Planning Structured Activities - Project-Based Learning, Service Learning, and Experiential Learning
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This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.
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Planning Structured Activities - Project-Based Learning, Service Learning, and Experiential Learning
- 1. Introduction to the Structured Activities Approach Public Health Management Corporation Philadelphia, PA
- 2. Icebreaker Which method do you think is used? Project-Based Learning Service Learning Experiential Learning
- 3. Icebreaker Story #1 A 4th grade group of students are preparing to send care packages to a local nursing home and senior community center. The students are answering the question, “How can we help our community?” Early in the project, youth discussed what they thought this question means and ways to answer it. They decided to create care packages because of recent news reports. Since then, they have interviewed elderly family members as to identify useful items, and they have done some internet searches to find what common supplies elderly individuals often need. They will deliver the care packages and give hand-written letters to those at the nursing home.
- 4. Icebreaker Story #2 In Ms. K’s 10th grade group– “Young Entrepreneurs”, many of the youth will turn 16 soon, and they are interested finding part time employment. They worked together to create three objectives for a project: 1) Successfully complete sample job applications, 2) obtain letters of reference for potential employers, 3) and conduct practice interviews. To make the process more authentic, Ms. K has created jobs specific to the group – CEO, CFO, CMO, COO, etc. The youth will practice their interviewing skills when applying for one of the 10 available roles.
- 5. Icebreaker Story #3 Mr. J’s 7th grade group, “The Art Stars,” are completing a neighborhood beautification project. The youth who walk to this program noticed increased graffiti and litter on the block. The group decided to paint the walls of some homes and businesses in the area, and they would also create a mural on a large, blank wall across from the program. They also want to get the street cleaned by the City; provide large, permanent trash cans, and plant trees in empty planters across the street from the school. Currently, they are writing a petition to the sanitation department for the street cleaning and trash cans. They are also going to meet with members of the Parks and Recreation Office to get trees planted.
- 6. Structured Activities = “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 7. Objectives • Identify common project elements • Describe the “Structured Activities Approach” and each methodologies • Identify the benefits of the Structured Activities Approach • Review Requirements for implementing projects in OST programs
- 8. DHS Outcomes • Increased engagement in School • Increased engagement in Learning • Improved relationships • Improved life skills • Aspires to academic excellence • Prepared for Post-Secondary Opportunities
- 11. Role of Students Role of Staff Members
- 12. What skills do projects help youth develop? 21st Century Skills
- 13. 21st Century Skills • Creativity • Work Ethic • Persistence • Civic Mindedness • Engagement in Learning • Communication • Collaboration • Critical Thinking • Problem Solving • Leadership • Adaptability
- 14. New Learning
- 16. • Sequenced activities over time (4-10 weeks) • Rooted in students’ interests • Driven by a clear question OR learning objective, resulting in a culminating product/event • Staff facilitate, rather than “teach” • Project activities are hands-on, fun and engaging • Promote 21st Century Skills, DHS Outcomes Structured Activities: Common Elements
- 17. Structured Activities aka “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 18. Approach 1: What is PBL? An inquiry-based approach to learning
- 20. Driving Questions Driving Question is… Open-ended Provocative
- 21. Driving Questions Driving Question is… AUTHENTIC Relevant
- 22. Driving Questions Driving Question is… Requires core knowledge to answer Requires 21st Century Skills (such as Communication or Collaboration)
- 23. Sample DQs Can science be used to solve crimes? Would I trust my guilt or innocence to science?
- 24. Sample DQs ???? What are the elements of a song and what makes a song popular?
- 25. Culminating Events • Sets the stage for youth “answers” to the driving question. • Clearly connects to the driving question • Open-ended
- 26. Culminating Events • Television Broadcast • Community Service Event • Business • Website/Social Media Channel • Play or Performance • Arts Café • Curated Museum • Video Message/Commercial • SO MANY MORE
- 27. Culminating Events ??? ??? ??? Would I trust my guilt or innocence to science? Driving Question Culminating Product/Event
- 28. Culminating Events Mock Trial Law and Order Episode Crime Scene Investigation Would I trust my guilt or innocence to science?
