Three- to six-sentence description of your project and audience. A good abstract is very important because your abstract will be listed on the same page as a dozen or more other project abstracts. Your abstract needs to be descriptive enough that an educator looking at this page of abstracts will want to click on your project link to learn more about it. Describe the overall investigation your students will be doing. An abstract that says "This is an engaged learning multidisciplinary, authentic, challenging project that effectively uses technology," contains lots of buzzwords, but does not tell the reader anything about your project that will make him/her want to see more.
Characteristics of the learner and description of the class setting
Duration of your project, i.e., weeks of study, time needed per week
- What do you want the students to know and be able to do when they complete the project/unit?
- These outcomes need to be consistent with the content/process of your project and the assessment rubric for students.
- Good learner outcomes are measureable. They will help you assess your students.
- A few good verbs for learner outcomes are: construct, draw, identify, perform, collect, interpret, analyze, organize, apply, demonstrate understanding by, and compare.
- Some examples of verbs to avoid are: understand, cover, learn, and know.
- Create more list items as needed.
Describe the authentic student task and hook. The content is framed within a student scenario that contains an authentic student task, a challenging problem and requires multidisciplinary inquiry and investigation. The task will require collaboration with peers and possibly mentors. The hook you create captivates the learner and creates an intrinsic need to know.
Include the opportunities for student direction. The process is the way you structure the learning to engage students in the project/unit goals and objectives. How are they going to accomplish the task? What are the students doing? How are groups used? What is the teacher doing? How is the student directing the learning?
What is the end product(s) the students will produce? Why is the product(s) original, useful, meaningful, and/or important to the students and to other people?
What does technology add to this project that would not be possible without the technology? What equipment, software, and connection are required in order to do this project? How is technology integrated within this project? How is the technology supporting the engaged learning? How is technology used for intermediate and/or end product(s)? How are you using technology to find recent or frequently changing information? How and why are you collaborating with other classrooms or students? How and why are you using two-way communication with mentors or experts? How are you using technology to publish student work to a wider audience?
Assessment of your student's work is not a test at the end of a unit. It is found in all three learning components: the content, the process, and the product. It is performance-based, seamless, generative, and ongoing. Students need multiple opportunities to demonstrate their learning. List the opportunities for assessment of student work. What strategies will you use to assess students' prior understandings related to project content and their previous skill development? How are you assessing the process of learning? What discussions, intermediate products, or checkpoints will provide opportunities for students to receive or request feedback during the project? How will students be encouraged to reflect on their progress? How will you assess the end product? How will students be graded? How will students have the opportunity to review or provide input on the rubric or other grading procedures? Please provide a link to your rubric for students in this section.
How will you evaluate the effectiveness of your project? How will you determine what worked well? How will you determine what modifications should be made in the project before it is used again?
- What local, state, and/or national standards have you addressed?
- When possible, make links to the relevant standards on the Web.
- Use the LInC Web page with resource links to standards to help you.
- Create more list items as needed.