Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Essentials CourseModule 1: Teaching with Projects

Intel® Teach Program

2Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Intel Teach Essentials Course

Module 1: Teaching with Projects

Module 2: Planning My Unit

Module 3: Making Connections

Module 4: Creating Samples of Learning

Module 5: Assessing Projects

Module 6: Planning for Student Success

Module 7: Facilitating with Technology

Module 8: Showcasing Unit Portfolios


Essential Question– How can technology be used most effectively to support and

assess student learning?Module Questions– How can projects help my students meet standards and

develop 21st century skills?– How can I use projects to enhance student learning?


Topics:Project-based learning and

unit design

Key Activities: • Review portfolio components • Create Unit Portfolio wiki page • Create a publication on projects • Identify 21st century skills for your unit • Develop initial unit ideas • Reflect on learning in your blog



Activity 1: Getting Started

Step 1: Getting Acquainted (page 1.01)

Introduce yourself to the group. Include:

• Your name• The grade level and subject you teach• What you are hoping to learn in this course



Activity 1: Getting StartedStep 2: Introducing the Intel® Teach Essentials Course (page 1.01)

How can technology be used most effectivelyto support and assess student learning?

Our Goal for You (pages 1.02 – 1.05)

The creation of a Unit Portfolio that you can implement in your classroom—a unit that allows you to raise the level of excellence in your classroom and meet important learning objectives and 21st century skills



Activity 1: Getting Started Step 2: Introducing the Intel® Teach Essentials Course (cont.) (pages 1.02 – 1.05)


Topics:Project-based learning and

unit design

Key Activities: • Review portfolio components • Create Unit Portfolio wiki page • Create a publication on projects • Identify 21st century skills for your unit • Develop initial unit ideas • Reflect on learning in your blog

Module 2: Planning My Unit

Topics: Curriculum-Framing

Questions and student-centered assessment

Key Activities: • Identify standards for your unit• Create learning objectives • Create Curriculum-Framing Questions• Research effective assessment strategies• Draft Assessment Timeline • Create assessment to gauge student needs• Reflect on learning in your blog


Module 3: Making Connections

Topics: The Internet to support teaching and learning

Key Activities • Share ideas for meeting standards with projects• Review copyright laws and fair use• Create Works Cited document• Integrate the use of Internet resources into unit to support

research, communication, collaboration, problem solving, and/or other 21st century skills

• Use online collaborative Web site to share unit ideas• Reflect on learning in your blog

Module 4: Creating Samples of Learning

Topics: Project outcomes from a

student perspective

Key Activities: • Identify strategies to ensure safe and responsible Internet use• Create sample student publication, presentation, wiki, or blog to

demonstrate student learning• Draft Instructional Procedures • Self-assess your student sample• Reflect on learning in your blog



Module 5: Assessing Student Projects

Topics:Formative and

summative assessment

Key Activities: • Obtain feedback to improve your student sample• Explore challenges and solutions for involving students in the

assessment process• Self-assess your current assessment practices• Draft Assessment Summary • Create summative assessment for your student sample• Revise your student sample based on your summative assessment• Revise your Unit Plan• Reflect on learning in your blog

Module 6: Planning for Student Success

Topics: Student support and

self-direction

Key Activities: • Explore strategies to differentiate instruction• Create an assessment to encourage student self-direction• Create student support materials• Revise your Unit Plan to incorporate accommodations for all learners• Reflect on learning in your blog• Self-assess your facilitation of a student-centered classroom



Module 7: Facilitating with Technology

Topics: Teacher as facilitator

Key Activities: • Explore questioning strategies to promote higher-order thinking• Create facilitation materials• Revise your Unit Plan• Discuss implementation strategies• Create management documents• Self-assess your Unit Portfolio and revise based on your assessment• Reflect on learning in your blog and share with partner

Module 8: Showcasing Unit Portfolios

Topics: Sharing learning

Key Activities: • Prepare for showcasing your unit• Give and receive feedback on Unit Portfolios• Reflect on learning in your blog• Evaluate the Essentials Course



Step 3: Considering My Role as Curriculum Designer (pages 1.05 – 1.06)



• During this course, you design and develop resources for a unit of study that you teach.

