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April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
April 2011 shadowing   foundations of pbl
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April 2011 shadowing foundations of pbl

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  • Many people “do projects”- very different from PBL. Problem is that activities are not connected to eachother. Students get to the end and ask questions about what was addressed weeks ago.
  • This is like problem solving the way that people do it in their lives and work: The problem is front loaded. Next slide: expectations for performance are given early on, so that students can work with more purpose, and often know their grades before they get the assessment back from the teacher.
  • This slide provides an overview of the steps for developing a PBL unit. Discuss the idea of backwards mapping and emphasize that PBL is standards-based.
  • Insert standards and outcomes from your project. Point out that projects must focus on both content and 21st century skills. Discuss how the two can support each other. If you teach in an integrated course, discuss how you merge standards from both subject areas.
  • Inser the driving question from your project. Discuss how you came up with the project idea and the overall goals for the project.
  • Ask the group what they think are characteristics of good driving questions based on your example, and then show the list above
  • Insert your entry document above. Have the group read the entry document and discuss how you typically launch your project.
  • Collect Knows/need to knows from the group based on your entry doc, then record here and discuss how to use the need to knows to guide the learning process.
  • Insert your content rubric above and discuss how rubrics are used to guide student work throughout the project. Describe the process you use to develop your rubrics and how you use school-wide rubrics for learning outcomes. You may also want to discuss what other forms of assessment are used during the project.
  • List some of the scaffolding activities you did during the project and discuss how you mapped out the calendar for the project.
  • Ask the group to briefly discuss each question in pairs then have groups share out and discuss each of these aspects of PBL.
  • Discuss how this differs from traditional roles.
  • Briefly discuss the stages. You may want to emphasize some of the scaffolding tools used during the process (ie group contracts, pacing charts, graphic organizers).
  • Post a screen shot of your course calendar above. Discuss how to use the calendar tool to set the objectives for the day and link students to resources and tasks.
  • If possible, insert a student sample.
  • Discuss the 6 A ’s for developing a project idea.
  • Refer back to their need to know list and ask them for any last questions or thoughts.
  • Transcript

    • 1. FOUNDATIONS OF PBL WORKSHOP
    • 2. “Doing Projects” vs. PBLProjects: Large activities completed after the students have been pushed through homework assignments, lectures, and readings. Usually a culminating event for a unit or semester. Writing Exercise Peer Edit Lecture Culminating Project Textbook Activity LectureTeacher-directed Activity Writing Exercise Textbook Activity
    • 3. In PBL, the “Problem” is front-loaded Worksho p Presentation/Product Worksho p Know/ Need to Know Rubric
    • 4. 5 STEPS FOR DESIGNING A PBL UNIT:1. Begin with the end in mind2. Craft the driving question & Entry Event3. Plan the assessment4. Map the project5. Manage the process
    • 5. STEP 1 - BEGIN WITH THE END IN MIND History Content Standards Learning Outcomes11.9 - 3. Trace the origins and geopolitical consequences (foreign & Curricular Literacy domestic) of the Cold War and containment policy, including: Written Communication The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting Oral Communication The Truman Doctrine Critical Thinking The Berlin Blockade Collaboration The Korean War Technology Literacy (not assessed) The Bay of Pigs invasion and the Cuban Missile Crisis Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies Project11.9 - 4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the “nuclear freeze” Concept movement). English Language Arts Content StandardsLiterary Response & Analysis3.5. Analyze recognized works of American literature representing a variety of genres and traditions: a. Trace the development of American literature from the colonial period forward. b. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. d. Relate literary works and authors to the major themes and issues of their eras.
    • 6. STEP 2 - CRAFT THE DRIVING QUESTIONDriving Question:What does it mean to be a Great American Author, and more specifically, a Great American Author of the 1950s?
