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<ul><li>Project-Based Learning </li></ul><ul><li>in the Digital Age </li></ul><ul><li>Jane Krauss and Suzie Boss </li></ul...
About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With guests:  Terry Smith and  Bruce Hammonds
Where We’re Going <ul><li>Monday  </li></ul><ul><ul><li>Getting to Know You </li></ul></ul><ul><ul><li>Intro to PBL </li><...
Where We’re Going in 2+ Days <ul><li>In four stages, complete a  project plan </li></ul><ul><ul><li>-establish conceptual ...
Tools in Context <ul><li>Google Sites (wiki)  </li></ul><ul><li>blogs </li></ul><ul><li>Google office apps </li></ul><ul><...
About You <ul><li>Projects are life. Life is a series of projects. </li></ul>
About You <ul><li>Discuss:  </li></ul><ul><ul><li>Project </li></ul></ul><ul><ul><li>Capabilities you drew on, developed a...
About You <ul><li>Tapping into Practice </li></ul><ul><li>In Google Site personal wiki page or on paper reflect: </li></ul...
discussion
Let’s Hear from Kids <ul><ul><li>Digital Youth Portrait: Cameron </li></ul></ul><ul><ul><li>Edutopia </li></ul></ul>
PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School   Neil’s Blog  Thinking in Mind
Let’s Define PBL… <ul><li>In project-based learning,  </li></ul><ul><ul><li>students learn important subject matter  </li>...
Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing student...
Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving Answers Making Meaning Useful to Kno...
<ul><li>Read, write, do math with apples </li></ul><ul><li>Visit an orchard </li></ul><ul><li>Make apple sauce </li></ul><...
The Project Spiral <ul><li>Projects get better and better  </li></ul><ul><li>Common practices emerge </li></ul><ul><li>Tra...
The Project Spiral <ul><li>Impact goes beyond kids </li></ul><ul><li>“ I did a live video-chat </li></ul><ul><li>with some...
<ul><li>Let’s Go Vote </li></ul>Funning Around in Mitchell
About You <ul><li>When it comes to PBL, you are: </li></ul>
Meet   Terry Smith
Let’s Hear from Kids <ul><ul><li>Christian Long’s Class Hons. English </li></ul></ul><ul><ul><li>The Alice Project -  Clas...
<ul><li>Why do we study the Renaissance?  </li></ul>Reinventing a Research Project:  Key Figures of the  Renaissance
discussion
<ul><li>Study  a major figure of the Renaissance period.  </li></ul><ul><li>Create a digital slideshow that informs others...
Reconsidered Project:  Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared f...
Reconsidered project:  Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared f...
How to Teach This Way? <ul><li>Key Components </li></ul><ul><li>Support </li></ul><ul><ul><li>Key conditions  met, honored...
How to Teach This Way? Several Key Conditions School improvement aims Opportunities for professional learning Flexible str...
Connecting Classroom 2.0:  www.classroom20.org   Edutopia groups:  www.edutopia.org   ePals:  www.epals.org   Global Educa...
About You <ul><li>When it comes to PBL, you are: </li></ul>
Where to Go Next  Tenderfoot?   Join others in a project. Pennies for Peace, international service-learning project with K...
Where to go next <ul><li>Explorer?   Expand beyond your classroom. </li></ul><ul><li>Find collaborative partners at: </li>...
Where to Go Next <ul><li>Scout?   Build buzz and go to scale. </li></ul><ul><li>Buzz-builders: Twitter, blogs, Facebook </...
(Scan Projects) HS MS Elem
Project Brief Example Athens, OH 6th Grade Recently, a student's grandparent fell on a broken sidewalk and fractured her h...
Project Briefs Conceptual Framework Write : Project Brief Include elements that help reader understand subject matter, stu...
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PBL South Dakota Day 1

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Jane Krauss and Suzie Boss work with teachers preparing for PBL in South Dakota

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  • How about you? HS? MS? ELEM? Instr leader, …Distance traveled?
  • Jane
  • Suzie: Using wikis right away, who’s familiar?
