Using Project-Based Learning and Standards-Based Education

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Using Project-Based Learning and Standards-Based Education
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy

Published in: Education
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Using Project-Based Learning and Standards-Based Education

  1. 1. +Transitioning to the common core using PBL and SBE to prepare our students for life after high school. Maggie Ford and Tim Spencer Alternative Education Academy
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  4. 4. + http://www.youtube.com/watch?v=_A- ZVCjfWf8
  5. 5. + Strand: Physical Science Measurement Topic: Structure and Properties of Matter (.08) SC.06.08.01.01 Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as… Investigating the properties of gravityStrand MeasurementBroad category of Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success.learning Topic Score 3.0 While engaged in tasks structure and properties of matter, the student... More specific category Compares and contrasts mass and weight The student exhibits no major errors or omissions. of learning within strandPerformance Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level Score 2.0 While engaged in tasks structure and properties of matter, the student... Identifies that mass is determined by the amount of matter in an object Identifies that weight is determined by the amount of gravitational pull on an object Relates specific terminology... Score 3.0Learning o mass The content or skillsTargets o matter that are explicitly o weightThe Score 3.0 bullet is o volume taughtdesignated the o density However, the student exhibits major errors or omissions regarding the more complex ideas and processes.Learning Target. TheLT definesproficiency. Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures. Score 2.0 Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complexSimpler ideas and or foundational processes. skills or knowledge Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes. at a lower Score 0.0 Even with help, no understanding or skill demonstrated. taxonomic level
  6. 6. + The Scale 4 In addition to exhibiting level-3 performance, in depth inferences and applications that go BEYOND what was taught in class 3 No major errors or omissions regarding any of the information and/or processes (SIMPLE or COMPLEX) that were explicitly taught 2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1 With HELP, a partial knowledge of some of the simpler and complex details and processes 0 Even with help, no understanding or skill demonstrated
  7. 7. Learning Goals vs. Learning Tasks Score 3.0 Learning Targets are written in the form of learning goals, not learning tasks or activities Learning goals specify the content or skills that the student is expected to know or do Learning tasks or activities are the classroom activities that a student does in order to accomplish or be assessed on the learning goal. Examples Goal Task of activity The student demonstrates The student creates a map showing knowledge of the division of the the states that formed the country during the Civil War Confederacy and those that stayed in the United States
  8. 8. + Measurability 3.0 Learning Targets must be measurable Measurable:  Observable or Quantifiable  Makes predictions about reading  The teacher can observe a student doing this  Performs 10 push-ups with proper form  The teacher can count the number of pushup and observe proper form  Not Measurable  The student enjoys independent reading
  9. 9. + Limit the number of 3.0 Learning Targets!  Research suggest that there should be no more than 3-4 Learning Targets per topic  Why? More than 3 or 4 become impossible to assess and assess well at the same time  Teachers can only keep records of 3-4 things at any given time Note: A Scoring Guide will be developed for each Learning Target
  10. 10. Specificity of Learning Targets Learning targets must be written so that a teacher, unfamiliar with the process and unfamiliar with the curriculum, can assess a student Avoid terms that can’t be easily defined or allow for subjective interpretation Terms can be defined within the learning target Examples can also be used to provide specificity Example Non-Specific SpecificMonitors own reading for Employs self-monitoring strategies whilecomprehension reading (e.g., predicting, confirming, rereading)
  11. 11. + Taxonomic Foundations Score 2.0’s generally fall into  Level 1 - Retrieval Score 3.0’s generally fall into  Level 2 - Comprehension  Level 3 - Analysis Score 4.0’s generally fall into  Level 3 – Analysis  Level 4 – Knowledge Utilization These ARE NOT hard fast rules!  All of this depends on the skill and knowledge being assessed; and the grade level of the student!
