Project-Based Learning Institute - August 31st & September 1, 2010 - Court Square

Dan Cordon, Assistant Director, Eagle R...
●   Live in respectful harmony with others
                  ●   Develop mind, body, and spirit
                  ●   Lear...
The 22nd Mission Project - Seven Elements of PBL
   1. Driving Question or Challenge
   2. Need to Know - Why are you work...
ABCD (Asset-Based Community Development) Principles & Goals
  ● Everyone has gifts
  ● For ABCD to work, everyone must giv...
b. Questions for This Year:
   3. What are your dreams and aspirations about PBL at your schools? What do you most
      o...
Tips
From too big to manageable
From too general to more concrete and localized
From “sounds like a teacher” to learner-fr...
create higher quality products.

Critical Friends Tuning Protocol
Presenters   Presentation: project title & idea, driving...
Entry Events: The first activity to form a team
   ● Field Trip
   ● Guest Speaker
   ● Film, Video, Website
   ● Simulati...
●   Presentation/Exhibition Schedule
   ●   Resource List

Formative Assessment - Kitty Karrier Project Requirements - pro...
Meet with Team Representatives
  ● Who is assigned to each role?
  ● What’s going on in this team? If you could wave a mag...
Project Based Learning/Buck Institute
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Project Based Learning/Buck Institute