- 29. Activities Would I trust my guilt or innocence to science? Mock Trial Law and Order episode Crime Scene Investigation
- 30. Backwards Planning Would I trust my guilt or innocence to science? Mock Trial Law and Order episode Crime Scene Investigation Practice Closing Arguments Reserve Auditorium Purchase CSI Kit Visit Temple CSI Lab Recreate Crime Scene Watch Documentary
- 31. BREAK 5 Minutes
- 32. Structured Activities aka “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 33. Approach 2: What is Service Learning (SL)? A strategy that integrates meaningful service(s) that aim to resolve a problem with instruction and reflection to enrich youths understanding of an issue or situation, teach civic responsibility, and strengthen communities.
- 34. The Service Learning Process Investigation Planning and Preparation ActionReflection Demonstration of Results and Celebration
- 35. Service Learning Projects, not Community Service activity Investigation Planning and Preparation ActionReflection Demonstration of Results and Celebration
- 36. The Service Learning Process Investigation • Select issue to address • Research issue, get community input • Complete activities (service) to explore issue and identify possible solutions
- 37. Service Learning - Planning Investigation Planning and Preparation AtionReflection Demonstration of Results and Celebration • Choose solution(s) to address issue • Plan action steps • Contact partners, gather resources
- 38. The Service Learning Process Investigation Planning and Preparation ActionReflection Demonstration of Results and Celebration • Once planned by the youth and staff, conduct service activities. • Prepare youth with questions to consider
- 39. The Service Learning Process Investigation Planning and Preparation ActionReflection Demonstration of Results and Celebration
- 40. Service Learning Example M.Y.T.O.W.N. Video
- 41. Types of Community Service Direct: Students’ service directly impacts individuals Indirect: Working broadly, at the community level Research: Gathering and presenting information Advocacy: Creating awareness and educating
- 42. Service Learning - Discussion Direct: Students’ service directly impacts individuals Indirect: Working broadly, at the community level Research: Gathering and presenting information Advocacy: Creating awareness and educating What kind of service was the “Ice Bucket Challenge?” Is it an act of Community Service or Service Learning?
- 43. Structured Activities aka “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 44. Approach 3: What is Experiential Learning (EL)? The process of making meaning from direct, hands-on experience.
- 45. Approach 3: What is Experiential Learning (EL)? • Objectives focused • Task-oriented • Emphasis on demonstration, reflection and critical thinking
- 46. Kolb’s Model of Experiential Learning Concrete Experience (Doing It) Reflective Observation (Thinking About It) Abstract Conceptualization (Making Sense of It) Active Experimentation (Applying It to New Situations)
- 47. Kolb’s Model of Experiential Learning Concrete Experience (Doing It) Reflective Observation (Thinking About It) Abstract Conceptualization (Making Sense of It) Active Experimentation (Applying It to New Situations) • Staff provide the experience (ex. Set up field trip, internship, performance) • Experience should be hands-on, active • Less reliance on staff over time
- 48. Kolb’s Model of Experiential Learning Concrete Experience (Doing It) Reflective Observation (Thinking About It) Abstract Conceptualization (Making Sense of It) Active Experimentation (Applying It to New Situations) • Did you notice…? • Why did that happen? • Does this happen in the world? • How can you use that? • What will you remember about this?
