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Guiding Questions
- Why did the class choose to do this project? What is the need for this project?
- Why would this project be important to the community/school?
- How did outside resources add to the project goals?
- In what ways did the project help students master critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet?
- How was the project integral to students learning standards based content?
- How did this project improve upon or enhance student learning beyond the regular classroom curriculum?
- In what ways did the project help students master critical thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet?
- In what ways were students actively involved in the selection, research, investigation and evaluation of the project?
- How did this project improve upon or enhance student learning beyond the regular classroom curriculum?
Subcomponents
- Value based on local action and impact
- Content Connections
- Student Participation
Guiding Questions
- What is the relationship between the goals, action plan and outcomes?
- Are the project goals educational (e.g.,to inform others about an issue) or about environmental impact (e.g., to change the issues) or both?
- How was this project important to students, the school and/or community?
- Will we see the effects of this project in 5 years? What is (are) the enduring aspect(s) of this project?
- How did students move from awareness, to stewardship and possible long-term, responsible action?
Subcomponents
- Action Plan
- Long-Term Benefit
Guiding Questions
- What is the evidence that the project was successful and is making a difference for students?
- What is the evidence of student learning? How will that learning be sustained?
- How did this project improve upon or enhance student learning beyond the regular classroom curriculum?
- What is the evidence for changes in teacher’s thinking or practice?
- What evidence does the teacher provide to determine the impact on student learning? How will that learning be sustained?
- How did this project improve upon or enhance Teacher learning beyond the regular classroom curriculum?
Subcomponents
- Student Self-Assessment and Reflection
- Teacher Reflection
Guiding Questions
- Can the reader understand the goals and outcomes of project from the presentation?
- How does the presentation demonstrate originality and creative efforts by the students and teacher?
- How were students involved in completing the presentation of the project?
Subcomponents
- Overall Quality of the Presentation of the Portfolio