1307994884 creating effective entry events-2

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  • Have participants open the document, “ First Entry Doc NTKs ” . The entry doc is there, so they can read it for themselves without having to squint at the screen.
  • Collect Knows/need to knows from the group, then record here
  • It might be helpful to go back and forth between this and the previous slide for comparison
  • Record observations from the group
  • Discuss questions with the group. Hopefully they will answer “no”: the students don’t know that she wants them to study Newton’s laws, or that she wants them to know about gravity and lack of air resistance on the moon.
  • At this point, you can let the pairs of participants open the ppt, and go through the slides on their own. Suggest that they view it in “ Presentation mode ” , because there are links that make it easier to navigate back and forth. You can circulate around the class, answering questions as they arise.
  • You might want to reference the content sessions with this slide - either, “did you see this in the content session?” or, “look for this in the content session”.
  • You might offer some other examples of teachers making their projects/entry docs more authentic, and making Adult connections. You might also want to reference the 6-As rubric. Lastly - some of the suggestions here are very high-level. You may want to mention that that is not the expectation level, but those are the sorts of aspects of a project worth shooting for.
  • The link is to a youtube video. Instead of taking the time to go through both of these examples, encourage the participants to explore these on their own, after the workshop.
  • Direct their attention to the rubrics attached in PeBL
  • 1307994884 creating effective entry events-2