  • Jane
  • Suzie -
  • Discussion then Suzie
  • Suzie --- Stop at 5:45
  • Jane: Describe: Project exemplar bc - teacher accessible, student work on the web, mashes up old and new technologies, looks at history as historians do. Commercial Art; critical evaluation of imagery/symbols to capture the story; like curating an exhibit; new and old world techniques (goes into a digital museum); connection to experts
  • Jane
  • Jane At end ask: How do teacher and students’ roles change?
  • Jane: Prompt? Do you make distinction between activity-based and project-based? If so, what? When you look at continuum, is your practice more to left, to right, or somewhere in middle?
  • In project based-learning there’s often an initiating event to get kids’ attention, then a driving or essential question that sparks kids’ need to know. We’ll focus on the question here. Ask a question then prompt for more angles or go deeper with the question. Help kids shape them so significant learning will happen. Let’s look at three subordinate questions kids might pursue: What key subject matter might be addressed in the process of answering these questions?
  • Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It&apos;s the kind of thing that happens naturally, Karl Fisch says, &amp;quot;when students expect to be connected learners.&amp;quot; Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
  • Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It&apos;s the kind of thing that happens naturally, Karl Fisch says, &amp;quot;when students expect to be connected learners.&amp;quot; Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
  • Jane: Why do we study the Renaissance? Think what people might imagine as a project. Might have some characteristics (in left column) of thematic instruction. Might well use technology. What would traditional tech-rich project look like?
  • Suzie: Tell results of Survey (make em guess first, these fly in 1 by 1)
  • Discussion
  • Suzie
  • Jane: Why do we study the Renaissance? Think what people might imagine as a project. Might have some characteristics (in left column) of thematic instruction. Might well use technology. What would traditional tech-rich project look like?
  • Discussion
  • Jane: Tech probably used for research and presentation. We say: This is not an uncommon “project”. Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another?
  • Jane: How is this different? Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another? This has two features that get at critical thinking: Asking kids to COMPARE and MAKE A JUDGEMENT. Creating a sound set of criteria and then using it scaffolds these two.
  • Jane Krauss says: Talk about the NETS a little. They really embody the 21st C skills everyone touts as being important. (The bubbles are key words from the NETS as well as statements of what higher-order thinking looks like.) Talk about the process by which I remodeled this lesson, using knowledge of the NETS to make it stronger.
  • Jane
  • Suzie: Lot of solo teachers do their best under constraints. If hope to go to scale, imagine whole school doing PBL, think about supporting conditions
  • Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It&apos;s the kind of thing that happens naturally, Karl Fisch says, &amp;quot;when students expect to be connected learners.&amp;quot; Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
  • Suzie: Tell results of Survey (make em guess first, these fly in 1 by 1)
  • Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers &amp; poster components; remarkable videos that open the world of Pennies for Peace; and much more!
  • Join others or invite them to join you.
  • Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It&apos;s the kind of thing that happens naturally, Karl Fisch says, &amp;quot;when students expect to be connected learners.&amp;quot; Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
  • Subject matter? Student interaction? learning outcomes? Technologies in use?