- 49. Kolb’s Model of Experiential Learning Concrete Experience (Doing It) Reflective Observation (Thinking About It) Abstract Conceptualization (Making Sense of It) Active Experimentation (Applying It to New Situations)
- 50. Experiential Learning Examples • Working on an farm/garden (not just visiting) • School mural • Edible Car project • Creating a proposal to improve school lunches • ‘Zine/blog/newspaper/comic book publishing • Making a Cookbook or “Top Chef” Event
- 51. Experiential Learning Examples Edible Car Project
- 52. Structured Activities aka “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 53. Structured Activities aka “Projects” Structured Activities Approach Project-based Learning Experiential Learning Service Learning
- 54. • Projects last 4-10 weeks • Year-round (max. 2 weeks between projects) • 3-4 hours per week during school year • 6-8 hours per week during the summer • Documentation: Planning form, Task List, Debriefing Form, Rubric Scope of Work Requirements
- 55. PBL Documentation How to use the forms: 1. Planning Form • Completed prior to implementation • Working document, will be revised during
- 56. PBL Documentation How to use the forms: 2. Task List: youth fill out early in project. • Use to think through the steps of completing a project. • May be done as a Group Task List(s)
- 57. PBL Documentation 3. Debriefing: on the last day of the project. • Best Practice: Start with a discussion • Should be written or typed
- 58. Rubrics: Conduct after the project is complete. • Staff complete one for each youth • Entered into PCAPS for each youth Competency Emerging Proficient Mastery Break- through Collaboration Team member did not work hard Team member had good ideas and worked Team member was a leader Classmates were inspired by the team member PBL Documentation
- 59. Remember: project time is not a separate activity on the schedule... Monday Tuesday Wednesday Thursday Friday 3:00-3:30 Snack Snack Snack Snack Snack 3:30-4:15 Homework Homework Homework Homework Free Play 4:15-5:15 Project Time Chess Project Time Project Time Free Play 5:15-6:00 Gym Computer Lab Gym Arts and Crafts Gym Mr. T’s 4th Grade Group
- 60. …projects are integrated into the existing schedule Monday Tuesday Wednesday Thursday Friday 3:00-3:30 Snack Snack Snack Snack Snack 3:30-4:15 Book Club Mad Scientists Book Club Mad Scientists Gardening or Design Shop 4:15-5:15 Choice: Martial Arts or Dance Express Yourself Choice: Martial Arts or Dance Choice: Chess, Scrabble or Debate Express Yourself 5:15-6:00 Homework Homework Homework Homework Fit For Life Mr. T’s 4th Grade Group
- 61. Service Learning: Save Our Water Monday Tuesday Wednesday Thursday Friday 3:00-3:30 Snack Snack Snack Snack Snack 3:30-4:15 Literary Geniuses Mad Scientists Literary Geniuses Mad Scientists Gardening or Design Shop 4:15-5:15 Choice: Martial Arts or Dance Express Yourself Choice: Martial Arts or Dance Choice: Chess, Scrabble or Debate Express Yourself 5:15-6:00 Homework Homework Homework Homework Fit For Life Mr. T’s 4th Grade Group
- 62. Project-Based Learning: How can we write a hit song? Monday Tuesday Wednesday Thursday Friday 3:00-3:30 Snack Snack Snack Snack Snack 3:30-4:15 Literary Geniuses Mad Scientists Literary Geniuses Mad Scientists Gardening or Design Shop 4:15-5:15 Choice: Martial Arts or Dance Express Yourself AV Club Choice: Martial Arts or Dance Choice: Chess, Scrabble or Debate Express Yourself AV Club 5:15-6:00 Homework Homework Homework Homework Fit For Life Ms. K’s 5th Grade Group
- 63. Objectives • Identify common project elements • Describe the “Structured Activities Approach” and each methodologies • Identify the benefits of the Structured Activities Approach • Review Requirements for implementing projects in OST programs
- 64. Questions? Feel free to contact me at tylerr@phmc.org Visit : http://AfterSchoolinPhilly.weebly.com Visit us on Pinterest for resources: http://www.pinterest.com/phillyost/after- school-activities/
Notes de l'éditeur
- Talk about how you could build a set for a play as a way of teaching geometry, angles, etc. Emphasize that even when a project has been preplanned for you, if it relies on worksheets/pamphlets, etc, you can still look for ways to make the activity hands on. Give the room two or three worksheets, have them come up with activities to teach the worksheet concepts. Small group activity: Body parts worksheet for 2nd/3rd grade, alternate suggestions: Pin the tail on the donkey/relay race game with body part labels on the wall, building/construction activity with Jenga blocks labeled with body part names, students must stack from the bottom, up Vocabulary worksheet/seek-and-find for 4th/5th grade, alternate suggestions: write a short story using all of the words on the list, play Taboo with the words on the list (students try to get each other to guess the word by describing it, without saying the word itself)
- Show brief video – What are staff doing? Facilitate rather than teach, encouraging “messy” learning, asking questions to promote reflection What are students doing? Guiding the project through their inquiry, student interests
- Talk about how you could build a set for a play as a way of teaching geometry, angles, etc. Emphasize that even when a project has been preplanned for you, if it relies on worksheets/pamphlets, etc, you can still look for ways to make the activity hands on. Give the room two or three worksheets, have them come up with activities to teach the worksheet concepts. Small group activity: Body parts worksheet for 2nd/3rd grade, alternate suggestions: Pin the tail on the donkey/relay race game with body part labels on the wall, building/construction activity with Jenga blocks labeled with body part names, students must stack from the bottom, up Vocabulary worksheet/seek-and-find for 4th/5th grade, alternate suggestions: write a short story using all of the words on the list, play Taboo with the words on the list (students try to get each other to guess the word by describing it, without saying the word itself)
- We’ve been talking about overlap, now we’re going to try to distinguish between the methods.
