Format for AT&T ENRICH Curriculum Projects


Title

Names of Team Members or Individual who designed the activity

Subject / Content Area
e.g., biology / evolution (may be multidisciplinary).

Activity Structure
List the Judi Harris Activity Structure(s) used.

Target Audience
Approximate grade level for which the project is designed and other pertinent information such as class size, and/or other relevant characteristics. e.g., 27 students, 9th grade, ESL, economically disadvantaged, etc.

Purpose / Goal
Cite the Goal & Outcome form the AT&T ENRICH Curriculum manual, e.g. (1-B, 3-C).
This is the basis for evaluation of the project!

Learner Outcomes
What will the student know and be able to do?
Be specific; this is the basis for assessment!

Length of Lesson / Activity / Project
Include placement within a unit and other information as appropriate. Length of time needed to complete activity. e.g., Students spend one hour on the Internet and one hour in discussions, five days each week; project lasts nine months and occurs throughout the academic year; part of the health unit, placed in the middle of the unit after dating and before birth.

Detailed Description of Project
Provide all relevant information so another teacher can replicate the activity in his/her classroom. list resources such as books, magazines, CDs and other materials. Give clear instructions for teacher including background information they should provide for their students (overview) or handouts for student use.

Procedures for Participation
If the project will involve other classrooms, students, teachers (collaborators) please provide the following information:

  • Number of collaborators that will be accepted.
  • Directions for joining the project and registration procedures; include contact names, and E-mail addresses.
  • Procedures for participation in the project (detailed, specifically stated and numbered).
  • A detailed timeline for the project, including specific tasks to be completed and all interim deadlines.
  • How the project will end, including plans for how project results will be shared with all participants.
Assessment of Students involved in the Project
The assessments are designed to measure learner outcomes.
Performance Assessments must be:
  • Performance-based
  • Generative
  • Seamless and ongoing
  • Equitable
Ask yourself these questions:

Does the assessment:

  • engage learners in a real-world task or application?
  • allow students an equal opportunity to perform?
  • allow students to use higher-level thinking and problem solving skills?
  • allow students to achieve one criteria while advancing to another?
Did I create a rubric to evaluate the students' progress throughout the task?

Did I allow the students to help develop goals and criteria for the evaluation of the task?

Evaluation of Project
The project evaluation measures how well you achieved your goal. It also provides an opportunity to answer these three questions:

  • what worked?
  • what didn't?
  • what would I change?