Activity Content:

1. Questions: Portfolios, for Project-Based
Assessments
2. Soundboard: Introduction, Portfolios, Connect, Wonder, Investigate, Construct, Reflect, PBL for
younger
students, Modifications
for students with
special needs, Resources, Express, Table of
Contents
3. Soundboard: Authentic
Products, Performances/
Presentations, Portfolios
4. Soundboard: Authentic
Products, For more info on any of these, see: jfmueller.faculty.noctrl.edu/toolbox/index.htm, Return
5. Soundboard: Performances/
Presentations, For more info on any of these, see: jfmueller.faculty.noctrl.edu/toolbox/index.htm, Return
6. Soundboard: Portfolios, The purpose of portfolios:, Showcase current ability
(formative assessment), Evaluate cumulative
achievement
(summative assessment), A+, Show growth over time
(develop skills and strategies
of the Inquiry Process*), For more info on any of these, see: jfmueller.faculty.noctrl.edu/toolbox/index.htm, More
7. Questions: 1. Connect, 2. Wonder, 4. Construct, 3. Investigate, 5. Express, 6. Reflect, The Inquiry Process, for Project-Based Learning, Gain background knowledge 
and connect to own
interests and previous
knowledge., Ask questions connecting to
own interests. Play around with
the idea. Make predictions
or hypothesis that can be
tested through research., Design and perform an
investigation - search strategy,
experiment, data collection - to 
answer the question/hypothesis., Represent data on graph/chart/
table, analyze/interpret data, 
explain results and whether it
proved or disproved the
hypothesis., Share learning with others,
prepare/deliver presentation
with visuals to convey the
conclusions., Reflect on new content learned,
possible sources of errors, how
to correct errors/improve project, 
and new questions that were
raised from the project. (Self
assessment).
8. Reading: 1. Connect
9. Soundboard: Help students 
build back-
ground know-
ledge through 
text, images,
audio/video 
files, docu-
mentaries, etc.
Link to their 
prior experi-
ence/thoughts/
knowledge 
of topic., Connect          Wonder          Express, KWL 
Chart
10. Soundboard: Who?        What?       Where?      When?        Why?        How?, What I already know!, Topic (essential question): ______________________, More, To eat
good
food
11. Reading: 2. Wonder
12. Soundboard: factual & interpretive questions, predictive questions, focus questions, self-evaluate question, Why does ... ?
How can ... ?
Who says ... ?
What do others say?
What caused ... ?
What was the effect of ...?
What was the point of view of ... ?
What evidence supports ... ?
What else ... ?
Why did ...?, What would happen if ... ?
What would have happened if ... ?
What might be the effect of ... ?
What if ...?, Guide students to narrow a broad
topic by the following factors:

Subtopic - What aspect of the 
topic is the most controversial?
Geography - Why was the situation 
different in this place?
Chronology - What factor made this
time period the most ... ?, Students should evaluate their own 
question before beginning their 
investigation:
.Can the question be answered
with yes/no or a simple fact?
. Does the question lead to an
answer to the essential question?
. Is the question unique (not the
same as the other students')?, Wonder ... Question Starters and Prompts, More
13. Soundboard: If the student has not created a cover page yet for the topic, do so now, and add their question to it., (Tap on the 3 dots in the top right corner of the screen and select 
"share" to save a copy of this page in the album on the device.), Why did the pilgrims
come to America?, More
14. Reading: 3. Investigate
15. Soundboard: Investigate!, Students can take photo of their work in progress to import into their TinyTap portfolio if you want to monitor their progress with the inquiry process.
16. Soundboard: Search strategy, Relevant vocabulary:, Key search terms:
17. Soundboard
18. Reading: 4. Construct
(meaning)
19. Soundboard: Construct, A digital portfolio is the perfect place for students to gather their research data. Graphs, charts, or other visuals are easy to photo with their device and import into TinyTap, stick, and write annotations on with their interpretations of the data.
20. Soundboard: If you can provide concept maps or graphic organizers, that will also help them gather and organize their thoughts about their results. Push out a template to all students, provide several they could chose from, or encourage them to create their own.
21. Soundboard: What was your question/hypothesis?

What outcome did you predict?

What information did you base your prediction on?

What was the actual result of your research?

If it did not confirm your prediction, why not?

What are the implications of your findings? How can this
information be put to use?, Create a template to help guide their thought process as they interpret their data.
22. Reading: 5. Express
(present)
23. Soundboard: template for layout, presentation draft, practice partners, oral presentation rubric, audio/video record 
practice sessions, final presentation,
performance, exhibit
24. Reading: 6. Reflect
25. Soundboard: Reflect!, Final reflections are about both content and process.
Peer-evaluation and self-evaluation are both important., content, process, Was my presentation/product as
effective as it could have been?

What part of the inquiry process
gave me trouble?

How can I avoid that next time?

What did I learn about the
inquiry process?, What did I learn about the topic that I did not know before?

What new vocabulary did I learn?

What new skills didI learn?

What additional questions do I have 
about the topic?
26. Soundboard: Book Reports!, CONNECT-
What do they know
about the book before
they read it? Can they
relate to personal 
experience?, WONDER-
What questions 
do they have about 
the book? What do 
they think the other 
kids will want 
to know?, INVESTIGATE-
Read the book with
the questions in mind.
Try to find other 
books that are
similar., CONSTRUCT-
Answer all the WH
questions (and How)
about the book. Look
for sim/dif with
other books., PRESENT-
Use outline/chart
for report and practice
the oral presentation
with a partner., REFLECT-
Use rubric for student
to evaluate their report
by themselves or
with a peer/
teacher., PBL for
younger
students
27. Soundboard: If you have students with
a speech disorder,
oral presentations
are their worst
nightmare!, Recording practice sessions 
and listening to them will 
help identify trouble spots 
and strategies for 
getting past it., In cases of severe
stuttering, they 
might not be able to 
do their presentation 
at all in front of a group. 
Let them create it on Tiny
Tap to play to the class!, Modifications                                                    Special Needs, PLEASE do not
penalize a student
for their disability. If
you need more help, 
see the school's SLP.
28. Questions: Resources, This is a 96-page document from the New York City schools that is a great place to start to set up your projects. Published in 2009, it contains an Appendix with lot of samples of learning supports for your students to use to do their projects., 1. schools.nyc.gov/documents/teachandlearn/project_basedFinal.pdf, 2. jfmueller.faculty.noctrl.edu/toolbox/index.htm, This is a link to the Authentic Assessment Toolbox from Jon Mueller, which contains a wealth of info on creating authentic assessments, rubrics, standards for measuring learning, and lots of examples., 3. www.bie.org/blog/resource_list_assessment, This is a blog devoted to PBL. This particular link takes you to a list of over 25 other resources about developing authentic/project-based assessments, and 5 resources for rubrics (including rubrics for Common Core standards)., Exit


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