MODULE 3: DIGITAL CITIZENSHIP AND PROJECT-BASED LEARNING

Learning Outcomes:

• Differentiated digital literacy and digital citizenship

• Practiced safe and ethical computing
• Determined the 21st Century skills
• Differentiated Project-Based Learning from Problem-Based Learning
• Crafted a Project-Based Learning Lesson Plan

What is Digital Literacy and Citizenship?

Digital literacy refers to fluency in the use and security of interactive digital tools and searchable
networks. This includes the ability to use digital tools safely and effectively for learning,
collaborating and producing.

While, digital citizenship is a broader term that often incorporates the concept of digital literacy.
Digital citizenship is defined as the norms of appropriate, responsible behavior when using
technology.

9 KEY ELEMENTS OF DIGITAL CITIZENSHIP

“Digital Citizenship in Schools,” published by the International Society for Technology in

Education, identifies digital literacy as one of nine key elements of digital citizenship:

• Digital Access: Can all users participate in a digital society at acceptable levels if they
choose?
• Digital Commerce: Do users have the knowledge and protection to buy and sell in a
digital world?
• Digital Communication: Do users understand the various digital communication
methods and when each is appropriate?
• Digital Literacy: Have users taken the time to learn about digital technologies and do
they share that knowledge with others?
• Digital Etiquette: Do users consider others when using digital technologies?
• Digital Law: Are users aware of laws (rules, policies) that govern the use of digital
technologies?
• Digital Rights and Responsibilities: Are users ready to protect the rights of others and
to defend their own digital rights?
• Digital Health and Wellness: Do users consider the risks (both physical and
psychological) when using digital technologies?
• Digital Security: Do users take the time to protect their information while taking
precautions to protect others’ data as well?

Productive Digital Citizenship

One of the goals of integrating technology fully into the classroom is to prepare students to be
productive digital citizens by:
1. Having equitable access to technology
 2. Participating in safe and ethical computing
3. Participating in global communication

Equitable Access to Technology

One factor that can prevent all students from being productive digital citizens is a lack of equitable
access to technology. Because students should use the tool that best supports their learning
needs, equitable access does not mean that all students use the same tool. However, using
technology passively for remediation, reinforcement, or independent work (in a sense, using
technology as you would a paper workbook) is seen more often in lower-resourced schools and
with students with special needs. In contrast, privileged students have more opportunities to use
technology for authentic learning experiences that emphasize collaboration, creativity, and
innovation. Digital learning coaches cannot simply provide all students access to a device but
must move all students toward using technology for higher-level learning.
Students who have equitable access to technology:
o Use technology for higher-order thinking, including communicating, collecting, and
analyzing information, collaborating with others, problem-solving, and presenting
learning
o Develop technology skills with embedded civic values

Suggested Strategies for Advancing Equitable Access

Each strategy is followed by a suggested artifact that you could produce as a result of engaging
in the strategy.
o Examine technologies, including social networks and technology outside of school, that
other schools and/or students have and compare them with your own (written
comparison with analysis of where your school needs to make improvements)
o Explore what technologies are available, through the district or from outside sources,
that your school is not taking advantage of (curated list of technologies with descriptions
of how your school could use each)
o Study the patterns of use of technology in your school alongside the ISTE Standards
for Students—do all students have access to use technology in the ways advanced by
the standards (written analysis of technology use by all students based on the ISTE
Standards for Students)?
o Advocate for the purchase of beneficial product’s (a communication log that
demonstrates advocating for equity)
o Build awareness among teachers of the different forms that access takes and the
benefits of innovative uses of technology (agendas of meetings where you built teacher
awareness of equity, including tools they could use, or written communication, such as
emails or newsletters, where you built teacher awareness of equity, including tools they
could use)
o Share tools and resources with teachers that would increase equitable access,
including tools and resources that are culturally and linguistically relevant and
universally accessible (agendas of meetings where you built teacher awareness of
equity, including tools they could use, or written communication, such as emails or
newsletters, where you built teacher awareness of equity, including tools they could
use)
o Provide access for students to knowledgeable peers and mentors who can provide
social support in using high-quality tools and resources for high-level use, e.g., through
a technology club or community mentors (student-written description of participation in
a technology club or in work with a community mentor around technology)
Safe and Ethical Computing
Another factor that can prevent all students from being productive digital citizens is not
understanding what safe and ethical computing looks like. Digital learning coaches must ensure
that all school stakeholders understand what safe and ethical computing looks like.
Students who practice safe and ethical computing:
o Know how to discern fact from fiction
o Share information responsibly
o Interact with people in an appropriate manner online
o Maintain an appropriate digital identity online
o Know how to find, use, and cite reputable and accurate sources to inform their work
o Keep equipment in good working order
o Use adults as a resource to help them stay safe online
o Balance screen time with other activities

