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It works great. I know lots of  k-12 teachers that use problem based learning, but no one else using my real world team project approach.

 For example, our cell unit centers around finding a cure for cancer.

 The basic format is:
 1) Preview packet do in groups
 2) Individual Pretest (aprox 15 question scantron)
 3) Multiple mini projects: A) create a treatment for a human disease based on modifying organelle shape &/or function. B) Create a specialized stem cell that can repair specific heart attack damage. Describe how various organelles help the cell to do it's work in conjunction to surrounding cells, tissue, organs, & organ System. C) Final project is to propose a new cancer treatment using organelles that inhibits cancer by targeting mitosis.
 4) Final review packet in groups
 5) Final individual test

 Kids love it and are fully engaged in learning. It beats having to push information onto them.

 Scott Kubista-Hovis
 7th grade Life Science Teacher
 Hayfield Secondary School
 Alexandria, VA

"Sweet, Michael S" <[log in to unmask]> wrote:Message     Scott,

 I see  by your sig line that you teach 7th grade.  There may be others, but you  are the first K-12 teacher I have heard of using all the main pieces of  TBL.

 What  have you learned from adapting it to younger folks?

 The  social pressures and social skills of younger students are no doubt different  than adults.  I am curious:  has this made much of a  difference?

 -M


   -----Original Message-----
From: Team Learning    Discussion List [mailto:[log in to unmask]] On Behalf Of Scott    Hovis
Sent: Monday, October 15, 2007 8:23 PM
To:    [log in to unmask]
Subject: Re: Top Score    Prize


Individuals rate their team members during the peer    evaluation. But I take the average for every member and place it on a scale.    with a 10 translating into a B-, and Higher scores sometimes translating into    a 100% + extra credit.

I also have leaders vocally recognize their top    achievers for every major project (composed of 4-5 mini projects) at their    culminating poster session , this translates into 1 homework    pass.

Another thing I do is I have a jar set out for every class.    Students are encouraged to recognize peers who have gone above and beyond the    call of duty in some way by writing their name & what they did on a slip    of paper and putting it in the jar. All names are read out loud at the end of    the week.

Scott Kubista-Hovis
7th grade Life Science    Teacher
Hayfield Secondary School
Alexandria, VA


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