Strategies
To engage students while involving them in rigorous academic tasks, I will attempt to address many, if not all of the elements of “Gold Standard” PBL: authenticity, collaboration, sustained inquiry, student voice and choice, reflection, critique and revision, and public product. By having them tackle a real-world problem that can potentially or has already affected their community, I hope that my students will find meaning and a personal connection to their learning experience. To develop their collaboration skills, I will have them assume specific roles and responsibilities as they work in small teams to address the problem. I will also use the 5-E instructional model to structure the learning sequence and support students’ inquiry into the topic. For their final performance product, students will create educational materials that they will present to the community in order to raise awareness about antibiotic resistance. Depending on the students’ interest and preference, they may create this educational material in the form of a multimedia presentation, an infographic, a song, a hands-on demonstration, a poster, etc. In the process of creating their final product, students will have opportunities to seek and receive feedback from their peers. A rubric will be provided during the project entry so students can evaluate their own work along the way.
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