  12. 12. + Taxonomic Foundations of 3.0 3.0’s are typically written in the Comprehension and Analysis taxonomic level The lowest grade levels may have retrieval level elements
  13. 13. + Operation Definition Example activityLevel 2 -Comprehension Symbolizing Depicting Diagram the the critical structure of the aspects of 3 branches ofSymbolizing knowledge the U.S.o Construct symbolic in a pictorial government representation of information or symbolic formIntegrating Integrating Identifying Summarize theo Identify basic structure of the critical main causes of information or essential the Civil War elements of knowledge
  14. 14. + Process Possible VerbsLevel 2 - •Symbolize •ShowComprehension Symbolizing •Depict •Use models •Represent •Diagram •Illustrate •Chart •DrawSymbolizingo Construct symbolic representation of information Integrating • Describe how or • Explain ways in why which • Describe the • ParaphraseIntegrating key parts of • Summarizeo Identify basic structure of • Describe the information effects • Describe the relationship between
  15. 15. + Procedural Knowledge Macroprocedures  Highly complex procedures, with many subcomponents Tactics  Complex procedures, with fewer subcomponents Algorithms  Procedures with very specific steps and very specific outcomes Single rules  One step procedure, one IF-THEN rule
  16. 16. + Declarative Knowledge Generalizations  Statements for which examples can be provided Principles  Specific generalizations that deal with relationships between ideas Time Sequences  Events happened between points in time Facts  Information about specific persons, places, things Vocabulary Terms  Understanding the general meaning of a word
  17. 17. + Declarative Knowledge Declarative knowledge has a hierarchy  Organizing Ideas  Generalizations Complexity  Principles  Details  Time Sequences  Facts  Vocabulary Terms
  18. 18. + Procedural Knowledge Procedural knowledge has a hierarchy  Processes  Macroprocedures Complexity  Skills  Tactics  Algorithms  Single Rules
  19. 19. + Writing 2.0’s  2.0’s are derived from the 3.0’s  They are simpler details and processes associated with the Score 3.0 learning targets  2.0’s either identify necessary components of the 3.0 or simpler versions of the 3.0
  20. 20. + Writing 2.0’s  2.0’s use the following stem: “There are no major errors or omissions regarding the simpler details and processes as the student:  recognizes or recalls basic terminology such as:  performs basic processes such as:”
  21. 21. + Terminology  At this step, define the basic vocabulary that the student needs to know  Complete the Scoring Guide by listing the vocabulary appropriate to understand the Score 3.0 content  Not every Scoring Guide has to have vocabulary
  22. 22. + Basic Processes  2 types of knowledge  Procedural  Knowing how to do something  Declarative  Knowing something  If the Score 3.0 is procedural, than the 2.0 should be as well  If the Score 3.0 is declarative, then the Score 2.0 is declarative
  23. 23. + Procedural 2.0 When you write procedural 2.0’s, you will move down the hierarchy from the procedural 3.0  If the 3.0 involves a macroprocedure:  For example: Write a short constructed response  You may move to a lower complexity procedure, like an algorithm  For example: complete a graphic organizer of a short constructed response
  24. 24. + Declarative KnowledgeDeclarative knowledge has a hierarchy Organizing Ideas  Generalizations  Principles Complexity Details  Time Sequences  Facts  Vocabulary Terms
  25. 25. + Declarative Knowledge Generalizations  Statements for which examples can be provided Principles  Specific generalizations that deal with relationships between ideas Time Sequences  Events happened between points in time Facts  Information about specific persons, places, things Vocabulary Terms  Understanding the general meaning of a word
  26. 26. + Declarative 2.0 When you write declarative 2.0’s. you will move down the hierarchy from your declarative 3.0  If the 3.0 involves a generalization,  For example: Reproduction is a characteristic of all living organisms  Then the 2.0 will ask for details about that generalization  For example: Recognize or recall accurate information about reproduction in living organisms (e.g. provide examples here to keep the statement specific!)
