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In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop

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Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.

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• A project is organized around a question that captures the issue, problem, or challenge for students to address. The DQ is open-ended, meaning it has more than one possible answer. For example, in the 22 nd Mission Project, the DQ would be, “If there was a 22 nd California Mission, where would it be?” We’ll be taking a closer look at DQs a bit later.
• For Project Videos and Online Project Libraries to get some ideas.
• (Insert name of main course project shown/explained previously) A project in PBL has these 7 essential features. I’ll explain each of these in more detail. (do not explain each one now – wait for following slides) JUST IN CASE SOMEONE ASKS: this is a Heptagon (also referred to as Septagon) – Seven Sided Polygon. From Greek hepta, &amp;quot;seven.”
• A project is organized around a question that captures the issue, problem, or challenge for students to address. The DQ is open-ended, meaning it has more than one possible answer. For example, in the 22 nd Mission Project, the DQ would be, “If there was a 22 nd California Mission, where would it be?” We’ll be taking a closer look at DQs a bit later.
• A project is organized around a question that captures the issue, problem, or challenge for students to address. The DQ is open-ended, meaning it has more than one possible answer. For example, in the 22 nd Mission Project, the DQ would be, “If there was a 22 nd California Mission, where would it be?” We’ll be taking a closer look at DQs a bit later.
• This is a key concept in PBL -- the project creates a “need to know” for students. In traditional education, typically, students are told they need to learn something “because it’s going to be on the test” or “it’s important for your grade” or “you’ll need it later in school or in life.” This may motivate some students, but not others. But if they are exploring an interesting question or meeting a challenge, students will be more motivated. The fact that students are going to make a public presentation also creates a need to know the material – so they won’t look bad in front of an audience. For example, in the 22 nd Mission Project, the letter from the Archbishop gave students a need to know information about geography, history, culture, architecture, and so on in order to complete their task.
• This is a key concept in PBL -- the project creates a “need to know” for students. In traditional education, typically, students are told they need to learn something “because it’s going to be on the test” or “it’s important for your grade” or “you’ll need it later in school or in life.” This may motivate some students, but not others. But if they are exploring an interesting question or meeting a challenge, students will be more motivated. The fact that students are going to make a public presentation also creates a need to know the material – so they won’t look bad in front of an audience. For example, in the 22 nd Mission Project, the letter from the Archbishop gave students a need to know information about geography, history, culture, architecture, and so on in order to complete their task.
• Points that can be made about “Disaggregating Data” in this way: One of the most powerful ways to emphasize the importance of 21 st Century Skills is to grade and report them separately. Give a grade for each product, not one grade for the whole project Separate % or weights for content and 21 st century skills Make the group grade a percentage of the individual grade (?? Need an example)
• A project is organized around a question that captures the issue, problem, or challenge for students to address. The DQ is open-ended, meaning it has more than one possible answer. For example, in the 22 nd Mission Project, the DQ would be, “If there was a 22 nd California Mission, where would it be?” We’ll be taking a closer look at DQs a bit later.
• Try one of these ways to launch your project. (presenter may give examples) The key goals are to: Engage students’ interest: give them a reason to care about the project. Begin the inquiry process: generate questions, a sense of wonder, a need to know more.
• Three of the most commonly found 21 st Century skills that we emphasize in PBL are: Critical Thinking (which often contains Problem Solving) Collaboration Communication, especially presentation skills We think these are skills that will be required for future success – in general and in the workplace. Moreover, we believe: Schools (and PBL) can teach these Students can get better at these skills if they see them modeled, talk about what they are, and practice them. These skills should be assessed. And they will become even more important if they are explicitly factored into grades and reported to students, parents, and even employers and post-secondary institutions. (More on this later.) Many organizations and schools have lists of these skills today, which may include additional skills like “creativity,” “global competency,” “able to use technology,” and “time and task management.” (Image is a ropes course – used by 21st-century companies to build teams, skills.)
• Students should have some degree of voice and choice in a project, to increase engagement and encourage independent thinking. How much depends on you, your students, and the nature of the project. Typically, if students are new to PBL, a project is more teacher-directed. In later projects, students can make more of their own decisions, but it’s always guided by the teacher to some extent. Students can help create a Driving Question, or sub-questions for inquiry; decide what products they will create to answer the Question; decide who will do what on a team, what resources to gather, how to organize time and tasks.
• A project is organized around a question that captures the issue, problem, or challenge for students to address. The DQ is open-ended, meaning it has more than one possible answer. For example, in the 22 nd Mission Project, the DQ would be, “If there was a 22 nd California Mission, where would it be?” We’ll be taking a closer look at DQs a bit later.
• A Driving Question helps both students and teachers… A project without a Driving Question is like an essay without a thesis.
• (Facilitator to customize for audience, with HS, MS, ES and various subject examples) Note how the second question, in addition to being answerable given limits on time &amp; resources, would also make the project more engaging for students.
