Solve a Real Problem with Character
PBL K-2:
Attention teachers:
Each presentation will provide information and links on how to implement and adapt each PBL unit to match your classroom needs.
Certain slides that provide real-time notes and support for successful implementation are hidden from presentation made.
Be sure to read through the presentation and make any necessary choices before implementation.
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Positivity Project PBL Units: �About the Resources
These units are designed using an inquiry-based model where students will be tasked with solving rigorous challenges that incorporate the qualities The Positivity Project strengths. Visit here for an in-depth look at the steps of the PBL model and how it fits with The Positivity Project.
Teachers will have to make some choices about how the PBL unit will fit with their content and schedule. Here are two suggestions:
RED FONT on slides indicates choices that should be made by teacher prior to implementation with students.
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PBL: Solve a Real Problem with Character
This PBL has the potential to be further aligned to social studies (citizenship), language arts, science, or health.
This will allow students to make connections creating an action plan, considering steps to success, possible outcomes, and connecting their strengths to the necessary actions.
In PBL, teachers will determine how long or short they intend projects to be by choosing depth and choice of product requirements and options. This project could be used to cover one or multiple weeks and/or character strengths.
�Teacher notes are embedded in the powerpoint through hidden slides. Be sure review all and make choices before implementing!
TEACHER NOTES:
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PBL: Solve a Real Problem with Character
OVERVIEW:
Students will create an action plan to solve a relevant problem, including what character strengths will be necessary to enact the solution. This project could be as simple as a proposal to solve a problem, or actually creating and enacting a plan.
Project Challenge | ||||
Because of the potential scope of this project, the following slide will outline the Project Challenge. The teacher will have to make choices to determine the challenge that they will use, then add it in the appropriate spot in the project introduction. | ||||
Product Options | ||||
This would depend on t teacher’s choice of implementing the plan. This project could be a fast proposal, or a full blown implementation. | ||||
Share/Audience | ||||
Classmates, other grades, online readers, parents, general public, etc. |
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PBL: Solve a Real Problem with Character
Project Challenge | ||||
TEACHER CHOICE: Add or remove necessary elements based on your time, schedule, curriculum connections and needs. HOW CAN YOU AS A (Choose one or adapt as necessary) student in our school, concerned citizen, environmentalist, etc CREATE A PLAN FOR A SOLUTION TO A PROBLEM IN OUR (Choose one or adapt as necessary) our class or school, our community, a social issue or injustice, a global concern WITH A PLAN THAT UTILIZES CHARACTER STRENGTHS YOU WOULD NEED TO SOLVE THE PROBLEM? | ||||
Teacher’s Role | ||||
Determine which version of the project challenge will work for your class, then embed it into the appropriate slides (they will be noted in red where to add.) |
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Students will be exposed to an engaging and authentic challenge or task relating to the issue of making the world a better place, from the lens of improving or understanding OURSELVES, OTHERS, and the COMMUNITY. The challenge will offer personal connection, relevance, and choice.
Engage:
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What are problems that you have faced?
How do you solve problems?
VISUALIZE:Problem in our lives
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In this picture, these students are sending school supplies to a school that doesn’t have many things.
SEEING THE PROBLEM
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�Can WE do something about it?
WHAT PROBLEMS?
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Our Challenge:
ADD TEACHER EDITED CHALLENGE FROM SLIDE 5
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Our Challenge:
ADD TEACHER EDITED CHALLENGE FROM SLIDE 5
What do we NEED TO KNOW to solve this task?
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NOTES FOR TEACHER
ADD TEACHER EDITED CHALLENGE FROM SLIDE 5
What do we NEED TO KNOW to solve this task?
This slide is hidden but suggests topics that students might add. Use your facilitation skills to get them to consider these ideas, remembering that a NEED TO KNOW list is supposed to be student-generated as much as possible.
What is the problem?
What are potential solutions?
What could make solving the problem hard?
What are potential outcomes based on your solution?
What character strengths would you or your team need to be successful in carrying out your plan?
Who would/could you share your plan with?
Could we implement your plan?
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Project Requirements:
ADD TEACHER EDITED CHALLENGE FROM SLIDE 5
Students will create a proposal for solving a real problem (potentially enacting plan) that includes:
TEACHER CHOICE: Teacher choice with this project will be scope for the project and presentation. Students could share their proposal with an audience related to the topic.
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Students will explore the topic by gathering information and researching in a variety of ways.
Inquire:
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Project-Based Learning: Inquiry
TEACHER CHOICE: HOW WILL STUDENTS ACQUIRE INFORMATION FOR THIS PBL UNIT?
Students will explore the topic by gathering information and researching in a variety of ways, including utilizing the Positivity Project Google slides.
Graphic organizers can be be used to support student research and help teachers formatively support students. (Samples will be included in the ADDITIONAL RESOURCES section at the end of the slide deck)
Teachers will use the need to know list to support students in finding information in a variety of ways. The list will drive what students learn. While the goal is for students to become self-directed, teachers will create opportunities to learn based on student readiness.
Options will include, but are not limited to:
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Students will make, do, or produce a unique solution that synthesizes what they learned.
The product may be a variety of options set up by the teacher or generated by the class. The teacher should determine options based on available resources, time, curricular connections, student interests, and opportunities for growth, etc.
Create:
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Product options:
TEACHER CHOICE: HOW WILL STUDENTS SYNTHESIZE LEARNING FOR THIS PBL UNIT?
For this unit, students could produce a number of options established by the teacher. The type and depth of product options will reduce or increase the length of the project.
Potential Product Options:
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Students will go through structured opportunities to reflect on their work, both formatively and summatively. Students will be encouraged to use feedback to improve the quality of their product.
Reflect:
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Reflect
TEACHER CHOICE: HOW WILL STUDENTS REFLECT AND REFINE THEIR WORK FOR THIS PBL UNIT?
Students will go through structured opportunities to reflect on their work, both formatively and summatively. Students will be encouraged to use feedback to improve the quality of their product.
Students will learn to give and receive valuable feedback from a variety of stakeholders through methods such as:
Teachers should select an option that fits their student readiness, building their abilities as they go.
Follow this link to see a variety of options
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Share:
Students will share their product with an audience, who will be active listeners who provide feedback.
Audience can range from:
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Public Sharing
TEACHER CHOICE: HOW WILL STUDENTS SHARE WORK
WITH AN AUDIENCE FOR THIS PBL UNIT?
By sharing, students will build their ability to communicate. These skills will transfer to other areas of their life and build confidence.
Teachers should also consider the audience role in the presentation. How will they give feedback or deepen the thinking of both them and the presenter?
Consider adapting an audience feedback/support page for use. This will also help the audience, if they are students, become better active listeners who can respond responsibly to a presenter.
TEACHER COULD CONSIDER MATCHING AUDIENCE TO THE PROBLEMS THE STUDENTS ARE FOCUSING ON:
Class or school problem: Share with class, peers, teacher or principal
Local issue: Parents,community members
Government, global issue: Letters to legislators, etc.
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Additional Resources
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Resources:
These are general forms that could be adapted based on teachers’ choices when implementing the PBL unit.
Presentation/Audience participation supports
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Assessment
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Assessment
Teachers will have to consider which content they are connecting the PBL to before creating a rubric that will measure success. While these units could be used to primarily teach the Positivity Project content, they will deepen learning and allow students to make broad connections if they are utilized with content.
Consider how essential criteria is encapsulated and measured in this sample rubric. (create sample)
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