Phase Two of my Capstone project involves identifying student learning objectives, describing the desired learning outcomes, and designing assessments that will track the student performance through my proposed initiative. This process will provide a framework for my implementation plan and provide data to track the success of my initiative to increase student performance.
Summary of Learning Issue: It has been noted that students in School X are unable to identify a work goal, or acknowledge steps to reach a goal. The school’s goal is to implement more Project Based Learning (PBL) opportunities infused with 21st century learning. However, students lack of executive functioning skills relating to goal setting contributes to poor work behavior and scaffolding of content during collaborative projects. My initiative will address the issues surrounding setting a daily goal, and identifying the work steps needed to reach a goal during collaborative projects.
Outcomes:
Increased executive functioning skills will be present, as students are able to organize their work efforts to a positive completion of their collaborative project.
Students will improve their self directed learning capacity by acknowledging and identifying a daily work goal while working on collaborative projects.
Students will increase their ability to identify work steps needed to accomplish a collaborative project in the alloted time.
Increased collaborative behavior resulting in focused, on task work behavior will be supported by setting a daily goal and identifying the work to meet the goal by the students.
Objectives:
While engaging in a collaborative group project in the makerspace over a four week period, students in grades 2-5 will be able to identify their daily project goal 100% of the time for each of the 4 class sessions.
While engaging in a collaborative group project in the makerspace over a four week period, students in grades 2-5 will be able to list the steps necessary to reach their daily project goal 100% of the time for each of the four class sessions.
During time spent in the makerspace, students in grades 2-5 will be able to demonstrate on-task learning behavior during collaborative projects 80% of the time over a four week period.
Assessments:
Padlet Rubric- A rubric will be used after each class session to assess students’ progress with setting daily goals and listing the work steps. Each collaborative group will have a Padlet to utilize at the beginning and end of the class session to set their goals, and track their progress with associated work to reach their goal. This rubric will be used four times to track student progress throughout a collaborative group project.
Student Self Evaluation-Students will self evaluate their understanding of goal setting before the initiative starts on the first day, and at the completion on day four to track their general understanding of the importance of setting goals.
On Task Observation Record- An observational chart will be utilized twice during each 4 class sessions noting students work behavior. This will give 8 observational times to track student on task work behavior.