Suggested Strategies for Facilitating Safety and Ethics

Each strategy is followed by a suggested artifact that you could produce as a result of engaging
in the strategy.
o Read and stay up to date on the laws related to technology in education (analysis of the
current laws related to technology in education and how they affect your school)
o Create and keep a current list of expected behaviors with technology and logical
consequences that will be enforced if a student breaks a rule—often called an
Acceptable Use Policy, Responsible Use Policy, or Online Safety Contract—and a
process for stakeholders to understand and agree in writing to the policy or contract
annually (written policy or contract and process for understanding and agreeing to the
policy or contract)
o Raise awareness of safety and ethical concerns by talking about these issues with
teachers, students, and parents through formats such as an online forum, technology
information nights, or digital newsletters (video footage or written communication of
raising awareness of safety and ethical concerns with stakeholders)
o Support teachers in directly teaching lessons on how to engage in good digital behavior
and cybersafety (video footage of modeling or co-teaching a lesson on good digital
behavior or cybersafety)

Global Communication
The final component of digital citizenship is using tools and resources to provide students with
opportunities to communicate and engage with people from other cultures and with different
perspectives and backgrounds from their own. Digital learning coaches must create opportunities
for global communication.
Students who engage in global communication:
o Collaborate and have meaningful discussions with a variety of people
o Engage in creative pursuits online
o Gain exposure to diverse points of view and experiences
o Make progress in having a global awareness of the world and understanding other
cultures
o Share their own perspectives and unique voices
o Access and connect with resources outside of the school (including in their homes and
community) that are aligned with their educational interests
Suggested Strategies for Facilitating Global Communication
Each strategy is followed by a suggested artifact that you could produce as a result of engaging
in the strategy.
o Locate and analyze tools and resources that can be used for communication and
sharing, such as Skype education, Google Docs, or Edmodo (curated list of tools and
resources you’ll help teachers use for communication)
o Model how to implement and use communication tools safely and ethically (video
footage of modeling or co-teaching a lesson on how to use communication tools)
o Connect with other classrooms, teachers, and students from other schools as
collaborators (student work that shows collaboration and communication with
community or classrooms outside of school)

The Roles of an Instructional Coach

The primary purpose of all instructional coaching is to improve student learning by providing
teacher support. Instructional coaches play multifaceted roles, and defining a coach’s role is key
for a coaching program’s success. Regardless of the design of any one specific coaching
program, there are visible similarities in the knowledge and skills coaches need to use and the
attitudes, aspirations, and behaviors they must exhibit. The micro-credentials in the Technology
Coaching stack align with the 10 roles of school-based coaches that, depending on the need and
situation, all coaches take on (Killion & Harrison, 2017). These roles are:
o Resource provider
o Data coach
o Instructional specialist
o Curriculum specialist
o Classroom supporter
o Learning facilitator
o Mentor
o School leader
o Catalyst for change
o Learner
This micro-credential requires the technology coach to embody the curriculum specialist role.

Digital Learning Coach as Curriculum Specialist

The coach:
o Deepens teachers’ content knowledge
o Ensures understanding and high-level implementation of the curriculum
o Understands the demands of content standards on students and how technology can
support the application of the content
o Helps teachers become sophisticated users of the existing curriculum and developers
of their own classroom curriculum
o Embeds digital citizenship goals, outcomes, lessons, and units into the curriculum
o Ensures that all students achieve identified learning outcomes and are prepared for
living full digitally responsible lives
o Aligns the written, taught, and assessed curriculum
o Dissects standards and identifies the essential skills and knowledge students need to
achieve each standard
o Develops lessons and units to achieve learning outcomes
 o Integrates digital citizenship knowledge and skills within and across multiple disciplines

COPYRIGHT AND PLAGIARISM

Copyright infringement is a harm that is grounded in law. It is a violation of the exclusive rights of
a copyright holder to reproduce and distribute a copyrighted work, to prepare derivative works, or
to perform or display the work publicly. An infringement of one of these rights, such as the
unauthorized reproduction or distribution of a copyrighted work, gives rise to a claim under federal
law where a copyright holder may be entitled to a monetary remedy and a court can order the
infringing party restrain from further infringement.

