Products & Performances
| Products & Performances | Individual or Group | Audience | Details |
|---|---|---|---|
| Entry Event Class Discussion |
Whole Class | Teacher/Class | One of the entry activities of this project is a teacher-led classroom discussion. The teacher uses AnsweGarden to poll students on the following question: “What comes to mind when you hear the word “Greece”?”. The students will have the ability to answer the question but also discuss the answers of their classmates. |
| Entry Event Brainstorm SubQuestions |
Whole Class | Teacher/Class | Also, during the entry event students brainstorm sub-questions that will help them answer their initial question: How has ancient Greece changed our world? The teacher uses Tricider to gather students’ responses and give them the ability to vote on the responses of their peers. |
| Entry Event Exit Ticket / Pre-Assessment |
Individual | Teacher/Student | The entry event concludes with an exit ticket. Students fill in a form with which they inform their teacher about all the things they know and the new inquiries that filled their mind after this initial event. |
| Research Log/Journal Google Doc Temp or Penzu |
Individual | Teacher/Student | Before students begin their research, a school’s librarian and/or Media Specialist instructs them about research methodologies, both online and on site, as well as how to cite information discovered digitally or in print.
Throughout the research period students keep a research journal. Students set up their journal using a google template provided by their teacher or the Penzu app. They share it with their teacher, so that he/she can monitor their progress and provide feedback about the quality of the resources and the information gathered, especially at the beginning. Also, students are provided with: |
| Research Stage Formative Assessments Science Quizlet/Blooket Art Kahoot Course Olympics Games Kahoot Government & Law Bamboozle |
Whole Class | Teacher/Class | The first 3 weeks of the project are dedicated to research (timeline). During the research period students knowledge is assessed through a number of formative assessments. At the end of each week, students play a game of Quizlet, Blooket, Kahoot or Bamboozle depending on the material researched. Their performance on these “games” is monitored by their teacher. |
| MET Visit Questions VoiceThread Discussion |
Group | Teacher/Groups | During the 4th week of the project students will visit the MET and meet with the museum guide to answer questions they have prepared about some MET exhibits (VoiceThread Discussion). The information gathered will be used for their research. |
| Fair Exhibit Idea FlipGrid Video |
Group | Teacher/Class | Before the activity, students are given a) instructions on how to create Flipgrid videos and b) how to develop and deliver video presentations. Students should discuss with their team members, decide about an exhibit idea for their special topic (Science, Painting & Sculpture, Literature & Theater, Architecture, Political System, Sports, Law) and create a persuasive 2min Flipgrid video. Their exhibit idea should be clear, spark curiosity, encourage inquiry, be approachable to people of all ages, reflect the subject they were researching, and allow visitors to leave their booth knowing more. They have to convince their teacher and at least three peers from the other groups in order to proceed with their idea. |
| Collaborative Essay | Group | Teacher/Groups | Before the activity, students are reminded about argumentative writing strategies and the main parts of an argumentative essay (introduction, body paragraphs, and closing paragraph). An informative video and teacher notes can be used to help students.
Students write an essay about their special topic as a group. Each member of the group will be responsible for a specific portion of the essay (this is something that they will arrange among themselves). Their essay will be evaluated based on this rubric. Also, each group will use the rubric to evaluate the essay of two other groups assigned by their teacher (peer evaluation / “gallery walk” – different groups than before). Students use this feedback to improve their essay. |
| Fair Exhibit | Group | Whole Community | Before the activity, students are given instructions on how to speak in public.