• The unit may range in length from a couple weeks to several months, but it should encompass a key area of study in your curriculum.

• Your Unit Portfolio is developed throughout the course's eight modules.


Step 4: Creating a Portfolio Folder (page 1.06)Introducing the Intel® Education Help Guide

Digital resource for step-by-step directions for how to complete technical skills for:



• Microsoft Office 2000*, XP*, and 2003*• Microsoft Office 2004 for Macintosh*

• Provides support for various operating systems

• Microsoft Windows 2000* and XP*

• Macintosh OS X 10.4.X*



Activity 1: Getting StartedStep 4: Creating a Portfolio Folder (cont.) (page 1.07)

• Create the Portfolio folder.

• Review Portfolio Checklist.

• You will be creating all the items listed in the Portfolio Checklist.

• These items together make up a complete Unit Portfolio.

• You will be conducting peer reviews on the products you create.



Activity 1: Getting StartedStep 5: Viewing the Unit Plan Template (pages 1.08 – 1.11)

• Create a shortcut to the Start Here file.

Note: If you are using Mozilla Firefox* or Netscape Navigator* as your Internet browser, create a shortcut to the "Essentials.htm" file within the Curriculum_Resource_CD folder

• Start the Curriculum Resource CD.

• Save the Unit Plan Template into the unit_plan folder of your Portfolio folder.

• Review the Unit Plan Template.



Activity 2: Examining Good Instructional DesignStep 1: Reviewing the Research (pages 1.12)

Research on learning and teaching indicates the importance of:

• In-depth coverage of important subject matter • Big ideas to organize understanding• Ongoing assessment • Purposeful, authentic tasks



Activity 2: Examining Good Instructional DesignStep 1: Reviewing the Research (cont.) (pages 1.13 – 1.14)

Project-based learning

• Develops content area knowledge and skills through an extended task

• Promotes student inquiry and authentic demonstrations of learning

• Ties content standards and higher-order thinking to real-world contexts

• Includes varied instructional strategies to engage all students • Often includes collaboration• Uses technology to support learning• Uses multiple types of assessment to ensure that students

produce high-quality work



Activity 2: Examining Good Instructional DesignStep 2: Reviewing the Instructional Design Process (page 1.14)

During this course, you develop a Unit Portfolio by completing the following steps:

1. Determine specific learning goals.

2. Develop Curriculum-Framing Questions.

3. Make an assessment plan.

4. Design activities.



Activity 2: Examining Good Instructional Design

This simple four-step process is deceiving. Unit planning is not linear; it always involves circling back to previous steps to ensure alignment among components of your unit.

What activities and resources will you design for your students so they will meet the learning goals for the unit?

What resources could you use to promote 21st century skills?

How will you create a student- centered classroom?

What higher-order thinking skills and 21st century skills are you targeting?

What standards are you targeting?

What are the learning objectives you want students to achieve?

Are your questions still relevant? Do they reflect the unit priorities? Are all Curriculum-Framing Questions, standards, and objectives addressed in the Assessment Plan?

What open-ended Unit Question could be asked to promote higher-order thinking skills?

What big-picture Essential Question could be asked to promote higher-order thinking skills?

How will students provide evidence that they are achieving understanding?

How will you and your students assess that evidence throughout the unit?

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Step 2a: Develop Curriculum-Framing Questions

Step 2b: Develop Curriculum-Framing Questions

Step 4b: Design Activities

Step 4a: Design Activities

Step 1a: Determine Goals

Step 1b: Determine Goals

Step 3: Plan Assessment

Revisit Questions and Assessment

Re-check goals

Step 2: Reviewing the Instructional Design Process (cont.) (page 1.15)



Activity 2: Examining Good Instructional Design

Step 3: Reviewing the Portfolio Rubric (pages 1.16 -1.18)

1. Review the Portfolio Rubric.2. Highlight or underline areas of the rubric that relate to

the goals that you identified.3. Revisit your initial goal(s) from Activity 1 and edit if

necessary.



