- Our world is full of problems and challenges. If you look around you will find many problems that need to be resolved.
 - For a better idea look at the problems that are neglected. The project idea must be about a problem or challenge in the real world.
- Make a list of problems and challenges within your community and see what can be solved or at least spread awareness in the community to solve those problems with the solution that your students find out after working on the project for an extended period.

Tips for building projects:
1. Choose a topic & time frame: it is important the quality and not the quantity of learning.
2. Pick your concepts - no more than 5
- Bloom's taxonomy level
3. Level ofTechnology &  product
Use several stages
4. Develop your rubric - rating points
5. Planning projects quickly

Once the project is designed, find some interesting idea for the entry event. It could be a video, a picture, or teacher can tell a story. Moreover, it can be a real-world exposure related to the project. In the video we will watch some entry events that how teachers present the problem or challenge to the students to work on during the project for an extended period of time to find the solutions.  After presenting the entry event, tell the driving question. (Module 3.6) Watch this video to learn more about the entry event and the driving question.

https://www.facebook.com/Khurram.Whiz/videos/10213984641244591/?t=76

First, we need to understand why we have them. Driving questions are there for two entities, the teacher and the student.

For the teacher: A DQ helps to initiate and focus the inquiry. Remember the project shouldn't be trying to solve the world's problems. Instead, it should be a focused action, and focused inquiry; the goal is to ensure the students are focused. The teacher needs to help focus the teaching and learning, and the driving question help with that.

It also captures and communicates the purpose of the project in a succinct question. When reading the driving question, the teacher and student should be clear on what the overall project is as well as its purpose. Also for the teacher, it helps to guide planning and reframe standards or big content and skills. I will say more about this later, but the driving question should not sound like a standard reimagined in the form of a question. Instead, use the driving question to reframe the standards in ways that are accessible to both you the teacher and the student.

For the student ultimately, the driving question is for the students. It creates interest and a feeling of challenge so that even the most reluctant student thinks, "Hmmm, I guess that sounds kind of cool."

It guides the project work. All work for the project, including the culminating project and daily lessons and activities, should be trying to help students answer the driving question. Whether it's a lesson on commas, or implementation time, or drill-and-skill with math problems, the work needs to connect to the driving question. Why? The seemingly "boring" activities of the day-to-day have reason, relevancy and purpose, and then guess what? They aren't boring anymore.

This relates to my next point. It helps student answer the question: "Why are we doing this?" This is the Golden Question that many administrators ask students when they are visiting. If your driving question is good, it can help connect that work so that students can articulate the reason behind daily lessons and activities.

My driving question is posted all over my classroom. It's on worksheets, the project wall, and the online blog. It is continually referred to while we are working on the project so students are reminded of the purpose of the project and daily work.

(Ask some questions in the comments below and give answers to each other).
Q1 - Paula Cotter Cabral Living in the Azores during the summer, one of the most important thing is to preserve the ocean. What kind of advice and tasks would you provide for both children and adults in order to avoid pollution?
Q2 - 

Paula Cotter Cabral Imagine that you can change the curriculum at school in order to drive students to protect the planet. What would you do?

Make sure that your project design has enough opportunities for students to experience skills. At-least 2 or more skills from 4C's should be integrated in a PBL project.
In module 2, we have discussed importance of teaching skills. Instead of teaching skills separately, it is more effective to integrate 21st-century and other skills in a PBL project. Infact, a project which is missing skills cannot be a PBL project.

Make sure that your project design has enough opportunities for students to experience skills. At-least 2 or more skills from 4C's should be integrated in a PBL project.

Look at all aspects of the project. Discuss with the colleagues or with relevant people about your project idea. Ask them for suggestion. Think about all involved subjects and your target learning outcomes. If a teacher cannot describe learning outcomes clearly, it is because the idea of the project is not well understood. After successfully writing the learning outcomes, move towards designing tasks/activities.

It’s important that the activities your students are completing during project-based learning include the elements of PBL. They should have a clear purpose that aligns with the driving question and learning outcomes. While designing activities, please keep these elements in mind:

When you will go for designing a project for your class in the next week. Choose some of the above or all for your project design.

Research report

Narrative

Letter

Poster

Brief

Proposal

Poem

Outline

Brochure

Blog

Pamphlet

Essay

Graphic novel

Editorial

Movie script

Speech or debate

Public service announcement

Skit or play

Song/lyric

Musical piece

Oral report

Panel discussion

Dramatic reenactment

Documentary

Newscast

Discussion

Dance

Proposal

Exhibition

Photo essay

Data display, infographic

Website, blog, wiki

Podcast - Audio & Video

Audiotape

Slide show

Videotape

Create an App

Voicethread

Go Web2.0

Glogster

Drawing

Painting

Sculpture

Collage

Map

Scrapbook

Oral history

Jing – Screencast instructional video

Physical model

Consumer product

System

Machine

Scientific instrument

Museum exhibit

Diorama

Proposal

Estimate

Bid

Blueprint

Flow chart

Timeline

Concept mapping

Presentations of learning should include what students learned about:

https://bit.ly/2TIA4dN
Project plan - submited on 4th september

´ Elementary school students generally have short attention spans. Video projects are a great way to engage younger students for longer. If a video is produced by their peers, students are more engaged and motivated.

´ Why use video projects?

-  to motivate students to learn

- to inspire and engage students

- to develop 21st century skills

- technology skills

- critical thinking

- problem solving skills

- cooperative learning

- to offer a new way for students to explore their creative side.
Some apps that might help
Biteable

commercial 

documentary

music video 

reality show

storytelling 

animation

story/poem 

class movie

soap opera  

parody

interview

- Moovly

- Dvolver

- Kizoa.com

- iMovie

- Video

- Openshot.org

- Wevideo.com

- Get-puppet.coiosApp

- Windows Movie Maker

Creature FX

Action Movie FX

Quo Movie FX

Creating photo slideshow with music for free using freemake.com

´ 1. Download free slideshow maker
2. Add photos
3. Add music
4. Set final settings
5. Make a slideshow with music

´ Watch the final product together in class

´ https://www.freemake.com/how_to/how_to_create_photo_slideshow

LINK 2: Bike ride video

´ Choose a song with meaningful lyrics

´ Set up a video project

´ Divide students into groups

´ Students prepare a scenario of a video which is based on the music clip

´ Help students with the scenes

´ Organise a film festival in your school and watch the final products together

Read Magdalena’s blog post on using video projects with her students here: