On October 23rd, 2014, we updated our
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What ’ s the difference between Doing Projects and Project Based Learning ?
Know/ Need to Know Presentation/Product In PBL, the “ Problem ” is front-loaded. Rubric
WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING
WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING So, how do we develop projects?
Guidelines for Project Development
Begin with the end in mind
Craft the driving question
Develop a scenario
Plan the assessment
Map the project
Receive Critical Friends feedback
Manage the process
Developing The Project Plan the Assessment Begin w/ the End in Mind Craft the Driving Question Develop a Scenario
Documentation for Project Development Map the Project
The team teachers want to create a new project, so they Begin With The End in Mind
They look to the standards and school-wide learning outcomes :
I want to combine world history, career planning and success skills, and language arts 9 standards
I want to focus on developing collaboration, written communication, and oral presentation skills
Next, they Craft the Driving Question
Why are there hate crimes/terrorism that are based on religious beliefs/customs? What are they and how can they be prevented?
Then, they Developed a Scenario by crafting a problem statement How do we as…. young Americans Do…… understand other religions/customs So that..… we can eliminate hate crimes/terrorism and live in peace/harmony?
Finally, they Planned the Assessment (step 3)
Then they mapped the project by developing an Entry Event
A Strong Entry Document…
Is aligned to State standards
Sets the scene
Outlines the problem/project
Gives the students roles
Gives the students a goal/idea of end product
Provides key words or phrases that hint toward the need-to-know list
Allows students to (at least initially) chart their own course.
Think Hansel and Gretel
Put down some “ bread crumbs ” to help your students find their way…
In your entry doc, lay some hints down, to help them go in the direction you want
Key words and phrases often serve as the “ bread crumbs ” - students will key on them as Need To Knows.
Any astronauts in your community? Invite them for assessment or as a guest speaker during the course of the project.
Contact NASA, tell them about your project, how they might help?
Find the logo for NASA, put into letter.
Convince someone at NASA to actually allow the use of his/her name at the bottom of the letter.
Video conference presentations with Houston/Mission Control?
Trial Run It!
You might give your entry doc to another teacher, and have him/her write a list of knows/need to knows
Did that person identify the key areas that you want to hit in your project?
Will the need-to-knows provide direction for beginning the project?
They continued Mapping the Project by planning scaffolding activities
Workshops over the writing process
Analyze various websites to see if they are credible
Students will use note cards to document their findings
Workshops on formatting report, title page, outline, sources, etc.
Jigsaw workshops for each individual religion
Understanding proofreader ’ s marks
Next, they received Critical Friends Feedback
Once they completed the Project Overview document they asked for feedback from their colleagues and their designated coach.
They made sure to follow the Critical Friends protocol so that everybody was able to focus on the project rather than the individuals who developed the project.
Finally, they considered how they would Manage the Process Questions to consider… What ’ s my role during the project? What are the different stages of the project? What does a typical day look like? What ’ s the role of my students during the project?
Learning to Work In a Group Is a New Skill For Many Students
Students may become frustrated
Students may want to work alone
Students may lack the skills to be a good collaborator
As with any new skill, students will need practice, guidance and support to develop this ability
Repeated practice and reflection
Tools to help guide collaboration
Have students write a group contract at the beginning of each project
Provide Template, guidelines, sample contracts
Review with the group and have each member sign it
Refer to the contract when problems in the group arise
Ask the groups to reflect on their contract at the end of the project
Meet with the groups leaders on a daily basis to discuss the groups progress and any questions the group may have
The group leader should keep a daily log of what the group accomplished
Incentives can be offered for groups that meet all of their deadlines
Project Pacing Charts
Each group should develop the chart collaboratively
Refer to the pacing chart on a regular and frequent basis
Points can be assigned for work ethic as a daily formative assessment
How Its Used
Groups often struggle to manage all of the paperwork that is included in a project
If a student is absent, other group members have access to all the work
You can periodically check folders to monitor the progress each group is making
Create a folder for each group that can hold all the group work throughout the project