Plagiarism, on the other hand, is a harm that is grounded in ethics. It is the act of using another’s
work or ideas and not giving proper credit, instead falsely presenting it as the user’s own. It is
governed by community norms and the consequences of plagiarism are most likely to be
professional or academic sanctions. To avoid plagiarizing another’s work or ideas, authors should
properly credit the source of the ideas or words used in their text, with adequate references and
citations appropriate to their discipline, and use quotation marks where appropriate when quoting
directly.

ICT AND 21ST CENTURY SKILLS

The following are the 21st century skills set which are defined in the 21CLD Learning Activity
Rubrics (2014), written by the ITL Research Group and funded by Microsoft philanthropic
organization Partners in Learning Network:
• collaboration
• knowledge construction
• self-regulation
• real-world problem solving and innovation
• the use of ICT for learning
• skilled communication.

The definition of the skill set also provides specific examples and describes what teachers will
see students doing at different levels as they develop. For example, collaboration is defined as
follows:

Students work together when the activity requires them to work in pairs or groups to:
• discuss an issue
• solve a problem
• create a product.

Examples of Collaboration

IS THIS WORKING TOGETHER?

YES: NO:
Pairs of students give each other feedback Students do their work alone
A small group discusses issues together A whole discussion on an issue
A student uses Skype to interview a student in
another school or town.
 Students use OneNote to share their story Each student creates his/her own story and
drafts and give each other feedback sends it to the educator for feedback.

A Rubric for Measuring the Level of Collaboration in an Activity

In this learning activity:
1. Students are not required to work together in pairs or groups.
2. Students do work together but they do not have shared responsibility.
3. Students do have shared responsibility, but they are not required to make substantive decisions
together.
4. Students do have shared responsibility and they do make substantive decisions together about
the content, process, or product of their work but their work is not interdependent.
5. Students do have shared responsibility and they do make substantive decisions together about
the content, process, or product of their work and their work is interdependent.
The rubric also assists teachers in identifying how their unit can be improved in each dimension.

The Gradual Release of Responsibility (GRR) Pedagogical Framework

GRR is a structured pedagogical framework that, as the name suggests, gradually moves the
responsibility for learning from the teacher to the student. There are four distinct phases in GRR:

1. Focused lesson: the skill or process to be taught is explicitly modelled by the teacher, with
students passively observing.

2. Guided instruction: students attempt the skill or process modelled in the first stage, one step at
a time, with teacher support or guidance, rather than modelling.
The first two phases are generally the easy part of GRR for teachers, because they control the
classroom activity entirely, and students do not need to be highly engaged for success. It is
enough that students are motivated by the desire to avoid negative consequences (detention,
parental contact and so on) for them to succeed at learning activities at this stage, if the activity
is within their capacity. Strategies such as learning intentions and success criteria will not
generally be helpful for students as they are simply mimicking what their teacher is showing them.
Philip Schlechty describes this level of engagement as ritual compliance.

3. Collaborative learning: students continue to improve their skills at their own pace, but work
collaboratively with their peers rather than the teacher.

In this phase, teachers start to let go of control of classroom activity, and set differentiated goals
and tasks for their students. Working collaboratively is a key element of this phase. This is not
something that students do well at naturally, so teaching students how to work together to achieve
common goals becomes an important role for the teacher. Phase three requires students to be
more engaged in their work, as they are under less direct teacher supervision. As students start
to take ownership of their own learning, learning intentions and success criteria also start to
become important elements of teaching at this phase. Flipping can be a useful technique in this
phase to allow more classroom time for collaboration and peer coaching. Philip Schlechty
describes the level of engagement required for success in this phase as strategic compliance.

4. Independent tasks: students apply their learning in new situations.

Phase four is the point in learning where teachers invite students to apply their knowledge and
skills in new situations that are authentic and involve real-world problem solving. It is in this phase
that students have the first real opportunity to choose an application for their new skills that are
of personal interest to themselves, with guidance or advice from their teacher.

