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Permanent Link: http://ufdc.ufl.edu/IR00001782/00001
 Material Information
Title: Building and Refining Action Plans
Physical Description: Workshop Presentation
Creator: Smith, Bonnie
Publisher: University of Florida Libraries
 Notes
Abstract: Workshop for Prairie Project Graduate Fellows Program - May 2012
Acquisition: Collected for University of Florida's Institutional Repository by the UFIR Self-Submittal tool. Submitted by Bonnie Smith.
 Record Information
Source Institution: University of Florida Institutional Repository
Holding Location: University of Florida
Rights Management: All rights reserved by the submitter.
System ID: IR00001782:00001


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PAGE 1

TURNING LEARNING OBJECTIVES INTO CLASS PROJECTS

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Agenda Presentation Individual and Group Activities

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Objectives Opportunity to develop a project idea of your own for a class Opportunity to use consensus building skills Opportunity to collaborate Opportunity to hear what others are passionate about

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Presentation Five Steps to Designing Student Projects 1. Craft the Driving Question 2. Develop the Big Picture 3. Fill in the Details 4. Get it Done 5. Assess the Outcomes

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Driving Question

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Big Picture Project Scope Background Objectives Benefits Target Audience Time Frame Resources

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Project Plan Fill in the Details Specific Activities Members of Team Roles and Responsibilities Specific Resources Tracking Progress Success Criteria Contingency Plans Communication Evaluation/Assessment

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Implement the Project Get it Done Follow Plan Review Progress Reassess and Modify

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Evaluate Project Assess Outcomes Successes Improvements Lessons Learned Report

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Questions?

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Individual and Group Activities Define the Scope of your Project Background Objectives Benefits Target Audience Time Frame Resources Write a 2 minute statement to present

PAGE 12

Thank you



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Prairie Project Graduate Fellows Workshop May 2013 Building and Refining Action Plans Turning Le arning Objectives into Projects Five Steps to Designing a Sustainability Student Project Module or Class A project is an individual or collaborative enterprise that is carefully planned to achieve a particular aim Oxford Dictionary Online Project based learning is a dynamic instructional approach built on authentic learning activities whose pur po se is to engage student interest and motivation. The activities are designed to ans wer a question, solve a problem, investigate an issue or respon d to an opportunity Five Steps 1 Craft the Driving Question 2 Develop the Big Picture 3 Fill in the Details 4 Get it Done 5 Assess the Outcomes Step 1: Identify the Opportunity, Issue, Challenge, or Problem (Craft the Driving Question) Brainstorm ideas regarding the opportunity issue chal lenge or problem you could address in your class through project based learning to integrate theory and praxis ( Praxis is the process by which a theory, lesson, or skill is enacted, practiced, embodied or realized. Paulo Freire defines praxis in Pedagogy of the Oppressed as reflection and action upon the a commitment to human well being and the search for truth, and respect for others. ) E xamine your list and select a project you feel committed to and confident ab out addressing Conceptualize the learning outcomes desired how will this project help integrate theory and practice? Step 2 : Define the Project and Project Scope (Develop the Big Picture) Determine the following: o background history of the issue/challenge, including the cause and other individuals and programs that have tried to address it o objectives of the project (ex: increase fresh produce available to economically cha llenged populations in urban centers) including learning objectives (ex: understand the challenges of urban planning and how to meet the needs of everyone in a sustainable manner)

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Prairie Project Graduate Fellows Workshop May 2013 o benefit s of the project itself other than the learning objectives (Is it t ruly needed? What problem will it solve? What question s will it help students address in your class ? ) o who is the target audience of the project ? (ex: students on campus women in the arts, engineers working on sustainable design) o tentative time frame (ex: Spring 2013) o general resources need ed : b udget ; staff; s pace ; e quipment ; s upplies ; e xpertise Step 3 : Plan the Project (Fill in the Details) Determine the following: o specific activities to complete the project, including a timeline ( ex: deliverables such as 10 vegetable gardens will be established in the community or 20 individuals will be surveyed ) o m embers of the project team inc luding particular skills needed (A re outside experts needed? Is collaboration with other departments/colleges desirable? ) o roles and responsibilities of project team members o specific resources need ed including details of the following as applicable: budget; s taff ; space; equipment; supplies; expertise. o method(s) for gathering and tracking progress and results (ex: student papers or presentations reports to funding agencies) o s uccess criteria (what does success look like how will you know the project has attained its objectives?) o contingency plans : identify problems that are likely to develop and develop a plan on how they will be handled (ex: if the experts needed are not available if it rains on the day you plan to launch the project ) o c ommunication plan including h ow when, and to whom project infor mation will be reported o methods of evaluation /assessment Step 4 : Implement the Project (Get it Done) o i mplement project as set out in plan o r eview progress and communicate according to plan o r eassess and modify project plan and time line as needed Step 5 : Evaluate the Project (Assess the Outcomes) Determine and evaluate the following : o success of project in relation to goals and desired outcomes including any planned deliverables o areas for improvement or enhancement o lessons learned o summarize and report out as needed o what to do with equipment/supplies p urchased through project, if any