Activity 3: Looking at ProjectsStep 1: Considering Project Approaches (pages 1.19 – 1.20)

Projects put students in an active role, such as:

• Problem solver

• Decision maker

• Investigator

• Documentarian



Activity 3: Looking at ProjectsStep 2: Viewing Unit Portfolios (pages 1.20 – 1.21)

1. View Unit Portfolios on the Curriculum Resource CD or Web.

2. Consider where and how the Unit Portfolios address the various elements of the Project Characteristics Checklist.

3. Break into groups for the reading and discussion of the "1:1 Computing Scenarios" located in the Resources, 1-to-1 Computing Resources folder on the Curriculum Resource CD.– In your group, split up the scenarios among group

members.– Use the questions at the end of the document to help guide

your discussion as you report back to your group.



Activity 4: Planning a Publication to Explain ProjectsStep 1: Planning the Publication (pages 1.22 - 1.23)

• What questions might your students, their parents, or other teachers in your school have about projects or project-based learning?

• How could you best answer their questions? • What would you need to consider in your publication to

explain projects? expectations and prepare your audience for the work ahead.



Activity 4: Planning a Publication to Explain ProjectsStep 2: Researching Project-Based Learning (pages 1.23 – 1.24)

Register for an online tagging/bookmarking site at: [enter URL, such as www.diigo.com]Example instructions:1. Go to My Tools.2. Right-click on the Diigolet icon for your browser type.3. For Internet Explorer*:

– Add to favorites… – Put in Links folder.

4. For Mozilla Firefox*: – Bookmark This Link… – Put in Bookmarks Folder.

5. Use diigolet bookmarklet to highlight, bookmark, add sticky notes, and forward your favorite Web sites.



Activity 4: Planning a Publication to Explain ProjectsStep 2: Researching Project-Based Learning (cont.) (pages 1.23 – 1.24)

Research project-based learning usingwww.intel.com/education/DesignProjects

Step 3: Viewing Sample Publications (pages 1.24)

View sample publications on the Curriculum Resource CD for additional ideas.



Activity 5: Creating My PublicationStep 1: Starting My Publication (pages 1.25 – 1.26)

1. Open a template from the Curriculum Resource CD or Web (optional).

2. Use the Help Guide to create your publication.3. Save your publication frequently in the unit_support folder

of your Portfolio folder.

Step 2: Adding the Basics and Additional Design Features to My Publication (pages 1.26 – 1.27)

• Use the Help Guide to modify your publication.



Activity 6: Reflecting on My LearningStep 1: Blogging My Journey (pages 1.27, 1.33)

Module Questions:• How can projects help my students meet standards and develop 21st

century skills?• How can I use projects to enhance student learning?Module 1 Key Points:• Research on learning and teaching indicates the importance of:

– In-depth coverage of important subject matter– Big ideas to organize understanding– Ongoing assessment– Purposeful, authentic tasks

• Projects concentrate on scenarios that provide rich learning opportunities.• The steps for designing projects include

a. Determining specific learning goalsb. Developing Curriculum-Framing Questionsc. Making an assessment pland. Designing activities



Activity 6: Reflecting on My Learning Step 1: Blogging My Journey (cont.) (pages 1.27 – 1.28)

1. Go to: [enter URL]– Tag or bookmark your blog site

– Log in with your user name and password

2. Create a blog entry titled Module 1 Reflection, paste in the following prompt, and write your response:

This module has made me think about my role as an instructional designer in the following ways….



Planning Ahead: Beginning the Planning ProcessStep 1: Thinking about My Unit Plan and Project Design (pages 1.29 - 1.30)

Think about possible components of your Unit Plan

Step 2: Targeting Higher-Order and 21st Century Skills (pages 1.30 – 1.31)

Identify the 21st century skills you want to target for your classroom

Step 3: Locating Curricular Resource Materials (page 1.31)Identify resources to bring to the next session.


Looking AheadModule 2: Planning My Unit

Topics: Curriculum-Framing

Questionsand ongoing

student-centered assessment

Key Activities: • Identify standards for your unit• Create learning objectives • Create Curriculum-Framing Questions• Research effective assessment strategies• Draft Assessment Timeline for unit• Create presentation to gauge student needs• Reflect on learning in your blog

Essential Question• How can technology be used most effectively to support and assess

student learning?Module Questions• How can projects help my students meet standards and develop 21st

century skills?• How can I use projects to enhance student learning?

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of.

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