Each group will have to construct an exhibit for the school /community fair. Possible ideas include, but not limited to, philosophical debates, Greek plays/skits inspired by the Ancient Greek literature, constructions (ancient temples, theaters, buildings, sculptures etc.), ancient Greek inventions, Greek inspired Olympic games, role playing scenarios and simulations, interactive displays and presentations, etc. Their exhibit will be evaluated based on this rubric. Additionally, the teacher will hold a “gallery walk” where each group will evaluate the exhibits of two other groups (peer evaluation) and make suggestions on how to improve them. Students use this feedback to improve their exhibit. |
| Flipgrid Video for School’s Website | Group | Whole Community | Students are asked to create a Flipgrid video presentation about their exhibit for the community members that could not attend the school fair. Their Flipgrid video presentation will be published on the school’s website and evaluated based on this rubric. |
Reflection Methods
For this PBL project there are several opportunities for reflection.
Research log/journal: The students will make daily journal entries using Penzu or the google doc template provided by their teacher; they will keep notes and reflect on what they have learned, sharing also their thoughts about their research and groupwork, and asking questions to their teacher. These journal entries are accessible by the teacher and he/she can provide immediate feedback.
End of week Discussions & reflection: Throughout the PBL project the teacher will gather the students at the end of each week for a class discussion. The students will be able to discuss the assignment, share their thoughts, ask any questions, provide help to other students and reflect on their research progress and the newly acquired knowledge.
Team Contracts (credit PBLworks): Students when placed in groups will sign group/team contracts. Throughout the project they should reflect on how well they fulfill this agreement.
Peer Evaluation of Essay: Students evaluate the essay of their peer groups using the rubric provided. This peer evaluation helps them develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work. Each group will use this feedback to revise their essay before the submission to their teacher.
Peer Evaluation of Fair Exhibit: Students will also evaluate the exhibit of their peers using the relevant rubric. After evaluation, groups will have the ability to make corrections in order to improve their exhibit before the Fair Day and its evaluation by their teacher and the whole community (see below QR code voting). Through this activity students learn that constructive feedback can improve their own work and the work of others.
Students’ Self Reflection (credit PBLworks) at the end of the project: Students are invited to reflect on their completed project. Students can use this reflective writing to assess their educational experience, assimilate it, and make it relevant to their own needs. Their reflection should address the reflection questions assigned to them, as well as how the readings, assignments, and material in this project relate to their personal goals/needs. Also, based on their feedback the teacher will be able to improve the project.
Self & Peer Evaluation of Teamwork : At the end of the project, students will use this form to evaluate themselves and their team members for their group work. This activity helps students to evaluate themselves and others for their performance in order to improve it in the future. This feedback will be given anonymously to each group.
Teacher Feedback & Final Reflection: Throughout the project, the teacher will walk around and provide feedback to the students. Students will be invited to reflect upon and apply this input into their final products and presentations. The teacher will also provide final remarks on the project during the class discussion and reflection once the assignment is completed. He/she is also responsible for the ultimate appraisal of their work. Also, at the end of the project the teacher should consider what went well and what needs to be improved for the next time.
Culminating Activities
School Fair / Vote for the Best Fair Exhibit: The main culminating activity of this project is a school fair hosted at the school’s gym or cafeteria, multi-purpose room, social hall, etc. The day before the fair, students create stations where they display their exhibits and prepare for the presentation day. They discuss their presentation plan and use a presentation day checklist to make sure everything is in place. On the day of the fair, staff, administrators, other students, and community members stroll through the exhibits, and each group presents their display and answers questions. During the presentation, the students discuss their ancient Greek civilization topic, their reasoning for why it has influenced our modern day societies, and present examples of how it has touched our lives. Also, during the fair day visitors have the ability to vote for the best exhibit by just scanning with their smartphone camera a QR Code placed on all the stations (like the one on the right / Click on it or Scan it). The QR code leads to a Poll Everywhere survey that has all the exhibits and asks for voting. The winning exhibit will be featured on the school’s website homepage and on its social media platforms.
Flipgrid videos for the school’s website: Students must also prepare a Flipgrid video showcasing their exhibit for all their peers, parents and community members who were unable to attend the fair event. These Flipgrid videos will be uploaded to the school’s website so that they will be accessible to the whole community.