For success in this phase, students need to show the full characteristics of engagement as
described by Schlechty; that is, both high commitment and high attention to the task at hand.
Students must be intrinsically motivated, so it is important that the teacher does not arbitrarily
assign a task, but involves the students in identifying a task to work towards that is seen to be
authentic for the students. That is, learning intentions and success criteria must be co-
constructed. Problem-based learning, or project-based learning (PBL) can be a good a teaching
technique that meets these requirements.

Integration of GRR with 21st Century Skills

In an initial attempt to integrate GRR with 21st century skills, Table 1 shows a mapping between
specific activities related to each 21st century skill and the GRR phase in which that activity should
be observed.
1. In the 21CLD document, innovation is defined as putting students’ ideas or solutions into
practice in the real world.

2. The authenticity of a product/problem can only be decided by the audience or client, in this
case, students. This reinforces the idea that students must be involved in planning which
problems to solve, as the students themselves must see the problem as authentic, not just the
teacher.

3. Accessing learning intentions and success criteria is defined as these being both available to
students and actively being used by students. Simply having them available for students is not
enough to say they are being accessed by students.

NATURE OF PROJECT-BASED AND PROBLEM-BASED APPROACHES

PROJECT-BASED LEARNING

Project-based learning is a category of experiential learning where students are presented with a
complex problem or question that has multiple potential solutions and possibilities for exploration.
However, after studying this problem or question in their teams, students are challenged to
develop a plan and create a product or artifact that addresses the problem. These projects, if
done well, require students to use many of their core skills including critical thinking, teamwork,
communication, empirical and quantitative analysis, and personal and social responsibility.

Students engage in project-based learning work with real world challenges, solve problems in
their teams, discover knowledge on their own without structure imposed by the instructor, and
develop projects that are the result of this work. Per Helle, Tynjälä, and Olkinuora (2006), there
are four motivators for project-based learning:

• Fostering work readiness

• Facilitating humanitarian service
• Fostering critical thinking
• Facilitating understanding of content

As students design and produce a project or artifact, they gain skills of application that provide
continuous feedback about their learning. Students will consistently find gaps in their learning that
require them to dig deeper into resources while they construct the project. They use project-
planning and design skills and rely heavily on the skills of their teammates.

Often, presentation of the final work is done in the public arena. You may even consider inviting
experts such as community leaders or scientists to provide feedback to the students. This public
presentation invites feedback and affords students the opportunity to respond to questions or
critique another real-world skill.

UNT Lecturer, Dr. Jessica Strubel, designed the following experiential learning project for her
class, MDSE 3350: Historic and Contemporary Style of Apparel Class:
Imagine that you are a curator who is about to mount a traveling fashion exhibit. Your show will
open at the Dallas Museum of Art, but then it will move on to one international site of your choice.
A lot of planning goes into putting an exhibition together. You will be responsible for everything
from procuring garments and props to creating a promotional strategy that appeals to a broad
international audience. This project will walk you through that process step by step. You must
address each point in detail to receive full points, and always keep in mind the international
component of this project when responding to all the questions and making your justifications for
your choices (Strubel, 2010, by permission).

HOW TO IMPLEMENT PROJECT-BASED LEARNING IN THE CLASSROOM

It can seem daunting when using project-based learning in your classroom for the first time.
However, small steps can lead to huge strides.

Project-based learning isn’t something schools master in a matter of weeks, or even months.
Instead, it’s more a journey that unfolds year over year, as teachers develop their practice,
learn with their students and grow through experience.

Here are some tips to help you implement project-

based learning in the classroom.
1. START WITH SMALL, WELL ORCHESTRATED
CHANGES
Carol Ann Tomlinson, when writing
about differentiation in the classroom, advised
teachers to start with “small, well-orchestrated
changes”.

Select a few targeted goals you wish to work on this year with regards to project -based
learning, and focus on doing those things well, concentrating on growth. This might mean
keeping the scope and duration of a project to a minimum; using or renovating an existing
project and taking the time to get meaningful feedback from both students and relevant
professionals.
2. LOOK AT THINGS FROM A STUDENT’S POINT OF VIEW
You can gain insight into how to get started with project-based learning by flipping your
perspective and looking at it from a student’s point of view.

Think about what questions they might have when it comes to this new way of learning.
Provide them with valuable, easy-to-understand resources to help them make sense of PBL
as a concept and the practical steps once they are engaged in the process.