    1. 1. Effective Entry Events
    2. 2. Let’s say Ms. Smith wants to create a new Physics project <ul><li>She looks to her standards … </li></ul><ul><li>And determines that students need to … . </li></ul><ul><ul><li>Learn about Newton ’ s 3 Laws </li></ul></ul><ul><ul><li>Revisit their skills using some equations of motion. </li></ul></ul>
    3. 3. She Begins With the End in Mind… <ul><li>Her idea: Students must create a game to be played on the moon. </li></ul><ul><li>This will also give the students a chance to explore the differences between the environment on the moon and that on earth, in particular the differences in gravity and air resistance. (which are also in the standards) </li></ul>
    4. 4. Here’s her first try at an entry doc… <ul><li>Call for Proposals: </li></ul><ul><li>With the recent interest by the current administration in Washington to create a base on the moon, we at NASA are looking at all aspects of supporting a long-term human presence on the moon. While the most pressing issues are technology-related, we cannot ignore the societal issues that will face the population of those living on the moon. We want to make sure that those on the moon remain in strong physical and mental health. </li></ul><ul><li>Therefore, to ensure that workers on the moon have opportunity for recreation, we are asking for proposals to create a game that can be played on the moon. Applicants will need to develop a game, and then present it to a review board that will consist of astronauts, exercise experts, and physicists, so that we at NASA know that your understanding of the physics is adequate to the task of accurately predicting what will happen in the game that you propose. </li></ul>Return to last slide viewed
    5. 5. Put yourself in the role of a student starting this project. <ul><li>BASED ONLY ON THE ENTRY DOCUMENT… </li></ul><ul><li>Try determining the things that you know from the Moongames entry doc </li></ul><ul><li>With a partner, jot down a quick list of these need-to-knows </li></ul><ul><li>If you were a student, what are the next steps that you would take? </li></ul>First Moongames Entry Doc
    6. 6. Our list… <ul><li>We know… </li></ul><ul><li>We need to know… </li></ul>
    7. 7. This is what she was hoping for… <ul><li>We know… </li></ul><ul><li>NASA is looking to support human presence on moon </li></ul><ul><li>Must create a game to be played on moon by astronauts </li></ul><ul><li>Must present to a team of experts. </li></ul><ul><li>Must show understanding of the physics (Newton’s Laws) involved </li></ul><ul><li>We need to know… </li></ul><ul><li>What is the physics involved? </li></ul><ul><li>How do Newton’s laws apply? </li></ul><ul><li>What is difference between environment on Moon and Earth? </li></ul>First Moongames Entry Doc
    8. 8. Any differences between your list and hers?
    9. 9. Now what? What will the students do? <ul><li>As it is written, can the students use the Need to Know list to direct their work? </li></ul><ul><li>Will they go in the direction that she wants them to go? </li></ul>First Moongames Entry Doc ?
    10. 10. A better entry document… <ul><li>Tim Presiado taught Geography, and found a great feature in a National Geographic: “Zip Code USA” </li></ul><ul><li>He decided to have the students create their own magazine 2-page spread on a zip code as a project. </li></ul>
    11. 11. Here is the end… (final product)
    12. 12. Here is the beginning: the Entry Document Read it over, and put yourself in a student role, about to do this project: What do you know? What do you need to know? (You might want to write a couple of lists, or just catalog in your head) Return to last slide viewed
    13. 13. If you were a student… <ul><li>Could you generate a healthy Know/Need to know list? </li></ul><ul><li>Would your “Need to Knows” give you direction for action? </li></ul><ul><li>Consider: what are your next steps as a student? What will you do to start your work on the project? </li></ul>
    14. 14. Most Importantly… <ul><li>Can you, in the role of teacher, envision facilitating the Know/Need to Know/Next steps process… </li></ul><ul><li>… then see letting the students go (to the computers, or wherever), and them beginning the project, without you telling them what to do? </li></ul><ul><li>( click here to link back to entry doc if you want another look) </li></ul>
    15. 15. A Strong Entry Doc… <ul><li>Is aligned to State standards </li></ul><ul><li>Sets the scene </li></ul><ul><li>Outlines the problem/project </li></ul><ul><li>Gives the students roles </li></ul><ul><li>Gives the students a goal/idea of end product </li></ul><ul><li>Provides key words or phrases that hint toward the need-to-know list </li></ul><ul><li>Allows students to (at least initially) chart their own course. </li></ul><ul><li>Does Tim’s entry doc do all those things? </li></ul>
    16. 16. <ul><li>Put down some “bread crumbs” to help your students find their way… </li></ul><ul><li>In your entry doc, lay some hints down, to help them go in the direction you want </li></ul><ul><li>Key words and phrases often serve as the “bread crumbs” - students will key on them as Need To Knows. </li></ul>Think Hansel and Gretel
    17. 17. Ms. Smith adds some “bread crumbs”… <ul><li>She puts in something about Newton’s Laws (key words) </li></ul><ul><li>She puts in something about the differences between conditions on Earth and the Moon . (key phrase) </li></ul><ul><li>She is a bit more descriptive about the final product. </li></ul>
    18. 18. Ms. Smith’s additions are in red. <ul><li>Call for Proposals: </li></ul><ul><li>With the recent interest by the current administration in Washington to create a base on the moon, we at NASA are looking at all aspects of supporting a long-term human presence on the moon. While the most pressing issues are technology-related, we cannot ignore the societal issues that will face the population of those living on the moon. We want to make sure that those on the moon remain in strong physiologic and mental health. </li></ul><ul><li>Therefore, to ensure that workers on the moon have opportunity for recreation, we are asking for proposals to create a game that can be played on the moon, that considers and allows for the specific conditions on the moon that are different from earth ’ s . Applicants will need to develop a game, and then orally present it to a review board that will consist of astronauts (to see if it seems fun), fitness experts (if it is going to provide exercise), and physicists, so that we at NASA know that your understanding of the physics is adequate to the task of accurately predicting what will happen in the game that you propose. Along those lines, be ready to explain the motions of people or objects in your game, referring to any of Newton ’ s Laws. The extraordinary proposal will have predictions of motion with appropriate equations and calculations clearly shown and referenced. </li></ul>Return to last slide viewed
    19. 19. Does the new list provide more direction? <ul><li>We know… </li></ul><ul><li>NASA is looking to support human presence on moon </li></ul><ul><li>Must create a game to be played on moon by astronauts </li></ul><ul><li>Must present to a team of experts. </li></ul><ul><li>Must show understanding of the physics involved </li></ul><ul><li>Must explain motions of objects or people </li></ul><ul><li>We need to know… </li></ul><ul><li>Will it be inside or outside? </li></ul><ul><li>What equipment can be used? </li></ul><ul><li>How long should the game be? </li></ul><ul><li>What is the physics involved? </li></ul><ul><li>What are Newton’s Laws? </li></ul><ul><li>How are the conditions on the Moon different from the Earth’s? </li></ul>Second Moongames Entry Doc
    20. 20. Now you can think about improving… <ul><li>… Authenticity </li></ul><ul><li>Find the logo for NASA, put into letter. </li></ul><ul><li>Convince someone at NASA to actually allow the use of his/her name at the bottom of the letter. </li></ul><ul><li>Video conference presentations with Houston/Mission Control? </li></ul><ul><li>… Adult Connections </li></ul><ul><li>Any astronauts in your community? Invite them for assessment or as a guest speaker during the course of the project. </li></ul><ul><li>Contact NASA, tell them about your project, how they might help? </li></ul>
    21. 21. Other Examples – Not Letters <ul><li>Video: “ Speciation Nation ” </li></ul><ul><li>PowerPoint: “Romeo & Juliet” </li></ul><ul><li>PowerPoint Story: Gothos Ex Machina </li></ul>
    22. 22. Consider these rubrics <ul><li>Assess your entry doc with the “ Entry Doc Rubric ” </li></ul><ul><li>Consider the overall project with the “ Project Idea Rubric ” </li></ul>

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