  27. 27. + Taxonomic Foundations of 2.0  Generally, Score 2.0 items will fall into the Retrieval level  However, it depends on the grade level and skills or knowledge being assessed  The rule is that the 2.0 is a simpler level or process than the 3.0
  28. 28. + Operation Definition Example activity Executing The student can Provide the next perform procedures number in the without significant sequence:Level 1 -Retrieval errors 7,11,14,18,21,___?Executingo Perform procedures Recalling The student can Label the diagram of produce information the cellRecalling on demando Produce info on demandRecognizing Recognizing The student can Which of the following determine whether did not land on theo Determine whether info is provided moon? accurate, inaccurate or information is A. Neil Armstrong unknown accurate, inaccurate B. Buzz Aldrin or unknown C. Michael Collins
  29. 29. + Level 1 - Executing Retrieval  Student can perform simple processes  Math algorithmsExecuting  Editing taskso Perform procedures  Lab proceduresRecalling  Steps to a danceo Produce info on demand  But, they do not have aRecognizing deeper understanding of whyo Determine whether info is they are doing it, only that accurate, inaccurate or the steps they are unknown performing are correct
  30. 30. + RecallingLevel 1 -  The student can produce information onRetrieval demand  The student can Recall correct answers when put into context – theyExecuting can “fill in the blank”o Perform procedures  Usually assessed by short answerRecalling questions like:o Produce info on demand  ListRecognizing  Labelo Determine whether info is  Name accurate, inaccurate or  Fill in the blank unknown
  31. 31. + The New Taxonomy
  32. 32. +The New Taxonomy(Marzano and Kendall 2008) Level 6 – Self-System Thinking Level 5 – Metacognition Complexity Level 4 – Knowledge Utilization Level 3 – Analysis Level 2 – Comprehension Level 1 – Retrieval Only Levels 1-4 are used in the Scoring Guide
  33. 33. + Taxonomic Foundations Score 2.0’s generally fall into  Level 1 - Retrieval Score 3.0’s generally fall into  Level 2 - Comprehension  Level 3 - Analysis Score 4.0’s generally fall into  Level 3 – Analysis  Level 4 – Knowledge Utilization These ARE NOT hard fast rules!  All of this depends on the skill and knowledge being assessed; and the grade level of the student!
  34. 34. + Operation Definition Example activityLevel 1 - Executing The student Provide the nextRetrieval can perform number in the procedures sequence: without 7,11,14,18,21,___ significant ?Executing errorso Perform procedures Recalling The student Label the diagramRecalling can produce of information on the cello Produce info on demand demandRecognizing Recognizing The student Which of the can determine followingo Determine whether info is whether did not land on the accurate, inaccurate or provided moon? unknown information is A. Neil Armstrong accurate, B. Buzz Aldrin inaccurate or C. Michael Collins unknown
  35. 35. + Level 1 - Recognizing Retrieval  The student can determine whether information is accurate, inaccurate or Executing unknown o Perform procedures  When they see it, they know that it is Recalling right o Produce info on demand  The correct answer is present, and Recognizing the student can Recognize the o Determine whether info is answer accurate, inaccurate or unknown  Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching)
  36. 36. + Process Possible VerbsLevel 1 - Executing •Use •MakeRetrieval •Demonstrate •Complete •Show •DraftExecuting •Createo Perform proceduresRecalling Recalling • Exemplify • Describeo Produce info on • Name • Who demand • List • What • Label • WhereRecognizing • State • Wheno Determine whether info is accurate, inaccurate or Recognizin • Recognize • Determine if unknown g • Select (from a true/false list) • Identify (from a list)
  37. 37. + Level 2 -Comprehension Operation Definition Example Symbolizing activity o Construct symbolic Symbolizing Depicting the Diagram the representation of critical aspects structure of the 3 information of knowledge branches of the in a pictorial or U.S. government symbolic form Integrating Integrating Identifying the Summarize the o Identify basic structure of critical or main causes of information essential the Civil War elements of knowledge
  38. 38. + Level 2 -Comprehension Process Possible Verbs Symbolizing Symbolizing •Symbolize •Show o Construct symbolic •Depict •Use models representation of •Represent •Diagram information •Illustrate •Chart •Draw Integrating • Describe how or • Explain ways in why which Integrating • Describe the key • Paraphrase parts of • Summarize o Identify basic • Describe the structure of effects information • Describe the relationship between
  39. 39. + Operation Definition Example activityLevel 4 – Investigating Generate a hypothesis and Research what might happen to the polar iceKnowledge use the assertions and caps if the temperature of opinions of others to the earth rose 5 degrees test the hypothesisUtilizationInvestigatingo Testing hypothesis using the Experimenting Generating and testing Generate and test a assertions and opinions of others a hypothesis by hypothesis about the growth conducting an of plants inExperimenting experiment and various medium collecting datao Testing hypothesis using data collected by the studentProblem Solving Problem Solving Accomplishing a goal Determine the besto Using information to accomplish for which obstacles strategy for accomplishing a goal for which obstacles or exist peace in the world limiting conditions existDecision Making Decision Making Selecting among Choose the best site for ao Using information to make a alternatives that new airport from 3 decision initially appear to be alternatives. Explain equal your decision.