Project-based learning often requires many skills that students may not be used to, such as
researching, summarizing, problem-solving, working as a team, learning to spot fake news
etc. A good idea is to use any early foray into project-based learning to build these skills in
a fun way.
3. HOLD AN IMMERSIVE, MULTI-DAY WORKSHOP
Many educators who have been successful with PBL say that the ideal way to get into it is
through an immersive, multi-day workshop. This can be facilitated independently with
somebody familiar with PBL practices at your school. However, in most cases it will be
necessary to bring in an external facilitator – who is an experienced PBL practitioner – into
the mix.

4. GENERATE POTENTIAL PROJECT IDEAS

Common types of project include:

• addressing a real-world problem (e.g. climate change);
• meeting a design challenge (creating a physical or digital artefact, or piece of
writing; developing a plan; producing an event or providing a service);
• exploring an abstract question (e.g. when is violence justified?)
• conducting an investigation (e.g. a historical event or natural phenomenon)
• Taking a position on an issue (such as a present day or historical controversy).

Selecting a theme is important but do not force subjects where the students don’t belong. If
things aren’t materializing, find another theme. Ideas such as fair trading and immigration
can open up many topics.
5. THINK ABOUT ASSESSMENT
It’s important to also think about how any project-based work will be assessed. Plan and
communicate the success criteria for students – the most common way in PBL is to give a
rubric or success criteria at the start. Don’t make it too ‘wordy’ however, or with too many
granular checkpoints.

Laura George, teacher and writer for Teacher Toolkit, says to think about having a product
that would be made with the final assessment, such as a book or piece of art. You might
invite local people to have a look around an exhibition or read something the students wrote.
Students tend to be much more invested when they feel their work is going towards
something.

SIX A’S OF DESIGNING PROJECTS

1. Authenticity
➢ The project emanates from a problem or question that has meaning to the
student.
➢ This problem or question might actually be tackled by an adult at work or
in the community.
➢ Students create or produce something that has personal or social value,
beyond the school setting.
2. Academic Rigor
➢ The project leads students to acquire and apply knowledge central to one
or more discipline or content areas.
➢ It challenges students to use methods of inquiry central to one or more
discipline (e.g. to think like a scientist).
➢ Students develop higher order thinking skills and habits of mind (searching
for evidence, taking different perspectives, and the like)

3. Applied Learning
➢ Students solve a semi-structure problem (designing a product, improving a
system, organizing an event) that is grounded in the context of life and work
beyond the school walls.
 ➢ The project leads students to acquire and use competencies expected in
high-performance work organizations (such as teamwork, appropriate use
of technology, problem solving, communications)
4. Active Exploration
➢ Students spend significant amounts of time doing field-based work
➢ The project requires students to engage in real investigation, using a
variety of methods, media and sources
➢ Students are expected to communicate what they are learning through
presentations.
5. Adult Connections
➢ Students have opportunities to meet and observe adults with relevant
expertise and experience.
➢ The work of adults becomes more visible to students.
➢ Adults from outside the classroom help students develop a sense of the
real-world standards for this type of work.
6. Assessment Practices
➢ Students have opportunities to review exemplars of similar work products.
➢ There are clear milestones or products at the completion of each distinct
phase of the work, culminating in an exhibition, portfolio, or presentation.
➢ Students receive timely feedback on their works in progress and engage in
periodic, structured, self-assessment using clear project criteria that they
have helped to set.

PROBLEM-BASED LEARNING

Problem-based learning is one of the profiles of project-based learning and it is a category of

experiential learning that involves students in the process of critical thinking to examine problems
that lack a well-defined answer. In problem-based learning, students are given a problem with
only preliminary information. They work towards solving the problems themselves, rather than
reviewing how others have resolved the situation or problem as in a case study.

Problem-based learning is a curriculum development approach and instructional strategy that

simultaneously develops both problem-solving strategies and disciplinary knowledge. Students
are engaged in the roles of various stakeholders immersed in a purposefully ill-structured problem
situation. Students become involved as active, self-directed learners. Teachers play roles as
cognitive coaches and problem-solving colleagues.

Students in a problem-based learning module are involved in tasks such as determining whether
a problem exists, creating an accurate statement of the problem, determining what information is
missing and how to find it, generating and analyzing possible solutions, and making written or oral
presentations.

