Students create a short digital “About Me” presentation to introduce who they are as learners, what matters to them, and what goals they have for the year while building a stronger classroom community with peers and instructors. Through drafting, research on PBL, multimedia design, peer discussion, feedback, and revision, they practice clear communication, collaboration, self-reflection, and effective use of presentation tools for a real audience. The work helps classmates understand one another’s strengths, interests, challenges, and growth goals, and it ends with a shared presentation and celebration of each student’s identity and aspirations.

Students will create a clear, well-designed 9-slide digital presentation that uses visuals and multimedia to communicate who they are, what they value, and what goals they have for the year. They will strengthen speaking and listening skills by sharing with table partners, giving and receiving peer and instructor feedback, and revising their work to better match their audience and purpose. Students will practice self-directed learning by reflecting on their strengths, challenges, interests, and growth goals, then using that evidence to explain who they are as learners. They will also build foundational research and writing skills by organizing personal information, writing effective responses for a specific audience, and presenting their learning to peers and instructors.

Students will create an 8-slide digital “About Me” presentation that includes a slide explaining PBL, strengths and growth areas in science, math, history, and ELA, personal interests, role model, goals, and what they want classmates and teachers to know about them. Along the way, they will produce brief written responses, a slide storyboard or outline, peer feedback notes, and a revised draft that shows changes made from critique. The final product is a polished multimedia presentation shared with table partners, peers, and instructors, along with a short reflection on what they learned about themselves as learners and how they want to grow this year.

Begin with a fast-paced identity gallery walk where students respond to prompts such as favorite book or movie, hobbies, role model, favorite food, and one goal for the year using sticky notes or digital boards, then discuss patterns with table partners and the teacher. Follow with a short model “About Me” slideshow that includes one slide explaining what project-based learning is, so students can see the final product and expectations for audience, visuals, and speaking. Students then complete a quick personal inventory on strengths and weaknesses in science, math, history, and ELA, plus something classmates should know about them, and use that information to sketch their presentation plan. Close the launch with peer interviews so students gather details, practice listening and speaking, and begin building a supportive community for revision, feedback, and final sharing.

Host a short classroom showcase where students present their 8-slide “About Me” decks in small groups to peers and instructors, then rotate so each student presents to multiple table partners. Include a brief audience feedback form focused on strengths, interests, challenges overcome, skills they already have, and goals for growth so the exhibition also serves as a community-building assessment. Create a celebratory gallery walk by leaving presentations open on devices or printed as QR codes/slides for classmates to revisit and add encouraging comments or connections. End with a whole-class reflection circle where students share one new thing they learned about a peer and one personal goal they want the class to help them reach this year.