- A Driving Question is supposed to capture students’ attention. So what kind of question will do that? Students should be interested in the question, so asking a question that relates to students’ lives may help. We call this a “relevant” question. It’s about their neighborhood, or school, or family, or friends, or the sports they watch or they music they listen to. Also the question should feel like and sound like a question the students would ask. It should be “authentic.” It shouldn’t be loaded down with jargon or technical terminology. It should be written in language that the students themselves might use, because ultimately it’s their question to answer. It is also very important that the question be open-ended. The Driving Question moves the entire project forward, over the course of the four or six or even eight weeks that the project might take. A question that has a quick, simple answer can’t do that. We need an open-ended question that defies an easy answer, and instead motivates students to keep exploring and completing activities. While a question should be open-ended, it can’t be answered by just giving an opinion. “What’s the best ice cream flavor?” isn’t a good Driving Question. A good Driving Question will also require a student to learn knew core knowledge to answer, and practice 21st Century Skills in the process.
- A Driving Question is supposed to capture students’ attention. So what kind of question will do that? Students should be interested in the question, so asking a question that relates to students’ lives may help. We call this a “relevant” question. It’s about their neighborhood, or school, or family, or friends, or the sports they watch or they music they listen to. Also the question should feel like and sound like a question the students would ask. It should be “authentic.” It shouldn’t be loaded down with jargon or technical terminology. It should be written in language that the students themselves might use, because ultimately it’s their question to answer. It is also very important that the question be open-ended. The Driving Question moves the entire project forward, over the course of the four or six or even eight weeks that the project might take. A question that has a quick, simple answer can’t do that. We need an open-ended question that defies an easy answer, and instead motivates students to keep exploring and completing activities. While a question should be open-ended, it can’t be answered by just giving an opinion. “What’s the best ice cream flavor?” isn’t a good Driving Question. A good Driving Question will also require a student to learn knew core knowledge to answer, and practice 21st Century Skills in the process.
- A Driving Question is supposed to capture students’ attention. So what kind of question will do that? Students should be interested in the question, so asking a question that relates to students’ lives may help. We call this a “relevant” question. It’s about their neighborhood, or school, or family, or friends, or the sports they watch or they music they listen to. Also the question should feel like and sound like a question the students would ask. It should be “authentic.” It shouldn’t be loaded down with jargon or technical terminology. It should be written in language that the students themselves might use, because ultimately it’s their question to answer. It is also very important that the question be open-ended. The Driving Question moves the entire project forward, over the course of the four or six or even eight weeks that the project might take. A question that has a quick, simple answer can’t do that. We need an open-ended question that defies an easy answer, and instead motivates students to keep exploring and completing activities. While a question should be open-ended, it can’t be answered by just giving an opinion. “What’s the best ice cream flavor?” isn’t a good Driving Question. A good Driving Question will also require a student to learn knew core knowledge to answer, and practice 21st Century Skills in the process.
- [Repeat the process from previous slide, but push participants to contribute more] What do you think about Question 1? (It is not really open-ended. It is a yes or no question that I think most people would instinctually respond “yes” to; after all, everyone has seen Law and Order. It may be interesting to students, especially if they are interested in shows about forensics, like Bones, CSI or Law and Order. However the question is a little dull). How about question 2? (Question 2 is much more exciting. It is more relevant, and puts the ball in the students’ court, encouraging them to think through the question by imagining themselves in that situation. It still incorporates core knowledge like the first question, but now encourages students to think critically and apply that knowledge).
