners.
 | Reordering material | The activities in the units in the book always follow the same sequence. The learners need to learn or practice things in a different order. | Change the order of the material, e.g. ask learners to cover up a page or part of a page, so that they focus on what you want them to do first

 

 

-          Activity 1 in the textbook: T replaces it by another activity.

-