Adventures in Project Based Global Learning
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Adventures in Project Based Global Learning



Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit for details and registration. ...

Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit for details and registration.

Hear from educators who are employing project-based global learning to give students the skills they need to connect, cooperate, and compete in a global environment. Learn how they have implemented a school-wide global learning program that incorporates projects and service learning across the curriculum. Teachers and the school leader will share their struggles and successes to help guide you on your own journey to preparing students for their global futures.



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Adventures in Project Based Global Learning Presentation Transcript

  • 1. Adventures in Project-Based Global Learning ISSN Webinar January 10, 2013@wwcsags
  • 2. The Vision…
  • 3. Student Characteristics• There are currently 199 students in Grades 9 & 10 in AGS.• Currently, we have 16 of those 199 students identified as having learning disabilities (SLD, CD, OHI).• Students are serviced through IEPs developed and reviewed once per year per Federal and State law.• We also have other “non-identified” students that struggle with reading, math, and study skills.
  • 4. Rigorous Academics - Longer School Day
  • 5. Program Academic Requirements• World Studies; American Studies; Government & the Rights of Man; Interdisciplinary Senior Capstone• Algebra I; Geometry; Algebra II; Pre-Calculus or Calculus• Physical Science; Biology; Chemistry; Physics• 4 years of Spanish or Mandarin Chinese• Global Seminar 9, 10, 11 & 12
  • 6. 4 Pillars of Global Competence Recognize & Weigh Investigate the Perspectives: World: Produce Apply Cross- New Global Cultural Knowledge Understanding Communicate Ideas: Connect & Collaborate Take Action: Enact Across Boundaries Global Solutions
  • 7. School Wide Learning Outcomes Academic Communication Content Global Collaboration AwarenessMedia Literacy Critical Thinking Work Ethic Creativity & Innovation
  • 8. Project-Based Learning (PBL)• Synonyms: Problem-Based Learning (PrBL); Challenge-Based Learning; Task Design• Student groups are given a project which simulates an authentic task• Project leads students to material the teacher needs them to learn.• Students become more interested in learning the concepts because they “need” them to finish their project.
  • 9. Some PBL Examples…
  • 10. System of Linear Equations November 10, 2012 – December 6, 2012Driving QuestionHow can we apply mathematics to determine optimization?
  • 11. Problem Based Learning in Math• Shorter than projects – only 3-5 days• Gives context for the math content• Encourages deeper thinking• Traditional homework and testsQuadratic Equations Unit• How high can you throw a ball contest?• Can the baseball player go pro?• What is the biggest box?• Sidewalk stones in Prague (MARS task)
  • 12. How High Can You Throw a Ball? KNOW NEED TO KNOWAcceleration due to gravity is a=32.2 ft./second squared. How can you measure the height of(9.8 meters/second squared) the ball?Have to include a graph showing the height of the ball Strategies on throwing the ball?over timethe motion of objects is governed by one basic equation:d= d0+v0t+1/2at^2 How do we find the velocity?v0 is the initial velocity How will we measure the velocity?Include all calculations and an explanation of allreasoning Force applied to the throw?
  • 13. The Outer Limits October 11, 2012 – November 19, 2012Driving QuestionHow can we as AGS students create an Astronomy Toolkit sothat we can learn, understand, and build upon current scientificconcepts about our universe?
  • 14. Student Work-Astronomy Toolkit
  • 15. Student Work-Astronomy Toolkit
  • 16. Hot Zone CDC Cell Unit Project August 21, 2012 – September 27, 2012Driving QuestionWhat are the components necessary for cellular life?
  • 17. Hot Zone CDC Cell Unit Project
  • 18. The Hot Zone CDC Cell Unit Project How does it …• Investigate the World? Students test their school for bacterial/mold micro-break areas.• Recognize and Weigh Perspectives? Students collaborate within their team and then use real-world scientific methods in order to perform their investigation.• Communicate Ideas? Students present their findings to a panel of professional scientists from area businesses.• Take Action? Students temporarily shut down areas determined to be potential microbreaks and do not open them back up until they decontaminate them.
  • 19. Tanzania Project September 3, 2012 – September 10, 2012Driving QuestionHow can we as AGS help students in Tanzania so that they canlearn English and practice multiplication tables?
  • 20. Scaffolding in a PBL Environment• Every student can learn.• Every student brings unique skills and challenges to the (learning) table.• Our goal is to develop those skills and address those challenges in a way that builds proficiency in the subject matter as well as builds self- confidence in our students as they prepare to make a difference in our world.
  • 21. Obstacles we had to overcome… 1. TMS (time, money, space) 2. Transition from traditional teaching pedagogy to PBL 3. Changing the student and adult culture 4. Initial lack of technology 5. Scaffolding soft skills 6. Everything takes longer than you expect 7. Developing a sustainable travel option 8. Fear & tradition
  • 22. What we learned….. 1. Change, while invigorating, can be hard on students & adults 2. Our kids constantly surprise us 3. A strong mastery of 21st century skills is necessary for the success of our students 4. PBL works! (and is scalable) 5. Student engagement is the foundation for other success measures (achievement; attitude; attendance) 6. Giving students ownership is hard but worth the effort 7. Networks are instrumental for success