- Now that we’ve worked through a few Driving Questions together, you can work on this one on your own. In small groups, with the folks at your table, talk about this Driving Question. How could you revise this question to better meet the goals of a good Driving Question that we have been discussing? Ideas might include? How can I make my first million? How do I find my dream job?
- At this point in the project, you have completed weeks of activities, all prompted by your Driving Question and working towards a Culminating Event or Product. So what should this Culminating Event look like? The Culminating Event or Product is an opportunity for students to present their answer to the Driving Question (remembering, as we discussed before, that Driving Questions are open-ended, and won’t have an easy or simple answer). The Culminating Event should give students an opportunity to synthesize all of the information they learned and the skills they practiced during the project. Ultimately, the project can culminate in some kind of event, something that the youth do, like a presentation, or science fair, or a play, or it can culminate in some kind of product, something that the youth make, like a magazine, or an addition or renovation to the program facility.
- These are some samples of culminating products. You can combine them in one project, you can use different ones across different projects. And you can create your own that isn’t on this list (definitely!). This is just to give you a sense of what some could be.
- At this point in the project, you have completed weeks of activities, all prompted by your Driving Question and working towards a Culminating Event or Product. So what should this Culminating Event look like? The Culminating Event or Product is an opportunity for students to present their answer to the Driving Question (remembering, as we discussed before, that Driving Questions are open-ended, and won’t have an easy or simple answer). The Culminating Event should give students an opportunity to synthesize all of the information they learned and the skills they practiced during the project. Ultimately, the project can culminate in some kind of event, something that the youth do, like a presentation, or science fair, or a play, or it can culminate in some kind of product, something that the youth make, like a magazine, or an addition or renovation to the program facility.
- Flow naturally from the driving question and clearly lead to a culminating product/event. Are rigorous and engaging. Require youth learn some new content and skills. Builds 21st Century Skills. Youth lead, and staff members facilitate. Think of it like dominos, you organize and arrange, and the youth knock them down. Moreover, when planning, begin with the driving question, figure out what culminating products/events interest the youth, and then plan backward to figure out the activities. It’s hard to plan activities if you do not know where you’re going to end up. Think of this like a party. If you want to have the best party ever, you need to think of the end goal so you know what you need to do in order to make that party happen– reserve a cake 2 weeks in advance, send out invitations, buy balloons, collect RSVPs, arrange the space, get entertainers/DJs, etc. Great projects plan with the end in mind throughout. Caution. Avoid thinking up a culminating product first, e.g. “I want my students to put on a fashion show.” This tends to go poorly, and it does not fit into the PBL method.
- While the activities should flow naturally from the driving question, you should plan from the end goal so that you know the steps to get there. Then review the plan to make sure it flows.
- We’ve been talking about overlap, now we’re going to try to distinguish between the methods.
- Reflection is a crucial part of the service learning process. The mechanism of service learning is the learner's reflection on experiences using analytic skill.
- This is what the full youth process for Service Learning will look like. Lets break this down piece by piece. Reminder: This is the youth experience, not the staff process. Staff process has steps prior to investigation.
- Reminder: This is the youth experience, not the staff process. Staff process has steps prior to investigation.
- Reminder: This is the youth experience, not the staff process. Staff process has steps prior to investigation.
- Reminder: This is the youth experience, not the staff process. Staff process has steps prior to investigation.
- This is what the full youth process for Service Learning will look like. Lets break this down piece by piece. Reminder: This is the youth experience, not the staff process. Staff process has steps prior to investigation.
- We’ve been talking about overlap, now we’re going to try to distinguish between the methods.
- Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. The mechanism of experiential learning is the learner's reflection on experiences using analytic skill.
- These are the
- Use learning to ride a bike to explain the 4 steps of this process Try riding it, probably fall Reflect on what worked and didn’t. Better balance? More speed? Decide bikes need to be going at certain speed to avoid falling over. Try it again with a faster start this time.
- Use learning to ride a bike to explain the 4 steps of this process Try riding it, probably fall Reflect on what worked and didn’t. Better balance? More speed? Decide bikes need to be going at certain speed to avoid falling over. Try it again with a faster start this time.
- Use learning to ride a bike to explain the 4 steps of this process Try riding it, probably fall Reflect on what worked and didn’t. Better balance? More speed? Decide bikes need to be going at certain speed to avoid falling over. Try it again with a faster start this time.
