PROJECT PLANNING FORM

PROJECT PLANNING FORM
Project title:
Teacher(s):
School:
Grade level(s):
Subjects:
STANDARDS-FOCUSED
PROJECT BASED LEARNING
Buck Institute for Education

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Begin with the End in Mind
Summarize the theme or ‘‘big ideas’’ for this project.
Identify the content standards that students will learn in this project (two to three per subject).
Identify key skills students will learn in this project.
List only those skills you plan to assess (two to four per project).
Identify the habits of mind that students will practice in this project (one to two per project).
Identify district outcomes or school-wide outcomes to be included in this project.
Does the project meet the criteria for standards-focused PBL?

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Craft the Driving Question
State the essential question or problem statement for the project. The statement should
encompass all project content and outcomes, and provide a central focus for student inquir y.
Have you posed an authentic problem or significant question that engages
students and requires core subject knowledge to solve or answer?

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Plan the Assessment
Step 1: Define the products and ar tifacts for the project:
Early inthe Project:
During the Project:
End of the Project:

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Plan the Assessment
Step 2: State the criteria for exemplar y per formance for each product:
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Do the products and criteria align with the standards and outcomes for the project?

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Map the Project
Look at one major product for the project and analyze the tasks necessar y to produce
a high-quality product. What do students need to know and be able to do to complete the
tasks successfully? How and when will they learn the necessar y knowledge and skills?
Product:
(Check appropriate box)
ALREADY
TAUGHT
TAUGHT
HAVE
BEFORE THE
DURING THE
KNOWLEDGE AND SKILLS NEEDED
LEARNED
PROJECT
PROJECT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
What project tools will you use?
Know / need to know lists
Daily goal sheets
Journals
Briefs
Task lists
Problem logs
Do the products and tasks give all students the opportunity
to demonstrate what they have learned?

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Map the Project
Draw the stor yboard for this project, with activities, resources, timelines, and milestones.
Use the Tuning Protocol with other teachers or a group of students to refine the project design or
guide you fur ther in your planning. What other thoughts do you now have on the project?
What challenges or problems might arise in this project?

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Manage the Process
List preparations necessar y to address needs for differentiated instruction for ESL students,
special-needs students, or students with diverse learning styles.
How will you and your students reflect on and evaluate the project?
Class discussion
Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated formal debrief
Individual evaluations
Group evaluations
Other:
What do you expect to learn from this project?

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