  • Jane
  • Transcript of "PBL South Dakota Day 1"

    1. 1. <ul><li>Project-Based Learning </li></ul><ul><li>in the Digital Age </li></ul><ul><li>Jane Krauss and Suzie Boss </li></ul><ul><li>Laptop and Leaders Academy </li></ul><ul><li>June 7-9, 2010 </li></ul><ul><li>Region 3 Education Service Agency of South Dakota </li></ul>
    2. 2. About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With guests: Terry Smith and Bruce Hammonds
    3. 3. Where We’re Going <ul><li>Monday </li></ul><ul><ul><li>Getting to Know You </li></ul></ul><ul><ul><li>Intro to PBL </li></ul></ul><ul><ul><li>PBL in Practice </li></ul></ul><ul><ul><li>Grant Information with Ann </li></ul></ul><ul><ul><li>From Ideas to Design </li></ul></ul><ul><ul><li>Design a Project Brief </li></ul></ul><ul><ul><li>Project Support </li></ul></ul><ul><ul><li>~PBL After Hours~ </li></ul></ul><ul><li>Tuesday </li></ul><ul><ul><li>Critical Friends Review </li></ul></ul><ul><ul><li>Breakouts </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Essential Learning Functions supported by tech </li></ul></ul><ul><ul><li>Project Work </li></ul></ul><ul><ul><li>Plan Next Steps </li></ul></ul><ul><ul><li>Project Support </li></ul></ul><ul><ul><li>~PBL After Hours~ </li></ul></ul>
    4. 4. Where We’re Going in 2+ Days <ul><li>In four stages, complete a project plan </li></ul><ul><ul><li>-establish conceptual framework </li></ul></ul><ul><ul><li>-draft project brief(s) </li></ul></ul><ul><ul><li>-seek input, redraft </li></ul></ul><ul><ul><li>-develop project plan see: Project Planning in wiki </li></ul></ul><ul><li>On beyond these days: </li></ul><ul><ul><li>-seek partnerships </li></ul></ul><ul><ul><li>-prepare, schedule, set expectations </li></ul></ul><ul><ul><li>-plan assessments </li></ul></ul><ul><ul><li>-Go! </li></ul></ul>
    5. 5. Tools in Context <ul><li>Google Sites (wiki) </li></ul><ul><li>blogs </li></ul><ul><li>Google office apps </li></ul><ul><li>Skype </li></ul><ul><li>Wordle </li></ul><ul><li>Wallwisher </li></ul><ul><li>*Google SketchUp </li></ul><ul><li>*Glogster </li></ul><ul><li>Embeddable media </li></ul><ul><li>Slideshare </li></ul><ul><li>Flickr </li></ul><ul><li>Delicious, Diigo social bookmarking </li></ul><ul><li>Ning Network Classroom 2.0 </li></ul><ul><li>Let’sGoVote </li></ul>
    6. 6. About You <ul><li>Projects are life. Life is a series of projects. </li></ul>
    7. 7. About You <ul><li>Discuss: </li></ul><ul><ul><li>Project </li></ul></ul><ul><ul><li>Capabilities you drew on, developed along the way </li></ul></ul><ul><li>Note taker writes in Google Doc - Life’s a Project </li></ul>
    8. 8. About You <ul><li>Tapping into Practice </li></ul><ul><li>In Google Site personal wiki page or on paper reflect: </li></ul><ul><li>What projects have your students done? </li></ul><ul><li>What have you wanted to try? </li></ul><ul><li>List all traditions, celebrations, civic/public events in and out of school </li></ul><ul><li>5 and 5 </li></ul>
    9. 9. discussion
    10. 10. Let’s Hear from Kids <ul><ul><li>Digital Youth Portrait: Cameron </li></ul></ul><ul><ul><li>Edutopia </li></ul></ul>
    11. 11. PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School Neil’s Blog Thinking in Mind
    12. 12. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul><ul><li>Projects allow students a degree of choice, setting </li></ul><ul><ul><li>the stage for active engagement and teamwork. </li></ul></ul>Technology helps it happen
    13. 13. Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry and directions for learning, creativity and outcomes Develop knowledge, skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized Cause kids to teach and learn from one another
    14. 14. Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving Answers Making Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Curricular Focus Activity-Based v. Project-Based Learning Continuum of Practice Fun Captivating (or not) Thematic 
    15. 15. <ul><li>Read, write, do math with apples </li></ul><ul><li>Visit an orchard </li></ul><ul><li>Make apple sauce </li></ul><ul><li>Conduct a taste test </li></ul><ul><li>Paint and draw apples </li></ul><ul><li>Put on a Johnny Appleseed play </li></ul>PBL Why these apples? Activity based v. PBL “ Why are these the apples sold in our store?” geography, agriculture, economics “ How did they get from the tree to here?” labor, distribution systems “ Did grandma eat these apples at my age?” change over time, narratives Thematic Unit
