| Nom. | Term | Definition |
| 1 | Authenticity
| The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. |
| 2 | Webster | 1) A specific plan or design 2) A planned undertaking 3) A task or problem engaged in usually by a group of students to supplement and apply classroom studies
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| 3 | Project-based Learning | is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, teacher-centred lessons |
| 4 | Project-based Learning | is a method of teaching that presents students with a problem or challenge to solve, requires them to gather information from various resources, and asks them to come up with an original solution that ends in a product or performance. |
| 5 | Project Based Learning | is a systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks. |
| 6 | Public Product | Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom. |
| 7 | Project
| The development of confidence in using English in the real world, the world outside the classroom. |
| 8 | Open-ended questions | Those which can’t be answered by a simple "yes" or "no," which require more thought and more than a simple one-word answer. |
| 9 | Sustained inquiry | Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. |
| 10 | Driving Question | Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration. |
| 11 | Revision and Reflection | The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning. |
| 12 | Workshop | Just in Time learning for small groups of students. The teacher can assign workshops or the students can request them. |
| 13 | Coherence | A logical and orderly and consistent relation of parts |
| 14 | Critical Friends | Critical Friends is a protocol (a type of activity) developed by the Buck Institute (bie.org). Teachers and students can use this non-confrontational protocol to refine project plans or projects themselves. The process consists of a series of timed interactions where a person or team receives feedback and suggestions. |
| 15 | Complexity | The quality of being intricate and compounded.
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| 16 | Contextualized question | A contextualized question anchors the project in an important real-world situation and has important consequences. A zed driving question is critical in students being able to see the relevance of the project. |
| 17 | Voice and Choice
| Students should have a say in some aspects of the project (voice) and be required to make choices in many areas. Providing room for “voice and choice” is part of building student engagement. |
| 18 | Ethical questions | A driving question is ethical fit holds the safety, health, and welfare of living things and the environment. |
| 19 | Worthwhile question | A question that is worthwhile contains rich science content that students can explore and that helps meet district, state, or national standards. Perhaps the most important feature of a worthwhile driving question is the quality of science content and process that it can encompass. |