  1. 1. Project-Based Learning Institute - August 31st & September 1, 2010 - Court Square Dan Cordon, Assistant Director, Eagle Rock School and Professional Development Center ● Icebreaker - “What’s in a Name?” and “Our Proudest Classroom Moments” ● PBL: How can I juggle all the elements of quality projects? ● SuperBall Video - Managing a classroom is like controlling 100,000 superballs going down the street in San Francisco. ● By the end of PBL 101, you will have started planning a project by: ○ Understanding ?Main Course? PBL ○ Generating a Project Idea ○ Refining a Driving Question ○ Balancing Assessment Strategies ○ Gathering Tips for Managing Projects ● Buck Institute for Education - BIE.org - Starter Kit ● My Story - High School Teacher at full scholarship Alternative Residence Private High School (Eagle Rock School and Professional development Center) in Colorado exclusively for HS drop-outs - http://www.eaglerockschool.org/home/index.asp ○ All project-based ○ Minimum 6 trimesters - graduate when they demonstrate mastery in core courses ○ Value Driven 8 themes - 5 expectations - 10 commitments ● Individual Integrity ● Intellectual Discipline ● Physical Fitness ● Spiritual Development ● Aesthetic Expression ● Developing an expanding knowledge base ● Communicating effectively ● Creating and making healthy life choices ● Participating as an engaged global citizen ● Providing leadership for justice
  2. 2. ● Live in respectful harmony with others ● Develop mind, body, and spirit ● Learn to communicate in speech and writing ● Serve the Eagle Rock and other communities ● Become a steward of the planet ● Make healthy personal choices ● Find, nurture and develop the artist within ● Increase capacity to exercise leadership for justice ● Practice citizenship and democratic living ● Devise an enduring moral and ethical code Think Share What Skills MUST students have to survive? ● Creative Thinking ● Critical Thinking ● Responsibility ● Self-Starter ● Bi-Literate/Bi-Cultural ● Cross Cultural Understanding ● Socially Adept ● Inquisitive ● Organized ● Better Studying Skills ● Problem Solvers Research - see bie.org/research What is Project - Base learning? “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.” - John Dewey “My Project” California - The Mission
  3. 3. The 22nd Mission Project - Seven Elements of PBL 1. Driving Question or Challenge 2. Need to Know - Why are you working on this project? Are they hungry to figure out a question? The passion in the “Need to Know” drives authentic learning. 3. Inquiry and Innovation - Inquiry= asking questions; Innovation 4. 21st Century Skills - working with others - may be replicated in the real world 5. Student Voice & Choice - 6. Feedback & Revision - Peer Assessment & Personal Review 7. Publicly presented products - outside evaluators review products - makes it more authentic. Authentic Projects - videos - MediaSavesTheBeach.com techhightech Think Share Revolution or Evolution: Would PBL be an evolution of your teaching, or a revoution? Or do you do it already? could you modify some of your current activities or projects so they have the 7 essential features of PBL? Comments ● How do we create projects that cover content that is tested? ● How do we assess projects? ● Organizing thoughts before they write their projects
  4. 4. ABCD (Asset-Based Community Development) Principles & Goals ● Everyone has gifts ● For ABCD to work, everyone must give gits ● Identifies and mobilizes the assets of individuals, especially those who are marginalized (students) ● Builds relationships among community members, especially those that are mutually supportive ● Gives students more roles and power in schools; students help lead efforts Personal Assets ● Hand: Make a list of all those things you can do with your hands ● Head: Make a list of all those things you are good at with your brain ● Heart: Make a list of all those things you are passionate about ● Human: Make a list of important relationship in your neighborhood, community and beyond - people you can ask to get things done. Five Minute Activity Go to a new person in your group and ask them what their gifts are. Take note and share Individual Reflection - 10 minute activity 1. What are your gifts? What are your talents? What do you love to do? Come up with at least 7 capabilities. a. Gifts: scribing, listening/condensing/summarizing, problem-solving, implementing projects, designing curriculum projects b. Talents: technology, language, writing, analysis, broader thinking c. Love to Do: read, write, daydream, 2. What are questions that inspire you about your school? What are the questions that this year will be answered? a. Inspired:
  5. 5. b. Questions for This Year: 3. What are your dreams and aspirations about PBL at your schools? What do you most often daydream about in regards to your work here? Complete this sentence at least 5 times: “It would be so great if I could...” a. Dreams/Aspirations about PBL at my school: b. Daydreams: c. It would be so great if I could ... Why Have A Driving Question? For Students ● Guides project work ● Creates Interest and/or the feeling of challenge ● Remind them “Why We’re Doing This Today” For Teachers ● Criteria for evaluating your driving question ● Will my students understand it? and find it intriguing? ● Is it open-ended and does it require a complex answer? ● To answer it, will my students need to learn important content and skills? ● Does it focus on an authentic issue, problem or challenge? Refining a Driving Question Watch this video. What do your notice about the process of refining a Driving Question?
  6. 6. Tips From too big to manageable From too general to more concrete and localized From “sounds like a teacher” to learner-friendly To Dos ● generate a project idea ● refine a driving question ● determine culminating products PBL Project Overview Template - See bie.org/tools - Useful Downloads Assessment Traditional Assessment balanced with 21st Century Skills 21st Century Skills Assessment Critical Thinking Journal, test questions & performance tasks Collaboration Think Share Feedback & Revision - Critique Protocols - by Peers ● Be kind ● Be specific ● Be helpful Culture of Critique: What lessons did the video teach about using feedback & revision to
  7. 7. create higher quality products. Critical Friends Tuning Protocol Presenters Presentation: project title & idea, driving question, culminating 7 minutes products. Entry events and any concerns you’d like feedback about. Everyone Clarification: Audience asks short clarifying questions 3 minutes Audience Good Stuff: Audience shares what they liked about the project 4 minutes Wondering Stuff: Audience shares their concerns and questions 4 minutes for consideration. Next Stuff: Audience shares ideas about resources and ways to 4 minutes enhance the project Presenters Reflection: Individual/Goal reflects on current thinking based on 3 minutes feedback/next steps Total Time 25 minutes Day Two - September 1, 2010 Video: “Herding Cats” Structuring Teams: Allow students to choose who will be on their team - VOICE & CHOICE Think Share Classroom Culture: What was the role of the teacher and the students? What behaviors promoted a culture of inquiry and independence?
  8. 8. Entry Events: The first activity to form a team ● Field Trip ● Guest Speaker ● Film, Video, Website ● Simulation or Activity ● Provocative Reading ● Startling Statistics ● Puzzling Problem ● Piece of Rea or Mock Correspondence ● Song, Poem, Art ● Lively Discussion ● Word Wall - negative and positive words that mean ...; followed by personal reflection Think Share Launch the Inquiry: What struck you about the Entry Event (word wall with reflection) and the students’ response? How would this event initiate inquiry? ● Students were comfortable with the teacher and shared words that were risky. ● The event was set up as a game that became very serious at the end. First Day ● Entry Event ● Create Need to Know List ● Project Teams announced ● Discussion of expectations for teamwork ● First team meeting; team-building activity, contract, initial task list Project Packet ● Team Roster ● Project Calendar ● Rubric & Assessments ● Checklist of Requirements ● Templates for contracts, lists, etc.
  9. 9. ● Presentation/Exhibition Schedule ● Resource List Formative Assessment - Kitty Karrier Project Requirements - produced varying quality projects ● low cost materials ● no metal parts ● fit underneath seat on a plan ● open & close access ● comfortable & Breathable ● rigid structure Check List versus Rubric - Rubrics are preferable ● create rubric with students ● rubric eliminates questions on how they will be assessed on their projects ● See rubistar for rubric template Last Day ● self and peer assessment ● project debrief and celebration Teaming Tips ● Teacher decides teams (or manages the process) ● Four is best ● Usually heterogeneous ● “Slacker hardball” ○ All slackers on the same team - sometimes works ○ Includes a “firing” clause in the contract ”You’re Fired” - Advice from some teachers Teaming Issues ● Dealing with Absenteeism ○ contract can help ○ review in advance
  10. 10. Meet with Team Representatives ● Who is assigned to each role? ● What’s going on in this team? If you could wave a magic wand over this team, what would you fix? ”The Usual Suspects” - Line-Up Ensure individual accountability ● structure tasks so each team member contributes ● journal entries, status reports on who did what, self-assessment/peer assessment - check for alignment ● Each team member must be prepared to present the entire presentation alone ● Each member must be able to say what the other member’s role was ● Check-Ins: speak 45 seconds on the status of the project 100 Campbell Soup Cans by Andy Warhol Avoid death by repetitive presentations ● Careful planning ● Sleeping audience - have them execute a rubric of the presentations

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