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Using Student-Centered Websites
to Enhance PBL in the Economics
Classroom
by Arch Grieve
World History and Economics Teacher at
Overview of Presentation
● Discussion of PBL
● Project Essentials Checklist
● Step-by-Step Checklist of Dream Vacation
Project
● *Questions
● Resources
*Quick Note
If I haven’t said so already by this point, I
hereby give you permission to ask
questions throughout the presentation on
things that I may not articulate well, topics
about which you would like clarification, or
anything else related to the presentation. I
am looking for your feedback as well as
ideas on how I can improve too!
What is PBL?According to Edutopia, Project-Based
Learning is “a dynamic classroom
approach in which students actively
explore real-world problems and
challenges and acquire a deeper
knowledge.”
My goals today:
1) To take you through the Project
Essentials Checklist for an Economics
Dream Vacation Project I do at DRSS
and model the process so you can apply
it in your own classes and
2) Get feedback on how I can better meet
areas I currently do not meet
Tip: It’s best to try this yourself to know what problems your
students can expect. I’ve designed mine as a template as well
as a project requirements instructional document (which has
the benefit of always being up-to-date) which you can find at:
arch-grieve.wix.com/mytravels
Project Essentials ChecklistE1: Focus on Meaningful Content & Standards
- List standards addressed
- Learning Targets
E2: Organize Tasks around a Driving Question
- Open-ended with unknown answer
- Goal of Project
- Drives research
E3: Establish a Need to Know
- Authentic Issue or question
- Fun event that introduces the project
- How does the event generate interest and curiosity?
E4: Include Critique, Revision & Reflection
- Show importance of craftsmanship, using rubrics, critique
and experts
- When will critique & revision occur?
- When will reflection occur?
E5: Encourage Voice & Choice
- Student choice in product?
- Student choice in use of time?
E6: Develop 21st Century Skills
- Critical thinking (in-depth inquiry)
- Communication & Collaboration
E7: Present Product Publicly
- Where will work be displayed?
- Who will see the work?
*Shameless plug - check out Jenn and Jenny’s
session “PBL Essentials” during Session 2 to get a
better understanding of how to apply these in your
own content areas and/or cross-curricular projects.
E1: Focus on Meaningful Content & Standards
THEME: Financial Literacy is defined as the ability to read, analyze, manage and communicate
about the personal financial conditions that affect material well-being. It includes the ability to discern
financial choices, discuss money and financial issues without (or despite) discomfort, plan for the
future and respond competently to life events that affect every-day financial decisions, including
events in the general economy. - Financial Literacy Content Standards, ODE
Learning Targets
● Learning to create a budget
● Creating an itinerary
● Comparison price shopping
● Cost/Benefit Analysis
● Digital literacy in research and production of
Web-based materials
E2: Organize Tasks Around a Driving
QuestionIn my project, this comes in the form of a
challenge for the students: “How do I plan a
trip on a budget?”
Students are given project constraints (e.g. a
$3,473.90 budget) that force them to learn
about the learning targets, although these
are not explicitly taught.
Learning Targets vs. Project Constraints
● Budgeting
● Itinerary
● Comparison price shopping
● Cost/Benefit Analysis
● Currency exchange
● Digital Literacy
● Expenditure report
● Trip planning requirements
● Multiple sources for same info (travel,
lodging, etc.
● Max amount per person & Places of
Interest looks at what students want to
see, what the associated cost is, and
forces them to decide on costs/benefits of
each leg of journey
● Students must research currency of
country to which they travel and convert
into USD
● Students must create a Website and have
strict requirements for what must be
included
Course learning targets are met through the real-world experience requirements and constraints
of this project in the following ways:
E3: Establish a Need to KnowMy own love of travel is something I try to
convey to the kids - your own passion can
often be an ideal way to create a PBL unit.
I tell them they’ll need to know how to plan
trips once they’re making tons of money as
engineers and computer scientists! It could be
more authentic, but it is something I genuinely
hope they’ll do.
The idea of having the freedom to plan your
own trip to anywhere in the world inspires
curiosity in the students.
My wife and I love to travel and blog about our
experience, which I talk to the kids about and give
them ideas on where they can go and what they can
see.
E4: Include Critique, Revision & Reflection
Students have multiple opportunities for critique,
revision, and reflection:● Working in groups, this is something that has been drilled
into them from early on in their DRSS careers
● Working with other students who are responsible for their
same areas of the project
● Presenting their work to the whole class (including me) and
receiving critiques and suggestions for revision
● Students are then given final opportunity to revise before
final grade
E5: Encourage Student Voice & ChoiceEven with the requirements and constraints, students are given endless
possibilities as they explore destinations (any country not sharing a border with
the U.S.), places of interest, restaurant and lodging locations, and much more.
E6: 21st Century SkillsPreviously, I taught this project with a
final assessment in the form of
PowerPoint, however I believe that
Website creation is much more
relevant to students today and allow
for much greater incorporation of
content
Good time to point out that this project
was an example of “stealing and
adapting” from Mrs. Hawkins of Fulton
County, GA (another tip - don’t
reinvent the wheel, just give credit!)
Project inspiration from Mrs. Hawkins
21st Century Skills cont.Communication is nurtured by having students
articulate their learning to two different audiences
(which is a Common Core literacy standard) -
● Students are instructed to design their Website in
such a way that anyone could take their trip,
another constraint which forces them to think
critically about their audience
● Websites are also much easier to incorporate into
their portfolios, which is a school-wide
assessment that aligns with our Five Qualities
Collaboration is fostered by having students work in
groups, which must work together to meet project
requirements, such as forcing the itinerary person to talk
to the budget person and determine whether their plans
are feasible within a given budget
E7: Present Work Publicly - ???
The only presentation I currently have is to the rest of the class,
although this is an area in which I hope to improve the project in
the years ahead… bringing me to the final word of advice -
just because you don’t meet all the items on the checklist does
not mean it’s not worth doing!
This is one area in which I am continually working to improve
the project, which is a great segue into questions about and
ideas on how to improve the project! (Please share!)
Questions for me?
(If not, I have one for you!)
If there are no questions for me, I’d like to know
your ideas on the following:
● How I could make this project more
authentic (in terms of having a purpose
outside of the classroom)?
● How I could find a more public audience for
student work?
Resources● My Dream Vacation Project website
● Mrs. Hawkins Dream Vacation Project Page
● Dream Vacation Project description from Boise State University’s teacher
education program
● Project Essentials Checklist from Kate Cook Whitt of DRSS
● DRSS Portfolio Handbook
● My email - [email protected]
● Keep in touch through the Project:WRIGHT FB Page
● Today’s schedule
*Don’t forget to check out Jenn and Jenny’s session PBL Essentials next to
learn more about the Project Essentials Checklist!
