Module 11: Critical Friends | Reflection 011
Need to conduct a critical friends? There are a few simple steps to addressing the need.
- In the Comments section below, post your need. Include:
- Name of Project,
- Subject and Grade,
- Driving Question,
- Description,
- Link to your posted project on this website
- Do a Critical Friends for one of the participants already listed below (unless you're the first).
After paying forward, invite the person to do the same for you.
- Use the Members list to send invitations to other participants to review your project.
If you do not get results in 9 days, contact one of the moderators of this site (About Us)
Comments (5)
Jason Canfield said
at 10:09 am on Jul 20, 2010
http://www.leadingpbl.com/f/CANFIELD__PBL_Planning2010.doc
Name of project: Career and Employability Skills
Business/Language Arts 9-12 grade
Driving question: In today's economy, what will you need to do in order to find and obtain employment?
Description: In this four-week project, students will learn the skills necessary in order to find a job. Topics covered include, interveiwing skills, telephone skills, cover letters, resumes, job searches, and a portfolio.
Kathy Mihelick said
at 12:23 am on Jul 28, 2010
Jason, I was very interested to read your PBL Unit as I have taught Employability Skills in the past. It seems to be quite comprehensive and relevant to today's world-especially with the technology component. I do have two questions as I was unable to access your rubric or the contents of the portfolio. Do you have the students writing "thank you's" as a follow up to the mock interviews? Also, I always required my students to request two general letters of recommendations as part of a portfolio. I am glad to see that you are covering telephone skills as many teens lack that skill or the confidence to speak to someone unknow to them on the phone. Well done!
Jason Canfield said
at 11:24 am on Jul 21, 2010
The critical friends reveiw I am conducting is for Angela Briscoe. Her project is geared towards an elementary/middle school audience. Her project is very detailed and well-thought out. I specifically liked her deatailed and straight to-the-point rubric for evaluation. I believe her project hits home on the core focus of project-based learning. Students will be fully engaged in the application and synthesis of this project. All of the relevant and necessary standards are covered as they relate to the social studies curriculum. Overall, this project is laid out well and the driving question is not only content specific, but relevant to the level of her students in her classroom.
Kathy Mihelick said
at 12:07 am on Jul 28, 2010
Name of project: Life Journey
Grade: 9th grade English (students with disabilites)
Driving question:How will I plan my life journey and who will help me to be a successful traveler and overcome obstacles along the way?
Description:Entry Document: Can you relate to a character in a book that was written over 12 centuries ago? For the next few weeks we will be reading about Odysseus and his life journey.
You, as a freshman are about to begin your journey into adulthood. Like Odysseus, there will be many experiences that will lead to successes to celebrate and obstacles to overcome in your journey.
Like Odysseus, you will set goals as you begin your journey and identify people in your life that will support you along the way.
What are you life goals?
Where will your journey lead you?
By the end of this unit you will have set goals, identified support people and mapped out a plan for you journey.
Culminating project:Students will complete “Life Journey 4-3-2-1” project. This can be completed as a pamphlet, poster, or PowerPoint. Project will include: Timeline of life journey, which will include 4 major events in life, 3 written goals, 3 mentors/like coaches, 1 quote or piece of advice
...having trouble linking my project however it is available on my wiki (PBL Unit Overview)
Jason Canfield said
at 10:15 am on Jul 28, 2010
Hi Kathy - thanks for your feedback! To answer your questions, yes, the students do have to write follow-up letters to the employers since this is a critical step in the process of acquiring employment. Especially in today's job market, it is critical that my students understand the importance to stay ahead of the game. Students also are encouraged to qcquire letters of recommendation, but not required to since many employers do not wish to see them as they could easily be forged or written by a "friend". Overall, this project will keep my students engaged and allow them the learning experience needed to gain the important life skills of obtaining employment.
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