  40. 40. + 4–Level Process Investigating  Possible Verbs Investigate  What are the differing features ofKnowledge  Research  Find out about  How/Why did thisUtilization  Take a position happen on  What would haveInvestigating happened ifo Testing hypothesis using Experimenting  Experiment  How would you test that the assertions and  Generate and  How would you opinions of others test determine if  Test the idea  How can this beExperimenting that explainedo Testing hypothesis using  What would  Based on the data collected by the student happen if experiment, what can be predictedProblem Solving Problem  Solve  Figure out a way too Using information to Solving  Adapt  How would you accomplish a goal for  Develop a overcome which obstacles or limiting strategy to  How will you reach your conditions exist goal toDecision Making Decision  Decide  Which of these is most Making  Select the best suitableo Using information to make among  What is the best way a decision alternatives
  41. 41. + Level 5 - Metacognition Monitoring Accuracy  The student is able to determine how accurate they are Monitoring Clarity  The student is able to determine how clear their understanding is Process Monitoring  The student is able to monitor their own progress toward a specific goal Specifying Goals  The student is able to specify learning goals and develop a plan to achieve it
  42. 42. +Level 6 – Self-System Thinking  Examining motivation  The students identifies his or her own level of motivation towards learning  Examining Emotional Response  The student identifies his or her own emotional response to the learning  Examining Efficacy  The student identifies beliefs about his or her ability to improve competence or understanding  Examining Importance  The student identifies how important the learning is and the reasons behind this belief
  43. 43. + The Purpose of Writing Sample Tasks Sample tasks:  Further specify the expectations of each Learning Target  Provide instructional guidance to the teacher  Suggest ways to assess a Learning Target  Can be used to design formative assessment  Canbe used to construct a common assessment item bank
  44. 44. + Writing Sample Tasks Ask yourself some basic questions:  How can a student demonstrate success for this Learning Target?  What kinds of learning activities or tasks would assess success in this Learning Target?  What taxonomic operation would be appropriate for this task at this grade level?
  45. 45. Adams County School District 50 Typical Progression Guide – End of Year Levels + Traditional Grade Level PK K 1 2 3 4 5 6 7 8 9 10 11 12 AlGeo Math Math Math Math Math Math Math Math AlGeo-1 AlGeo 2 AlGeo 3 Math Math LR + L1 L2 L3 L4 L5 + L6 L7 L8 + L9 L10 Concepts L12 L13 L14 L15 L11 World American English Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literature/ Literature/ Language/ Literacy LR + L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 L11 Composition Composition Composition L12 L13 L14 + L15 Chemistry/ Biology Environmental Science Science Science Science Science Science Science Science Biology Chemistry Science LR L1 L2 L3 L4 + L5 L6 + L7 L8 + L9 L10 + L11 Structures Science Physics L13 L12 L14 World Social Social Social Social Social Social Social Social Social Government/ Social Studies Geography/ US History Studies Studies Studies Studies Studies Studies Studies Studies Civics Studies LR World History L13 L1 L2 L3 L4 L5 L6 + L7 L8 + L9 L10 + L11 L14 L12 Technology Technology Technology Technolo TechnoloTechnology L1 L2 + L3 L4 gy L5 gy L6 Technology L7 Visual Arts Visual Arts Visual Art Visual Art Visual Art Visual Arts Visual Arts LR L1 L2 L3 L4 L5 + L6 + L7 Physical Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Education LR L1 L2 L3 L4 + L5 L6 L7 L8 Personal Personal Social Personal Social Personal Social Social L1 L2 L3 Performi Performi Performi Band/ Band/ Band/ Band/ Band/ Band/ Performing Performing Arts Performing Arts Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/ ng Arts ng Arts ng Arts Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama Arts LR L3 L1 L2 L4 L5 L6 L7 L8 L9 L10 World French French French French French Spanish Spanish Spanish Spanish Spanish Language L1 L2 + L3 L4 L5 L6 ElectivesClarification 1 – This progression chart is meant to provide an approximate correlation between student developmental abilities, estimated time to complete levels, and the number of years students have been enrolled in school.Clarification 2 – Math, Literacy, and Science are correlated to the skills required for success on the CSAP and Standards-based Assessments.Clarification 3 – Alignment in remaining content areas are meant to provide waypoints for pacing, not necessarily as indicators of the degree to which a student is functioning at an appropriate developmental level.Clarification 4 – Post-secondary Performance Levels 15 and 16 are offered in Math, Literacy, Science, and Social Studies for accelerated students. – boxes indicate minimum proficiency levels for graduation in all content areas. Last Updated by Learning Services: September 9, 2011
  46. 46. + Project Design

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