    16. 16. The Project Spiral <ul><li>Projects get better and better </li></ul><ul><li>Common practices emerge </li></ul><ul><li>Traditions develop </li></ul><ul><li>Expectations grow </li></ul>
    17. 17. The Project Spiral <ul><li>Impact goes beyond kids </li></ul><ul><li>“ I did a live video-chat </li></ul><ul><li>with some enterprising </li></ul><ul><li>high school freshmen at </li></ul><ul><li>Arapahoe High School in </li></ul><ul><li>Littleton, CO” </li></ul>--Cory Doctorow
    18. 18. <ul><li>Let’s Go Vote </li></ul>Funning Around in Mitchell
    19. 19. About You <ul><li>When it comes to PBL, you are: </li></ul>
    20. 20. Meet Terry Smith
    21. 21. Let’s Hear from Kids <ul><ul><li>Christian Long’s Class Hons. English </li></ul></ul><ul><ul><li>The Alice Project - Class site </li></ul></ul>
    22. 22. <ul><li>Why do we study the Renaissance? </li></ul>Reinventing a Research Project: Key Figures of the Renaissance
    23. 23. discussion
    24. 24. <ul><li>Study a major figure of the Renaissance period. </li></ul><ul><li>Create a digital slideshow that informs others about this person’s most significant accomplishments. </li></ul><ul><li>Demonstrate clear organization and cite all sources of information and images. </li></ul>Original Assignment: Key Figures of the Renaissance
    25. 25. Reconsidered Project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Modified from Kim DiBiase - NBCT, Apple Learning Exchange
    26. 26. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
    27. 27. How to Teach This Way? <ul><li>Key Components </li></ul><ul><li>Support </li></ul><ul><ul><li>Key conditions met, honored </li></ul></ul><ul><li>Instructional design </li></ul><ul><ul><li>“ Backward” design </li></ul></ul><ul><ul><li>Shaped by input </li></ul></ul><ul><li>Preparation </li></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Expectations </li></ul></ul><ul><li>Necessary tools </li></ul><ul><ul><li>Social tools </li></ul></ul><ul><ul><li>Supported use </li></ul></ul>Seek continuous improvement Fearlessness Fraternité Forgiveness Fidelity & Fortitude
    28. 28. How to Teach This Way? Several Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
    29. 29. Connecting Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative: http://globaleducation.ning.com/ Twitter: www.twitter.com Facebook: www.facebook.com Diigo: www.diigo.com
    30. 30. About You <ul><li>When it comes to PBL, you are: </li></ul>
    31. 31. Where to Go Next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.org Edutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive Other projects to join: iEARN: www.iearn.org Flat Classroom Project: www.flatclassroomproject.org
    32. 32. Where to go next <ul><li>Explorer? Expand beyond your classroom. </li></ul><ul><li>Find collaborative partners at: </li></ul><ul><li>Classroom 2.0: www.classroom20.org </li></ul><ul><li>Edutopia groups: www.edutopia.org </li></ul><ul><li>ePals: www.epals.org </li></ul><ul><li>Global Education Collaborative: http://globaleducation.ning.com/ </li></ul>
    33. 33. Where to Go Next <ul><li>Scout? Build buzz and go to scale. </li></ul><ul><li>Buzz-builders: Twitter, blogs, Facebook </li></ul><ul><li>Invite others to join: Edutopia groups </li></ul><ul><li>Share your wisdom with others in PBL~Better with Practice group: </li></ul><ul><li>www.classroom20.com/group/pblbetterwithpractice </li></ul>
    34. 34. (Scan Projects) HS MS Elem
    35. 35. Project Brief Example Athens, OH 6th Grade Recently, a student's grandparent fell on a broken sidewalk and fractured her hip. Kids expressed concern about mobility and safety in the community. The driving question for our investigation is: How can everyone safely get where they need to go? Groups craft &quot;need to know&quot; questions and investigate the needs of different citizen constituencies (elderly, disabled, bike commuters, parents with strollers, joggers, young pedestrians, etc.), develop reasoned solutions to mobility concerns for those groups, develop an action plan and campaign for change.
    36. 36. Project Briefs Conceptual Framework Write : Project Brief Include elements that help reader understand subject matter, student interaction, learning outcomes Idea Idea Idea
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