    • 7. OTHER EXAMPLES OF DRIVINGQUESTIONS: To what degree should World War I be praised or condemned? (World History and 10th Grade English) How is biological evidence of a crime collected and processed to identify the perpetrator? (ROP CSI and Biology) How do people from different countries and cultural groups see the world? (World Languages)
    • 8. DRIVING QUESTIONS ARE… Provocative Open Ended Aligned to standards Challenging Arise from real world situations Act as a lighthouse to keep you on course
    • 9. ENTRY DOCUMENT & PROJECTGUIDELINES Great American Author Entry Document & Project Guidelines ! o gle Doc Lin k to Go
    • 10. PUT YOURSELF IN THE ROLE OF ASTUDENT… We know… We need to know…We will be choosing an American author How will the panels be formed?Author must have been writing in 1950s Will we have a list of authors to chooseWe will be on a panel to figure out what from? is means to be a “Great American Who is Senator Joseph McCarthy and Author” why is he important?Our panel will be competing to Who is Joseph Pulitzer & why is he determine what the guidelines should important? be for a new award called “Great How will we be assessed? American Author” What kind of writing will be doing?We will need to decide if our individual Essay? Letter? author meets the criteria that our panel decides on What will the final product look like?The country is in confusion and there What was going on in the 1950s in may be spies or enemies within the America? country How were authors significant during theWe are experts in American Literature ‘50s? & History What is the literary landscape ofWe will be presenting our America?
    • 11. STEP 3 - PLAN THE ASSESSMENT Great American Author Project Rubric Great American Author Presenta Links to Go ogle Docs dividual s: ! Addit ional In e Assessment u mmativForma tive & S  Research Journals  History Textbook Assignments  Literature Readings & Assignments  Journal Reflections & Check-ins  Film Worksheets & Reflections  Quizzes & Tests
    • 12. USING EFFECTIVE RUBRICS Importance of rubrics in a PBL environment  When given to students early in a project, it sets the expectations for student achievement  Clarifies performance expectations in both content standards and 21st Century skills Crafting an effective rubric  Focus on the standards being assessed  Be specific, using objective language when possible  Make sure there isn’t one right answer or “right way” for students to address each requirement  If something isn’t on the rubric, it will not be assessed
    • 13. District 21st Century Skills Rubric: Presentation/CommunicationCommunicatio Advanced Proficient Basic Not Yet Proficientn- Presentation Skills 4 3 2 1 Stage • Clothing was • Clothing was • Clothing was Presence very professional appropriate for Clothing was a mix inappropriate for • Strong eye audience and purpose of appropriate and audience andStudents will contact with the • Strong eye contact inappropriate for the purposearticulate whole audience most of the time with audience and purpose • Little to no eyeideas and throughout the most of the audience contactsolutions whole presentation • Tone and Eye contact was • Tone andclearly to an • Tone and enthusiasm is mostly limited and/or was not enthusiasmaudience. enthusiasm was appropriate to the with most of the inappropriate forStudents use very appropriate to topic audience topictechniques the topic • Stood up straight • Did not stand upto keep • Stood up straight and did not fidget for Tone and straight and/oraudience and no fidgeting a majority of the enthusiasm was fidgeting for most ofengaged. throughout the presentation sometimes appropriate the presentation whole presentation • Speakers are easy to the topic • Speakers were • Speakers were to hear by most and not heard by most easy to hear by all easy to understand Stood up straight and not easy nor and easy to most of the time for part of the understand understand • Uses very few presentation and/or • Verbal fillers were • No verbal fillers verbal fillers (“um”, fidgeting was a major distraction “yeah”, “so”… distracting Speakers were not
    • 14. QUICK NOTE: All of the pieces of ELO Unit Outline are still used when creating a PBL unit. Select Standard & Unit Name Write Essential Learning Outcomes List Prerequisite Skills Select Content and Academic Vocabulary Develop Timelines •Unit Start Date •Summative Date •Formative Date •Re-teach Date •Extension Date •Assessment Analysis Write Summative Assessment Write 1 or 2 Formative Assessments Teach, Give Formative Assessment Analyze Formative Assessment Results Develop Re-Teach and Extension Plan Re-teach/Extend/Continue Teaching Give Summative Assessment Analyze Summative Assessment Results ~ Decide what to build into next unit based upon results
    • 15. STEP 4 - MAP THE PROJECTWhat will scaffolding activities look like to supportstudents in their understanding of both the contentand the key skills necessary to complete theproject? Sample Scaffolding Activities from Great American Author Project:  PowerPoint Presentation, Lecture & Discussion on American Literary Periods  Annotated Bibliography Workshop & Sample Entry  Scholarly Article Workshop  History Films, Discussions & Reflections  Journal Check-ins & Progress Reports  Guided Literature Circles
    • 16. STEP 5 - MANAGE THE PROCESS Questions to consider…What’s the role of the teacher during the project? What’s the role of the students during the project?How will individual student accountability be ensured? What are the different stages of the project? What does a typical day look like?