- Use learning to ride a bike to explain the 4 steps of this process Try riding it, probably fall Reflect on what worked and didn’t. Better balance? More speed? Decide bikes need to be going at certain speed to avoid falling over. Try it again with a faster start this time.
- If you remember our objectives from the beginning of the workshop, we said we wanted to discuss the elements of the Project-Based Learning method. Now we’re going to make away from that objective, and on to the next one: discussing PHMC and DHS’s requirements for OST programs implementing PBL. At times, your Program Specialist will observe PBL implementation. But even where your PBL activities have not been observed, you can still use PBL documentation to showcase the high quality projects your students have completed. Additionally, the PBL documentation required by PHMC and DHS represents important steps in the PBL planning process. So as we begin our discussion of the PBL documentation, it’s important to remember that this is not paperwork for the sake of paperwork. These documents are part of the process that help create a better project, and that ultimately translates into a better experience for the youth in your program. You’ve already had a chance to see the PBL planning form when you critiqued the sample project. In general, the planning form is a working document. Because project’s are student driven, they are always evolving. As you progress through the project, you may discover that students are particularly interested in one concept, or that a certain activity takes less time than you originally imagined. That’s okay. Your planning form is a working document. Cross things out. Move items from one day on the schedule to another. We want your planning form to be an honest reflection of your PBL process. A pristine planning form with no edits or revisions probably means that either a) the planning form does not accurately reflect your project or b) you missed opportunities to really incorporate youth interests and feedback during the project. Think of the Task List like a To Do list. It is a big picture document that helps you and the students keep the flow of the project in mind. What is the question we are answering, and what will it take to get there? Your task list is a way to chart this process. Students do not need to complete individual task list. You can post a Group Task List on the wall. But, as part of your project documentation, be sure to keep a copy of the task list in your PBL binder.
- If you remember our objectives from the beginning of the workshop, we said we wanted to discuss the elements of the Project-Based Learning method. Now we’re going to make away from that objective, and on to the next one: discussing PHMC and DHS’s requirements for OST programs implementing PBL. At times, your Program Specialist will observe PBL implementation. But even where your PBL activities have not been observed, you can still use PBL documentation to showcase the high quality projects your students have completed. Additionally, the PBL documentation required by PHMC and DHS represents important steps in the PBL planning process. So as we begin our discussion of the PBL documentation, it’s important to remember that this is not paperwork for the sake of paperwork. These documents are part of the process that help create a better project, and that ultimately translates into a better experience for the youth in your program. You’ve already had a chance to see the PBL planning form when you critiqued the sample project. In general, the planning form is a working document. Because project’s are student driven, they are always evolving. As you progress through the project, you may discover that students are particularly interested in one concept, or that a certain activity takes less time than you originally imagined. That’s okay. Your planning form is a working document. Cross things out. Move items from one day on the schedule to another. We want your planning form to be an honest reflection of your PBL process. A pristine planning form with no edits or revisions probably means that either a) the planning form does not accurately reflect your project or b) you missed opportunities to really incorporate youth interests and feedback during the project. Think of the Task List like a To Do list. It is a big picture document that helps you and the students keep the flow of the project in mind. What is the question we are answering, and what will it take to get there? Your task list is a way to chart this process. Students do not need to complete individual task list. You can post a Group Task List on the wall. But, as part of your project documentation, be sure to keep a copy of the task list in your PBL binder.
- Debriefing is an important part of the PBL process. If you look at a PBL calendar, the last day of a project is not the culminating event, the last day is the debriefing discussion. In general, we recommend that you begin the debriefing process with a discussion (as opposed to immediately giving students the questionnaire). Encourage students to share their feedback, and discuss the parts of the project they enjoyed (or did not enjoy) with one another. Then, with the project fresh in mind, ask students to record their thoughts on the Debriefing Form. Each student’s responses should be kept in your PBL binder.
- The PBL rubric is an opportunity for you to assess a student’s participation and performance during the project. The rubric measures important DHS Outcomes and 21st Century Skills, like Goal Setting or Collaboration. A rubric should be completed for each student, and kept in the binder. Circle the competency level that best describes a student throughout the entire project.