STEPS TO A PROBLEM-BASED LEARNING APPROACH

Step 1: Explore the issue.

Gather necessary information; learn new concepts, principles, and skills about the proposed
topic.

Step 2: State what is known.

Individual students and groups list what they already know about the scenario and list what
areas that lack information.

Step 3: Define the issues.

Frame the problem in a context of what is already known and information the students expect to
learn.

Step 4: Research the knowledge.

Find resources and information that will help create a compelling argument.

Step 5: Investigate solutions.

List possible actions and solutions to the problem, formulate and test potential hypotheses.

Step 6: Present and support the chosen solution.

Clearly state and support your conclusion with relevant information and evidence.

Step 7: Review your performance.

Students must evaluate their performance and plan improvements for the next problem.

EXAMPLE – OH, DEER, WHAT CAN THE MATTER BE?

Fifth grade students at the Lincoln School in Mundelein, Illinois, wrestle with the issue of deer
overpopulation. In the problem scenario, students learn that deer are spreading disease,
damaging property, and endangering people. They are asked to advise the citizens of North
Haven, New York, where more than 50 percent of the citizens have contracted Lyme disease
from the tick that deer carry. Using information and data gathered during their inquiry, students
develop a plan to address the problem in such a way that deer and human populations can coexist
and remain healthy, property is not damaged, and humans are not put in danger.
Source: Mundelein School District #75, Lincoln School, 200 West Maple Avenue, Mundelein, IL
60060; 847-949-2701; North Cook Intermediate Service Center-Illinois, http://www.ncisc.org/
ealford/deer_problem.html.

THE DIFFERENCE BETWEEN PROBLEM-BASED LEARNING AND PROJECT-BASED

LEARNING

Problem-based learning and project-based learning are often both are referred to as PBL, so it is
easy to conflate or confuse the two.

Problem-based learning originated in the 1960s and is student-centred teaching pedagogy.

Students learn about a topic through the solving of problems and generally work in groups to
solve a problem where there may not necessarily by any one correct answer.

Project-based learning, meanwhile, is an instructional approach where students learn by

investigating a complex question, problem or challenge. It promotes active learning, engages
students, and allows for higher order thinking (Savery, 2006). Students are tasked with exploring
real-world problems and finding answers via the completion of their project. Students also have
some control over the project they are working on, particularly in terms of how the project will
finish and the end product.
When students complete a problem-based learning task, they often share the outcomes with their
teacher and learning goals and outcomes are set jointly. With project-based learning, goals are
set from the beginning and it is also quite structured in its teaching.

One big difference is that project-based learning is typically multi-disciplinary – meaning it utilizes
skills and knowledge from a variety of subjects. Problem based learning is more likely to be a
single subject, and shorter too.

Finally, project-based learning follows general steps while a problem-based learning activity
follows specific steps to complete.

ASSESSMENT: Write your answers in an MS Word Document and please submit through my
email, [email protected].

1. How do we prepare our students/pupils to be productive digital citizens?

2. Before implementing the project-based learning in the classroom, why is it that
teachers should look at things first from the student’s point of view?
3. What are the similarities and differences of project-based learning and problem-
based learning?
4. How is copyright different from plagiarism?
5. Cite three reasons why project-based learning is beneficial to the students.
6. What are the characteristics of the students who are engage in global
communication?

ASSIGNMENT: Write your answers in an MS Word Document and please submit through my
email, [email protected].

Choose a topic in the elementary grades and create a project-based learning lesson plan.
REFERENCES:

https://www.ncsl.org/research/education/promoting-digital-literacy-and-citizenship-in-
school.aspx

https://www.authorsalliance.org/2020/04/22/law-and-ethics-of-copying-copyright-infringement-
vs-plagiarism/

https://educationtechnologysolutions.com/2017/06/bringing-it-all-together-literacy-ict-and-the-
21st-century-skills/

https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/problem-based-
learning-vs-project-based-learning

https://www.fsmilitary.org//pdf/Project_Based_Learning.pdf

https://www.bisd303.org/cms/lib/WA01001636/Centricity/Domain/764/Make%20Your%20Own%
20Project-Based%20Lesson%20Plan.pdf

https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Steps_of_PBL_ed.pdf

https://files.eric.ed.gov//fulltext/ED469734.pdf

https://www.academia.edu//30280376/Daily_lesson_plan_project_based_learning