PROJECT FRAMEWORK: WHAT IS IT?
The Project Framework (PF) is a format for developing a project that contains basic project ingredients including essential elements detailed in the Scope and Sequences. A project that is part of the Scope and Sequence, at the very basic level, should clearly spell out the information literacy, technology and writing skills being introduced/reinforced at a particular grade level. Critical thinking is by its very nature an integral part of any Project Framework.
THE ELEMENTS OF A PROJECT FRAMEWORK
TITLE
The title refers to the title of the project and is selected by the teacher(s).
DESCRIPTION
Describe the project in such as way that the reader will get an overview. The reader should clearly understand the student learning that will take place. This description may not necessarily be how the teacher intends to present the project to the student but it should describe the core of the project so that a fellow teacher, administrator or parent will understand the intent.
GUIDELINES/TIMELINE
List the guidelines for the project including such items as general procedures, expectancies, and the timeline for completing various components such as evaluation of web sites, an outline, powerpoint, rough draft, works consulted, works cited. This is the place to a clear account of a research process. http://www.questioning.org/module/cycle.html
ESSENTIAL QUESTION
When considering the inclusion of an essential question, read the following in McKenzie’s Module Maker at: http://questioning.org/module/module1.html or for a brief introduction to the concept, link to “Asking Essential Questions” at http://www.esd123.org/edtech/comprehensive/questions.html
FORMAT
Describe the required format(s) that the student will utilize in finalizing the project. Will s/he be introduced to a new process or procedure for the first time? If so, perhaps it should be noted in one of the skills sections. Will specific skills be reinforced? Perhaps the student will be writing a paragraph or essay for the first time. This is the place to briefly describe the format (may need to consult to determine whether this is a new format that will fit into the overall curriculum design for the District). Links to appropriate web sites might properly enhance this section.
SKILLS
Skills will be determined through examination of the Information Literacy and Technology Skills Scope and Sequences, K-12 and in consultation with a project support person.
Since the introduction of a skill assumes that from that point on in the curriculum the skill will be reinforced, it is important that there be agreement among all parties involved before introducing any new skills. The structure of newly introduced skills should be reached through consensus. The structure of previously introduced skills should be strictly followed from date of inception.
RUBRICS
The use of rubrics is encouraged, whether they are designed for grading or self-assessment. Assessment will become an essential ingredient of projects as the Scope and Sequence develops over time.
TEACHER RESOURCES
Teacher resources support the training of the teachers and are often the backbone of the projects. The Project Support person is available for help in identifying resources of this nature.
STUDENT RESOURCES
Student resources support the research activities of the students. In some cases students will be asked to identify and evaluate resources on their own, whereas in many cases the teacher will select the resources s/he wishes the students to employ.
One important factor to keep in mind is the selection of the proper resources for a particular project. McKenzie calls this process “scaffolding for success”. http://www.fno.org/dec99/scaffold.html
Resources are often introduced and/or reinforced as part of the research process.
For the convenience of the teacher, framework can be saved to a WORD document and utilized in designing a Scope and Sequence Project. Coaches are available for assistance in designing a Project Framework.
REV: September 15, 2002