    • 17. Group Contract Why dowe need acontract? • Hold group members accountable for work within a project • Divide up responsibilities • Set due dates within the project to make sure work can be turned in on time
    • 18. NEW ROLES Teacher StudentsProject manager Team members Coach Active learners Guide Researchers Advisor Investigators Mentor Apprentice Teachers and students are working collaboratively to complete the task
    • 19. HERE’S WHAT THE PROJECT MIGHT LOOK LIKE OVER THE COURSE OF THE UNIT: Beginning Stage Middle Stage Final Stage• Read entry doc and • Group meetings / • Rough draftscreate know/need to progress checks using • Peer reviewsknow list pacing chart • Self evaluations• Problem statement • Research • Practice presentationsdevelopment / prioritize • Warm-ups / Journals • Presentationstasks • Class discussions• Establish group roles • Practice tests • Workshops and mini-and write group • Tests lessonscontracts • Collaboration • Reading assignments /• Review rubric and fill evaluations skill building practiceout project pacing chart • Reflection and debrief • Guided activities• Begin preliminary • Quizzesinvestigations • Collaboration evaluations • Rough drafts
    • 20. HERE’S WHAT A DAY IN THE LIFE OF THE PROJECT MIGHT LOOK LIKE:1. Silent Reading (10 min)2. Digitally Submit Yesterday’s History Assignment (5 min)3. Literature Circles (30 min)4. Workshop: Writing an Effective Nomination Letter (30 min)5. Project Work Time (40 min) - Individual Research Journal due Today - Rough Draft of Nomination Letter due Tomorrow
    • 21. Quick Tip: Draft a Tentative Project Calendar Helps you to visually map out thecourse of the project Allows you to plan projectactivities effectively and in theappropriate timeframe Link to Grea Google D Once the project rolls out, it will t Proje American oc with ct Ca A lenda uthorhelp students manage the project for r!themselves and plan ahead
    • 22. Here is an example of a student’s final product for Great American Author Project:
    • 23. HOW WOULD YOU RATE THIS PROJECT? The Six A’s of PBL Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Link to The Six A’s Project Idea Rubric
    • 24. A quality project will…Establish a Need to Know or DoStudents are brought into the project by an entry event that captures interest, and begins the inquiry processDevelop Learning OutcomesProject activities invoke, teach, and assess skills like collaboration, oral communication, and other learningoutcomes adopted by your schoolEngage Students in InquiryStudents ask questions, consider several options, and proceed with answering questions independently andinterdependently.Require InnovationStudents generate new answers to complex, open-ended questions or problems.Organize Activities Around a Driving Question or ChallengeStudents find the Driving Question a meaningful focus for their workEncourage Student Voice and ChoiceStudents, with teacher supervision and guidance, make decisions that affect the course of the projectConclude with a Public PresentationStudents explain their findings an activities to others and respond to serious content- and process-focusedquestionsConfront Significant Content and Authentic IssuesStudents focus on content centered around state standards and address problems and issues from the worldoutside the classroomIncorporate Critique and RevisionStudents use feedback to improve their work and create high quality products.
    • 25. LAST THOUGHTS? Did we answer your need to knows? Additional questions or comments? What “ah-ha” or “take-away” do you have from this workshop?

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