What is the best framework for building students’ knowledge?


Project based learning is being recognized as a method of instruction which leads to students developing deeper level thinking.  Developing and delivering a project based lesson  is different than the process  utilized for traditional lessons. This assignment is designed to introduce you to the concept and provide practice developing a lesson which will use project based learning.

In this assignment you will develop a project based lesson plan by either  transforming a current lesson, or creating a new lesson plan using the project based approach.  Be sure to include the seven components of successful Evidence Based Practice (EBT) included in the Edutopia’s link included in the assignment resources.  Also, please be sure  to review this and other resources provided, from these you will learn more about project based learning,  help guide you and give examples of successful project based lesson plans.

Project based lessons consider a real life concept or problem for which students work with one another to derive a solution.  As such, students are likely to derive different  solutions since they are in charge of their learning.

  • Use the resources for the assignment as well as the many available on the web for project based learning and lesson planning
  • Include at the end a reflection on the learning expected by students from the plan you developed,  and your understanding for how  project based lesson will improve student learning in general.

Length: 3-5 pages depending on the project lesson or unit,  not including title and reference pages.

APA Format

References: minimum of 3 scholarly resources.

Your lesson plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy. Review NCU’s Academic Integrity Tutorial to refresh your knowledge of how to achieve academic integrity.

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Seven components of project-based learning to the lesson plan



1   Define the Content. What do you want students to learn by the end of the assignment? Expectations should correspond with students’ current research and reasoning skills.

2   Identify the Context. Brainstorm a list of real-life activities in which learners could apply the intended content. Be aware of any time or location constraints in these situations.

3   List Possible Problems. Create a list of problems or projects that could occur in each context from Step Two. Select the problem or project that best presents the content objectives and that will be appealing and relevant to learners.

4   Describe Potential Solutions. Fully describe the most viable solution to the problem or project, as well as possible alternative solutions. Identify the known and unknown variables. Note the most realistic path of reasoning and the knowledge (concepts, principles, procedures, and facts) that would result from the most viable solution. Next, identify alternative paths of reasoning and knowledge that would evolve from alternative solutions to the problem. Based on these possible solutions, what researching and reasoning skills will learners need for solving the problem or creating the project? What is the best framework for building students’ knowledge? (That is, how do concepts required for solving the problem relate to each other?)

5   Calibrate Your Project. Using the solutions from Step Four, check to make sure that the knowledge and skills generated by the most viable solution match the intended knowledge and skills from Step One. For instance, you might create a chart comparing the intended knowledge and skills with those necessary to solve the problem. To better match intended content with students’ level, add or remove problem conditions. To make a problem easier, focus learners’ attention on the target knowledge. To make a problem harder, focus learners’ attention on peripheral knowledge. To make the problem more realistic, add time, budget, or location constraints that might occur in an authentic professional situation. (Need help with this part)

6   Describe the Task. To create a description of the task, remove information from the most viable problem solution from Step Four. If researching or reasoning a critical piece of information is beyond students’ problem-solving skills, this information should be presented to the learners rather than have them struggle to learn it. (I will add this tomorrow)

7   Reflect on the Learning. Reflect students’ learning by including multiple opportunities to check their progress in the initial assignment and adjust instruction accordingly (for example, let them know they need to keep a journal and report to their supervisor on a weekly basis). The final assessment should also be clearly described in the assignment (for example, a final report, presentation, or follow-up question or problem) and should allow learners to reflect upon their overall learning and problem-solving process. Designing assessments is very important, and is described more fully in the assessment section.




lly in the assessment section.


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