Phase 1: Preparation or IncubationT

Phase 1: Preparation or Incubation
The first phase of project development
involves students in obtaining information
and processing it internally. This phase
includes four activities:
• Defining prior knowledge
• Representing the knowledge through
pictures, drawings, language, writings,
and mathematics
• Defining what is known and raising
questions to be answered
• Integrating Virginia SOLs
During Phase 1, students, and sometimes
teachers, raise questions or present
ideas for a project. Frequently, teachers and
students want to connect to a previous project.
For example, a project on protection
of animals led to another project on hunting
domestic versus wild animals. According
to Marie Ciafre, a 5th grade teacher, if a
teacher has a burning idea for a project,
she “plants a seed” by sharing ideas with
students, bringing in readings related to the
project idea, or creating a classroom environment
using materials about the topic
that stimulate the students’ interest.
Most often, project ideas originate with
students. For example, the 2nd grade class
embarked on a project about Newsome
Park, the area of Newport News for which
the school is named. The idea stemmed
from a book written by a student. The student
turned his book into a slide show to
convince his classmates that this would be
a good project. He began looking through
the standards to see which concepts and
skills the class might learn by studying the
history of Newsome Park. He recruited two
classmates to help him rewrite the standards
into student-friendly language.
Ultimately, he convinced the class and his
teacher that the project was relevant and
included accountability for the standards.
In all, the project addressed 29 standards
in four content areas.
Teachers must ensure that the class
projects provide opportunities for meaningful
learning experiences that they can
integrate across the curriculum. Once that
is established, teachers weave different
aspects of math, science, reading, and writing
into each project, making sure the project
addresses the standards.
To complete Phase 1, students generate
“big” questions about the topic. The bigquestion
approach (Murphy & Singer,
2001) uses current events to help frame
and examine complex and controversial
questions about the contemporary world.

Hasil (Bahasa Indonesia) 1:

Tahap 1: Persiapan atau inkubasiFase pertama proyek pembangunanmelibatkan siswa dalam memperoleh informasidan pengolahan secara internal. Tahap inimeliputi empat kegiatan:• Mendefinisikan pengetahuan sebelumnya• Mewakili pengetahuan melaluiGambar, Gambar, tulisan, bahasadan matematika• Mendefinisikan apa yang diketahui dan meningkatkanpertanyaan untuk dijawab• Mengintegrasikan Virginia SOLsSelama tahap 1, mahasiswa, dan kadang-kadangguru, menimbulkan pertanyaan atau hadiride-ide untuk sebuah proyek. Sering, guru dansiswa ingin terhubung ke proyek sebelumnya.Sebagai contoh, sebuah proyek tentang perlindunganhewan menyebabkan proyek lain pada berburudomestik versus binatang liar. Menurutuntuk Marie Ciafre, 5 kelas guru, jikaguru memiliki ide yang terbakar untuk sebuah proyek,Dia "tanaman benih" dengan berbagi ide dengansiswa, membawa dalam bacaan terkait denganide proyek, atau menciptakan lingkungan kelasmenggunakan bahan-bahan tentang topikyang merangsang minat siswa.Paling sering, ide-ide proyek berasalsiswa. Sebagai contoh, 2 kelasmemulai sebuah proyek tentang NewsomePark, kawasan Newport News yangSekolah bernama. Ide berasaldari sebuah buku yang ditulis oleh seorang mahasiswa. Siswaberbalik bukunya menjadi pertunjukan slide untukmeyakinkan teman-temannya bahwa ini akan menjadiproyek yang baik. Dia mulai mencaristandar untuk melihat konsep yang dankelas mungkin belajar dengan mempelajari keterampilanhistory of Newsome Park. He recruited twoclassmates to help him rewrite the standardsinto student-friendly language.Ultimately, he convinced the class and histeacher that the project was relevant andincluded accountability for the standards.In all, the project addressed 29 standardsin four content areas.Teachers must ensure that the classprojects provide opportunities for meaningfullearning experiences that they canintegrate across the curriculum. Once thatis established, teachers weave differentaspects of math, science, reading, and writinginto each project, making sure the projectaddresses the standards.To complete Phase 1, students generate“big” questions about the topic. The bigquestionapproach (Murphy & Singer,2001) uses current events to help frameand examine complex and controversialquestions about the contemporary world.