• In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop

1. 1. www.thommarkham.com www.projectbasedlearning.us Developing Your Academy National Academy Foundation Conference July 18 – 19, 2011 San Francisco, CA Thom Markham, Ph.D.
2. 2. Monday Establishing your D&T culture Defining your vision Your ideal graduate Groups to teams Resources Tuesday How PBL fits Using PBL to make the culture work Opening the year A final plan Share, debrief, head out for Alcatraz What’s ahead…
3. 3. Building a culture of performance: How do we get there?… <ul><li>Design a system that ‘supports’ high performance. </li></ul><ul><li>Build a positive culture with emphasis on communication and teamwork. </li></ul><ul><li>Active, relevant, authentic instruction. </li></ul><ul><li>Authentic projects. </li></ul><ul><li>Personalized instruction and behavioral support. </li></ul><ul><li>Meld youth development and education principles. </li></ul>
4. 4. An Integrative Model of PBL Youth Development Academy and School Culture Instruction PBL
5. 5. Human Performance and Education’s New three R’s Rigor Relevance Relationship Human Performance
6. 6. Caring relationships High expectations Meaningful participation Safety Love Belonging Respect Mastery Challenge Power Meaning Cooperation Empathy Problem-solving Self-efficacy Self-awareness Goals and aspirations Improved health, social, academic and culturally appreciative outcomes Protective factors Youth needs Resilient behaviors/internal assets Youth development in action www.WestEd.org/hks
7. 7. Career/skills competencies <ul><li>Career specific skills and knowledge </li></ul><ul><li>Technology skills and knowledge </li></ul><ul><li>Engineering skills and knowledge </li></ul><ul><li>Self-management skills </li></ul><ul><li>Communication skills </li></ul><ul><li>Collaboration and creativity skills </li></ul><ul><li>Citizenship and ethics </li></ul><ul><li>Work ethic </li></ul>
8. 8. Habits of Mind Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking about Thinking Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Thinking and Communicating with Clarity and Precision Gathering Data through all Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Taking Responsible Risks Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Source – Arthur L. Costa and Bena Kallick in The Habits of Mind
9. 9. Personal strengths/Emotional Competencies <ul><li>Intrapersonal </li></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Assertiveness </li></ul></ul><ul><ul><li>Self-awareness </li></ul></ul><ul><ul><li>Mood regulation </li></ul></ul><ul><li>Interpersonal </li></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Conflict resolution </li></ul></ul><ul><ul><li>Social responsibility </li></ul></ul><ul><li>Stress management </li></ul><ul><ul><li>Working with deadlines </li></ul></ul><ul><ul><li>Impulse control </li></ul></ul><ul><li>Adaptability </li></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><li>Reality testing </li></ul></ul>
10. 11. Your Ideal Student… Knowledge of science, history, literature, languages, etc. Time management Strong work ethic Respectful & Caring Organized Reading/writing/math skills Critical thinker/problem-solver Appreciates diversity Global awareness Technology literacy Communication skills Works independently and collaboratively Healthy lifestyle Resilient Responsible
12. 13. Deciding your values and outcomes <ul><li>Which skills will your Academy focus on? </li></ul><ul><li>Which habits of mind/dispositions/personal strengths? </li></ul><ul><li>How will teachers intentionally teach these skills and habits of mind? </li></ul>
14. 15. The 2011 – 2012 Plan <ul><li>What core competencies should students learn? </li></ul><ul><li>What core attitudes do you want them to bring to the next year? </li></ul><ul><li>What do you want them to ‘feel’ at the end of the first two months? </li></ul><ul><li>How will you focus on these goals? </li></ul>
15. 16. From Groups to Teams
16. 17. Five 21 st Century Skills/Competencies You Must Teach Today’s Students Communication Teamwork Problem solving Creativity Self management
17. 18. Using key tools <ul><li>Norming to performing </li></ul><ul><li>Peer collaboration/work ethic rubrics </li></ul><ul><li>Contracts </li></ul><ul><li>Project rubrics </li></ul>
18. 19. The Resources http://www.projectbasedlearning.us http://www.glef.org http://bie.org
19. 20. Know why PBL is necessary <ul><li>Connects a ‘sense of purpose’ with teaching and learning </li></ul><ul><li>Integrates instruction, community, and personalization </li></ul><ul><li>Draws on research showing that ‘relationship drives rigor’ </li></ul><ul><li>Provides the primary method for teaching 21 st century skills </li></ul>
20. 21. Create a “PBL-friendly” structure <ul><li>Time for formal planning and informal learning </li></ul><ul><li>Attention to ‘debriefing’ and cycle of inquiry </li></ul><ul><li>Outreach staff to support teachers </li></ul><ul><li>Mechanisms for integrated instruction </li></ul><ul><li>A welcoming environment </li></ul>
21. 22. Project Design Cycle Identify the Challenge Craft the Driving Question Plan Backwards Keep the End in Mind Enroll & Engage Build the Assessment Facilitate the Teams
22. 23. Identify the Challenge
23. 24. Craft a Driving Question
24. 25. Plan Backwards
25. 26. Build the Assessment
26. 27. Five Keys to Teaching 21 st Century Skills Use rubrics Grade the skills Train your students Go back to the rubric Practice. Practice. Practice.
