Instructional Procedures

1. Review the learning activities from Milestone 1. Have students share their teacher observation notes, and record responses on the board.
2. Place students into groups of 3–4. Each group will brainstorm possible learning activities.
3. Have groups use the Round-Robin Brainstorming Technique:
   1. Provide each group with poster paper and have them divide it into two sections: learning activity ideas and learning activity subject areas.
   2. Give each student two sticky notes of different colors—one for activity ideas, the other for subject areas. Have them place their notes on the poster during their turn.
   3. Require each group member to contribute at least one idea before anyone can give feedback or add a second idea. Allow time for preparation before each round to ensure equitable participation.
   4. Conduct additional brainstorming rounds with students searching online or generating ideas using AI tools.
   5. Once all ideas are shared, have each group narrow down their list to a single top choice and record it clearly on paper.
   6. Groups narrow down their ideas to select a top choice and record it on paper.
4. For more inspiration, you can have groups review the 29 Brainstorming Techniques for Better Brainstorms Article.
5. Have students use the Group Project Planning Worksheet to begin planning their chosen activity.
6. After completing the worksheet, have groups begin designing their activity. Allow two class periods for preparation. Have groups review the materials section of the worksheet to decide:
   • If materials can be brought from home, they must be brought to class tomorrow.
   • If materials must be purchased, groups provide the teacher with a supply list before leaving class.

Days 4–5 Instructional Procedures

1. Have student groups start designing their chosen “increased engagement learning activity,” using the Group Project Planning Worksheet to guide their planning.
2. While planning, encourage groups to gather additional data (e.g., quick surveys of their intended audience, identifying learning preferences, or reviewing articles on student engagement provided by the teacher).
3. Encourage students to identify possible stakeholders to invite to the final presentation.

Day 6 Instructional Procedures

1. Pair each group with another group to conduct a peer review.
2. Before implementing the activity, have each group clearly state the intended audience and setting for their learning activity.
3. Group pairs take turns facilitating and participating in the learning activity. The observing group provides feedback using the Lesson Feedback Form and offers both verbal and written notes from the audience perspective.
4. Collect each group’s planning worksheet and completed Lesson Feedback Forms for review before the next class. Provide additional teacher feedback as needed.

Day 7 Instructional Procedures

1. Return the planning worksheet and Lesson Feedback Forms to groups for review.
2. Revisit the driving question with the class.
3. Have groups revise their learning activity based on peer and teacher feedback. Encourage brief check-ins with their peer-review partners to validate revisions.
4. Review the Group Presentation Checklist with the class (project or distribute).
5. Have groups use the Group Presentation Checklist to prepare their presentation for their audience, checking off items as they are completed.
6. Encourage groups to use the Final Presentation Template for creating and organizing their presentations.

Instructional Procedures

1. Have students present their public product to teachers, counselors, and/or administrators. Extend an invitation to staff members to attend the presentations.
2. While stakeholders and students watch, have them complete the Rubric and Checklist for PBL Presentation for each presentation.
3. After presentations, have students complete the Personal Reflection and Peer Review Worksheet. This may be used for formative, summative, or participation credit.
4. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Product Design & Manufacturing).