Glossary
A
Assessment- refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
Authentic learning- refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications.
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.
C
Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
Critique & Revision - Students give, receive, and use feedback to improve their process and products.
D
Driving Question (DQ)- The question/problem the student’s answer/solve by the end of the project-multiple solutions possible.
E
English-language learners, or ELLs - are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.
Essential question- is a question that drives the lesson being taught. When creating a lesson plan, the teacher should base the lesson on essential questions, which are based on concepts that students should understand by the time they complete the unit.
Esential question - is a question that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of that subject.
F
Feedback-I like/I wonder/Next Steps: when providing feedback, begin with something you like about the project, follow it with an “I wonder…” that will highlight a concern you have with the project, and finally suggest some next steps that could be taken.
K
Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management.
L
Level of authenticity- it has connection with the real world.
Level of Complexity- if requires students to do research gather the needed information to analyze and evaluate it.
Level of coherence – in connects with the discipline because all the information will be presented in English.
P
Problem Statement-A concise description of the issues that need to be addressed by a problem solving team and should be presented to them (or created by them) before they try to solve the problem. Project-Based Learning (PBL)-Teaching/learning through real-life projects
PBL-· Ways of thinking-creativity, critical thinking, problem-solving, decision-
making and learning
PBL-· Ways of working-communication and collaboration
PBL-· Tools for working-information and communications technology (ICT) and information literacy
PBL-· Skills for living in the world-citizenship, life and career, and personal and social responsibility
Prompt-1-2 sentences describing what students need to do to solve the problem by contentonly content needed to solve problem.
Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom
R
Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
Rubric-A rubric is a checklist of requirements to help students achieve the grade they want. Using a set of criteria and standards (directly tied to the stated learning objectives), educators can assess each student’s performance on the deliverables required for the project.
S
Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.
Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
T
Think, Pair, Share-Cooperative discussion strategy - Students first take a few moments to “think” about the question. Students then identify and “share” the answers they think are best, most convincing, or most unique with a partner. Finally, each pair of students “shares” their findings with the class.