27. 28. Create multiple assessments <ul><li>Daily </li></ul><ul><li>Homework </li></ul><ul><li>Weekly </li></ul><ul><li>Quiz </li></ul><ul><li>Early milestone </li></ul><ul><li>Journal </li></ul><ul><li>Self-reflection </li></ul><ul><li>Informal assessment </li></ul><ul><li>Mid-project milestone </li></ul><ul><li>Essay </li></ul><ul><li>Artistic product </li></ul><ul><li>End of project </li></ul><ul><li>Exhibition </li></ul><ul><li>Oral presentation </li></ul><ul><li>Defense </li></ul><ul><li>Exam </li></ul>
28. 29. Work Ethic Written Communication Critical Thinking Content Knowledge Nick 12 /25 22 /25 21 /25 18 /25 Rick 25 /25 15 /25 18 /25 25 /25
29. 30. Enroll and Engage
30. 31. <ul><li>EXAMPLE ENTRY EVENTS </li></ul><ul><li>Field Trip </li></ul><ul><li>Guest Speaker </li></ul><ul><li>Film, Video, Website </li></ul><ul><li>Simulation or Activity </li></ul><ul><li>Provocative Reading </li></ul><ul><li>Startling Statistics </li></ul><ul><li>Puzzling Problem </li></ul><ul><li>Piece of Real or Mock </li></ul><ul><li>Correspondence </li></ul><ul><li>Song, Poem, Art </li></ul><ul><li>Lively Discussion </li></ul>Enroll and Engage
31. 32. Facilitate the Teams
32. 33. Keep the End in Mind
33. 34. Reflect on process and outcomes Student performance. Student engagement. Clarity of instructions. Clarity of process. Clarity of evaluation. (Reeves, 1999 )
34. 35. Craft a Driving Question
35. 36. WHY HAVE A DRIVING QUESTION? FOR STUDENTS FOR TEACHERS Guides Project Work Initiates Interest and/or the Feeling of Challenge Reminds Them “ Why we’re doing this today” Engages Students in Solutions Turns a Big Idea into a Project Captures & Communicates the Purpose of the Project Guides Planning & Reframes Initiates and Focuses Inquiry
36. 37. Defining ‘authentic’ academic work <ul><li>Construction of knowledge </li></ul><ul><li>Disciplined inquiry </li></ul><ul><ul><li>Build on prior knowledge </li></ul></ul><ul><ul><li>In-depth understanding/concepts </li></ul></ul><ul><ul><li>Elaborated communication. </li></ul></ul><ul><li>Value beyond school </li></ul><ul><li>- Fred Newmann, 1998 </li></ul><ul><li>Authentic Achievement </li></ul>
37. 38. <ul><li>How do I build a birdhouse? </li></ul>How do I become a craftsman?
38. 39. What can we learn from the 1930’s? <ul><li>How important is self-reliance in today’s world? </li></ul>
39. 40. What were the qualities of the first five presidents of the U.S.? <ul><li>How can we use our knowledge of the first 5 presidents to become more informed voters in the 2020 presidential election? </li></ul>
40. 41. Is global warming affecting the health of the ecosystems of the world? How will climate change affect biodiversity in our local ecosystem?
41. 42. Why should we be generous? Is being generous worthwhile? What are the costs and benefits of generosity?
42. 43. How does media shape our perception of war? <ul><li>How has media become more or less powerful in shaping our perception of war? </li></ul>
43. 44. <ul><li>How does distributed and social media affect our perception of war? </li></ul>
44. 45. What is a heart-healthy meal for seniors? How do heart-healthy meals nurture seniors and extend longevity?
45. 46. The ‘Project-Project’ The AOHT Exemplar
46. 47. Critical Friends Group (CFG) <ul><li>Group A presents, outlining Academy plan, including goals and opening of year. Other groups listen without responding or questioning. (10 minutes) </li></ul><ul><li>Audience asks clarifying questions. (5 minutes) </li></ul><ul><li>Audience discusses project among themselves and offers nonjudgmental feedback (“I like…” and “I wonder...”) Group A takes notes and does not respond. (15 minutes) </li></ul><ul><li>Group A responds by talking about what has been learned through the feedback. Group A may choose to engage in open conversation with audience members. (5 minutes) </li></ul><ul><li>Facilitator debriefs the protocol and closes it. </li></ul>
47. 48. Thom Markham [email_address] Materials: www.thommarkham.com www.projectbasedlearning.us