Presenter: Suzie Boss Guests: Scot Hoffman, American School of Bombay, and Mike Reilly, CDAT program at Lanier High School, Gwinnett County, GA

2. The Reflective Teacher's
Tips and Tools for Guiding PBL
Presenter: Suzie Boss @suzieboss
Guests: Scot Hoffman @bombayscot
Mike Reilly @cdatlhs
ISTE14 ~ June 30, 2:15 p.m.
Resources: tinyurl.com/pzjclg3

4. Today’s Reflective Guests
Scot Hoffman @bombayscot Mike Reilly @cdatlhs
American School of Bombay Center for Design and Technology
Mumbai, India Lanier High School, Georgia

5. "We do not learn from
experience . . . we
learn from reflecting
on experience.“
~John Dewey

6. “If anyone's thinking
we can't do real things
with kids, I'm telling you
you're wrong.”
~Rich Lehrer
Brookwood School, MA

7. Reflective teachers
ask…
What can we do
with this?
How is this used in
the world outside
the classroom?

8. https://tuvalabs.com

9. www.planet.com

10. www.chronozoom.com

12. http://education.maps.arcgis.com

14. “During PBL, students go through a progression
of activities—questioning, investigating, making
sense of what they discover, asking more
questions, and doing more research—until they
emerge with new understanding.”
~Reinventing PBL (Boss & Krauss)

15. @tweenteacher
Heather Wolpert-Gawron
Go hog wild designing PBL that
will spark your own excitement
to teach. That alone will
undoubtedly hit many
requirements. Targeted
reflection might just reach some
more.

16. Borrow Heather’s 3(+) Steps for PBL Design
1. Design toward what you love. Think about your own interests and
the interests of the age group you teach.
2. Look back at the Common Core Standards.
3. Fill in the gaps
+ Find someone to partner with who might share your interest in your
project. It's vital we collaborate. It's vital that we open our doors and
utilize the strengths of a team.
tinyurl.com/owslqpm

17. Do you invite peer feedback?

18. And do you ask for specific feedback?
• How will this project help students connect to the big ideas
of my curriculum or discipline? What will students take away
from this experience?
• Am I building on students’ interests?
• Will this project build disciplinary ways of
thinking/investigating/knowing?

19. “I am a fan of the
assessment that
doesn’t smell like an
assessment.“
~Paul Bogush
blogush.edublogs.org

20. Do you listen for student input?
“I suggested flipping the usual grading
formula, and putting more emphasis on
process and reflection. Well, when I said
that, some students said, ‘Yay!’ and others
said ‘Oh, no.’ So I asked them why, and
then told them I’d need to go away and
think about it.”
~ Karen Fish, American School of Bombay

21. Do you think critically about audience?
What do you want from audience?
• Technical feedback (i.e., pitch session with experts)
• Response or action (i.e., voter education night)
• Cultural celebration, honoring community members
Who’s the audience for “real-world” version?
• Documentary film, red carpet night
• Historical exhibit, museum
• Book release party, author chat
• Science exhibition, testimony
How can technology connect students with authentic audience?

22. What helps you observe/listen?

25. “I’ll bet there are
3 or 4 versions
beneath this one.”
Do you allow time for feedback/revision?

26. Do your students
benefit from expert
feedback?

27. What helps teachers get comfortable with
PBL? Let’s hear from Scot about PBL
prototypers.

28. ASB's Research and Development Department
explores, studies, prototypes, researches, and scales
new teaching and learning approaches, practices, and
systems that advance relevant learning in an
accelerating change environment.

29. Exploring
Studying
Prototyping
Researching

30. Linger in the Problem Zone
•Deeper Consideration
•Breakthrough insights

31. Bank Your Learning
• Understand catalysts and inhibitors
• Claim your insights
• Tell your stories

32. Schoolwide assessment language is “a gift for kids. If
you have common rubrics, students don’t have to
figure out the rules for six different teachers.”
~Bob Lenz, CEO Envision Learning Network
“Know. Do. Reflect”

33. How do you build a PBL culture? Let’s hear from
Mike about CDAT and Gwinnett County.

34. 30  300  10,000

41. "You need to know how what you're learning fits into
the world. This program fosters in kids how you
interact on a project, how you approach a problem,
how you look at knowledge as integral to experience.”
~CDAT Adviser Blake Lewin

42. Your Turn!
Which tools and strategies
help you and your
students reflect on
learning across the arc of
a project?
Tweet your response:
#iste14
Or add to Padlet:
http://tinyurl.com/iste14pbl

43. Think about it…
“If someone proposed combining measures of height,
weight, diet, and exercise into a single number or mark
to represent a person's physical condition, we would
consider it laughable. How could the combination of
such diverse measures yield anything meaningful? Yet
every day, teachers combine aspects of students'
achievement, attitude, responsibility, effort, and
behavior into a single grade that's recorded on a report
card—and no one questions it.”
~Tom Guskey, “Five Obstacles to Grading Reform,” Educational
Leadership

44. How do you assess for….
• Product?
• Process?
• Progress?

45. Tools to help you assess product...
Student products answer
the driving question (and
demonstrate content
mastery of Civics):
How might we improve
the process of applying
for U.S. Citizenship?

46. Tools to help you assess process...
• Uses techniques such as
brainstorming and mind
mapping to generate
several original ideas for
the product(s)
• Carefully evaluates the
quality of ideas
• Selects the best idea to
shape into a product

47. Tools to help you assess progress...
https://trello.com

48. Where will you go next?
(Don’t forget post-project reflection.)

50. Let’s Cross Paths
@suzieboss
suzieboss@gmail.com
Scot Hoffman: @bombayscot
Mike Reilly: @cdatlhs
#pblchat Tuesdays, 5-6 p.m. Pacific
#goldstandardpbl
Google Doc with links from today: tinyurl.com/pzjclg3