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Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
Lakeview pbl
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Lakeview pbl
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Lakeview pbl
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Lakeview pbl
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Lakeview pbl

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  • Justification for pblnad inquiry- along with skills
  • A day in the Life of a Function –Choose a day and describe it in terms of Math – Select 5 events during that day and using largely numbers, graphs, and images- describe your day- How How much money did it cost you to live for the day?How did your existence affect the planet’s health?What was the net calorie count in your day? How happy is your country?Define a function that provides a happy index for countries or cities?What values equate to happiness?What things are detrimental to happiness?What things are constant but what things are constantly changing? How does this impact Happiness?Anything else I need to describe it-STELLA-
  • Transcript

    • 1. Curriculum Design and PBL
    • 2. A guaranteed and viable curriculum is the number one factor impacting student achievement.
      (Marzano - What Works in Schools. 2003)
    • 3. A Pre-Assessment on Beliefs
      http://goo.gl/FO0fO
    • 4.
    • 5. Definition of PBL
      a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.
    • 6. Five Criteria to be PBL
      PBL projects are central, not peripheral to the curriculum.
    • 7. PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.
      .
    • 8. Projects involve students in a constructive investigation.
      Project NOT Exercise
    • 9. Projects are student-driven to some significant degree.
      Projects are realistic, not school-like
    • 10. Sense vs Meaning
      “Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….
      Of the two criteria, meaning has the greater impact ….”
      Sousa
    • 11. Curriculum
      Intentionally Designed
    • 12. Designing Curriculumusing UbD
    • 13.
    • 14. THINK!
    • 15.
    • 16. Stop-Light Differentiation
    • 17.
    • 18. Essential Question
      What are the attributes that define andstructures that support a 21st century curriculum?
    • 19. Essential Question
      How do I design contemporary curriculum that best meets the learning needs of my students?
    • 20. Assesment
    • 21. Types of Assessment
      Diagnostic
      Formative
      Peer/Self/Metacognitive
      Portfolio
      Summative
    • 22. Tools for Assessment
      Moodle
      Google Forms
      Google Sites Portfolios
      Quia
      Socrative
      Blog Prompts
    • 23.
    • 24. Black and Wiliam
      • Frequent short tests are better than infrequent long ones. 
      • 25. New learning should be tested within about a week of first exposure. 
      • 26. Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones.
      • 27. Comments alone have more impact on student achievement than comments and grades or grades only.
    • Draft In Progress not Rough Draft
    • 28. Performance Assessment
      GRASPS
      Goals
      Role
      Audience
      Situation
      Product/Performance
      Standards and Criteria for Assessment
    • 29.
    • 30. Is it a Rubric?
      Rubric vs Checklist vs Point Sheet
      Rubistar
    • 31. Design the Learning Activities (Part 3)
    • 32. Be Collaborative
      Design on a Wiki
      Design on Google Docs
    • 33. Design the Learning Activities
    • 34. The PBL Process
      REFLECTION
    • 35.
    • 36. Driving Questions
    • 37. Characteristics of a Driving Question
      • are provocative
      • 38. are open ended
      • 39. go to the heart of a discipline or topic are challenging
      • 40. can arise from real world dilemmas that students find interesting
      • 41. are consistent with curricular standards and frameworks
    • Entry Event
    • 42. Authentic Project
    • 43. The Projects
      History Museum with Documentaries and What-If Exhibit (US History)
      Graphic Novel History Text and a Warm-Up
      Sharing your Passion
      Frederick Douglas Speaker Series
      Non-Fiction Writing/Blogging 123
      Global Action Project
      Author Project and LitFest
      Global Issues Symposium (AP Environmental Science/Capstone 11th Grade Science)
      It’s My Brain, Do I know how to care for it? (9th Grade Tablet and Portfolio Intro)
       
      PBL or Project?
    • 44. PBL Assessment
      Assess Your Project
      Use clear Rubrics
      Set clear expectations (let kids contribute to this)
      Provide lots of Feedback – Use Feedback Loops (Tech is GR8 for this!)
      Use Peer Review
      Use Self Reflection and Assessment
    • 45.
    • 46.
    • 47.
    • 48.
    • 49. A Quote:
      Our job as educators is to make explicit that which we had hoped would be implicit.
    • 50. Designing the Curriculum
    • 51. What are the essential questions?
      How is what we’re teaching relevant to the student’s life?
      How do they extend the learning to demonstrate true understanding?
      When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned?
      When do they get to self-reflect? Do they have a metacognitive vocabulary?
    • 52.
    • 53. Find a Partner
    • 54.
    • 55. STAGE TWO
      ASsessments
      Blooms and Six Facets
      Grasps
      Rubrics
    • 56. Stage Three
      WHERETO
    • 57. Key Processes and Questions for 21st Century Learning
      Purpose–Is the task “Just in Time” or “Just in Case” learning?
      Outcomes and/or solutions–As a result of this investigation, will the students be lead to a solution?
      Time Frame–What is the time frame? Can students come to a conclusion in the time allotted?
      Collaborative–Will students have the opportunity and the need to work together to solve the problem?
      Real World Context–Is the task relevant to the learner?
      Audience–Who will be the intended audience of this investigation? How will the results be reported?
      Reflection–How will the students engage in self-critique and reflect/utilize feedback from others?
    • 58.
    • 59.
    • 60. Stop-Light Differentiation
    • 61. http://www.flickr.com/photos/dkuropatwa/3747619480/sizes/o/in/photostream/Working Together Teamwork Puzzle Concept -http://www.flickr.com/photos/22177648@N06/2137737248/
      CheckMarks -http://www.flickr.com/photos/9411503@N07/3192311442/
      Question Mark- http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/o/
      Light Bulb- http://www.flickr.com/photos/alancleaver/2279694390/sizes/o/in/set-72157606825074174/
      FOlders- http://www.flickr.com/photos/30231516@N00/399354425/
      Curriculum -http://www.flickr.com/photos/7200789@N06/1460025318/
      WOrld/Yellow Dude- http://www.flickr.com/photos/crystaljingsr/3915514240/in/photostream/
      Multiple Stopsigns- http://www.flickr.com/photos/69616736@N00/22205084/
      Stop Stick with Plan- http://www.flickr.com/photos/33124677@N00/56803146/
      THinking Man- http://www.flickr.com/photos/22177648@N06/2136947623/
      stoplight final page-http://www.flickr.com/photos/51035555243@N01/2379132152/

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