Development of Sample Student Outputs

Task 1. Watch the three videos, identify and describe the students’ outputs in each
video. Use the format below. Due this week.

Video 1: Project-Based Learning: Success Start to Finish

https://www.youtube.com/watch?v=-OWX6KZQDoE&t=280s
Nature of student output: MULTIMEDIA PRESENTATION ON MORAL DILEMMAS
(PowerPoint Presentation and Skit)
Description:
Students will work by groups in accomplishing the task. How they present the topic is
based on their own choice but they should do something multimedia.
One group presented through PowerPoint presentation on the topic: moral dilemmas
while another decided a more interactive form which is a skit.
The students will be analysing scenes and characters’ moral dilemmas. Part of the
presentation the group embody their roles in a scene:
1. (PowerPoint Presenters) Three Jewish prisoners escaped on a German
concentration camp. The two escaped but one of them is wounded. If you are in that
situation what would you do. The group presented two possible alternative options for
the audience and the reporters themselves to reflect on. ‘’Will you take the wounded
Jewish back to the Germans so they can kill him or take him to the medical centre so
they can heal him?’’
2. (Skit) ‘’Should I let my country suffer from lack of resources?”
The teacher assessed the presentation based on multiple learning outcomes like
organization of ideas, delivery of report, etc. Half of the class also have been working
on a protocol called critical friends, a peer feedback committee-like where reporters get
feedbacks on their presentations.

Reinventing a Public High School with Problem-Based

Video 2:
Learning
https://www.youtube.com/watch?v=Tlg-nsGi7V0
Nature of student output 1: CREATE AQUAPONICS SYSTEM
Description: A PBL on Biology and Chemistry class gives task on students to learn how
environmental system works in the wild. First, the students had an experiment on the
capability of ocean without calcifying organisms. It has been noted that due to high
concentration of carbon dioxide calcifying organisms are decreasing. The students
tested how well life in the ocean is without the calcifying organisms.
With their knowledge they will simulate the natural system such as an aquaponics using
materials given by the teacher. Aquaponics is a system of growing plants in the water
that has been used to cultivate aquatic organisms.
The students will worked in groups each assigning roles to play in the process. Some
will be the thinkers who will plan on what to do, some will work as a designer and
explain how to do it then one will serve as a team leader who will have the final decision
after collaborations.
Students will not only present the project to the teacher or to the class but also present
to actual clients who have the final decision on how feasible the project is.
Nature of student output 2: ROLE PLAY ON UN SUMMIT
Description: The students portrayed a UN Summit through a role play in the PBL AP
World History class prompt with the project: Scramble for the Arctic. The students
embodied the roles of the members of the United Nations, environmentalists,
Indigenous People, multinational organizations, reporters and audiences actively
participating in a General Assembly. The topic is all about giving voice on who should
control the Arctic resources. Each student/actors will actively voice out their claims,
proposals and stands then the body will deliberate on it and come up with a decision.

Video 3: Welcome & Student Presentation | PBL World 2019

https://www.youtube.com/watch?v=cs1c1nY9A08&t=1333s
Nature of student output: DOCUMENTARY ON STATE EMERGENCIES
Description: Students make short documentaries every semester based on prompts
given by teachers. In Video 3 the students choose on different state emergency projects
their group would like to make a presentation of. The group decided on relevant and
authentic issues in their community which is the documentation on breaking the
prevalent school-to-prison-pipeline. As part of the documentation the group must also
include a solution to that certain issue they come up with. The group introduced the
Restorative Justice as a solution, a program of Bunche Academy that help encourage
students of their talents and skills thereby breaking of the school-to-prison-pipeline.