Let's Hit the Road! Lesson Design for Connected Learning

1. Design for Connected Learning
Elizabeth H. Eastman
Let’s Hit the Road!
Training Site link: bit.ly/intrepidchrome

2. Under
Construction
1. Significant Content
2. Guiding Questions
3. Inquiry
4. Critique & Revision
5. Public Audience
Reference: http://bie.org/about/what_pbl

3. First Project?
● 1 curriculum area (integrated with literacy standards)
● limited student product types
Cross-Curricular Project! (down the road)
Widen Scope to ...
● 2 weeks +
● multiple subjects (integrated with literacy standards)
● more complex product and technology options
● community outreach & presentation to more public audience
Getting Started
Limit Scope to ...

4. To begin, consider...
Which instructional standard(s) do I want to transform?
● What engaging, relevant, problem or challenge could students attempt that is related
to key concepts and skills?
● How might students be asked to work collaboratively as part of this study?

5. Inquiry
...students are able to work without relying on
teacher too much, take initiative, stay on task,
find resources, learn from each other, and solve
problems
+
Independence
...students engaged in process of asking
questions, investigating answers from range of
sources and developing answers to share.

6. Define the assignment
with its intended outcome.
This may sound like you’re working backwards … you are.
Map out the end result before students begin the assignment.

7. Time frame?
➔ Curriculum maps & pacing guides
➔ Time allocations for subject areas
Core content knowledge, priority standards?
★ 1-3 standards from academic content area
★ Map curriculum to prioritize content for assignments/projects
★ Unpack standards in curriculum guides to design project lessons, products, and assessments
closely aligned with standards
Scope

10. (20) Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
The student is expected to:
(A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have
transcended the boundaries of societies and have shaped the world;
(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and
(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific
discoveries and technological innovations.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research
question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages,
online sources) and data from experts;
(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert
graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources
according to a standard format; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of
the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
7th Science TX-TEKS
7th ELA TX-TEKS

11. Essential Question
...focus for project work and captures task students
are engaged with in broad open-ended form.
When will I
ever use this?
Why do I have
to do this?
What does it
matter if I
know this?

12. Broadly encompass a hierarchical structure
of guiding questions.
Frame to promote higher level thinking.
Link and anchor concepts together.
Writing an Essential Question
...As an umbrella for guiding questions.

13. Essential Questions
Frame unit of study & Connect what is learned to real world
Require critical thinking to answer
Allow students to form original ideas instead of predetermined answers.
Point students toward key ideas & main concepts
we want them to understand
Asked & re-asked

14. Weather & Natural Disasters
Essential Question:
What are environmental and cultural effects of a
hurricane?
Guiding Questions:
1. What are characteristics of a hurricane?
2. How are people affected by a hurricane?
3. What is the impact of a hurricane on the
environment?

15. Ecosystems
Essential Question:
How do living things depend on one another and on
their environments?
Guiding Questions:
1. How are living things connected?
2. How does human activity affect
environments?
3. How are habitats alike and different?

16. Break down Essential Question
* Link key ideas & sub-topics to essential question.
★ What caused this?
★ Who is involved?
★ Why did this happen?
★ How does this affect you personally?
★ How does this affect your community?
★ How are relationships formed and made?
★ How does this affect other aspects that are linked to this topic?
Guiding Questions

17. (20) Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
The student is expected to:
(A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have
transcended the boundaries of societies and have shaped the world;
(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and
(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific
discoveries and technological innovations.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research
question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages,
online sources) and data from experts;
(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert
graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources
according to a standard format; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of
the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
7th Science TX-TEKS
7th ELA TX-TEKS

19. Assessment
Evidence of learning?
★ Product? - students ‘create’
★ Performance? - students ‘do’
Alignment
★ Assess content knowledge and understanding separate from other skills
i) concept web - notes - draft

20. Rubrics
★ Provide criteria to students
★ Creators - Rubistar & PBL Checklists
■ Better option--build with students a set of criteria
■ Show them examples of evidence in student work.
■ Have them apply criteria to examples at different levels of quality

21. Using Google Forms for Grading Rubrics (Google Guru)

22. 1. Developing habits of digital citizenship & collaboration.
2. Modeling appropriate use of technology tools for learning purposes.
3. Guiding steps in research process, citing sources,
and how to avoid plagiarism.
Reality Check...

24. Revision & Reflection
...students have processes for
giving/receiving feedback and to
think about how and what they
are learning. Revision leads to
higher quality work.

25. ...students present their
work to audiences beyond
their classmates and
teacher(s)
Audience

26. -- > Higher Quality Work!
Fuel for Critique and Revision

27. Models of digital citizenship and appropriate use of technology tools for learning purposes.

28. Give the writer a compliment.
* I like how you wrote about...
Make a connection to the writer.
Add new information or ideas to what the
student has shared.
* This reminds me of...
Ask the writer at least one question.
* (I wonder...) (Why...?) (How...?)
Commenting
Guidelines:
Always go back and re-read your comment to edit or revise your writing

30. ❏ Short but complete enough to make sense.
❏ Written in your own words.
❏ Use phrases instead of complete sentences.
❏ Connect to your questions & focus on important ideas.
❏ Useful, meaningful, and easy to read.
NOTES are…

31. Citing Sources

32. Roles & Products
* Options for product creation
* Both individual and team products to show what was learned
* Real- world Roles-- > Real-world Products
Engineer -- Plan, drawings, or model or design of system or structure
with explanation,
Scientist -- design for experiment, written/oral report of research
findings, informational video, website, slides etc
Business Person -- business plan, written report for investors or
supervisors

33. Agenda: goo.gl/qjDM3b
Training Site: bit.ly/intrepidchrome
Entry Ticket: goo.gl/zidTyX
Exit Ticket: goo.gl/EiAFOa
Find Me: about.me/elizbtheastman