Nearly Everyone has a physical bruise or scar .Some of us have many of them. Choose one and share the story of how you received the bruise or scar. What were you doing? Who were you with? Where were you? What happened right before you got the bruise? What happened after? How did you feel? Include as much detail as possible in one minute. Then switch with your partner and listen carefully! (Importance of listening here) – now find another pair and share your partner’s story with the other pair. Youngest to oldest here. Pick one from the group to share with everyone else. LISTEN. What did you learn about the people you shared story with? What did you learn about yourself? Why did we do this? What could the bruises and scars represent in our personal lives? Professional lives? Connect to story, sharing, relevance, personalization. RELATIONSHIPS, RIGOR, RELEVANCE, RESULTS
IT’S NO LONGER READING, WRITING, RITHMATEC Accuracy, thoroughness, strict deadline, best work, end in mind, focused steps, structure, process, clear, consistency, internalize, continuous and repetitive, head - analyze, synthesize and express “results”, heart - compassion/empathy, hands-sweat equity, vocabulary in content, process, context (so what? who cares?), relevance. New Formula: Rigor, Relevance, Relationship, Result. Relationships KEY – if you don’t have them, nothing else works. Relevance is next! Then Rigor and Results - Explain that I will model active learning strategies that can promote rigor, relevance, relationships and results throughout
FOR DESIGNING INSTRUCTION – when we design – we start with what – outcomes & essential questions, then we look at how will we know – evidence/assessment, then we design instruction – how we will learn.
which of these questions matter most to your right now? Rank in order of most importance. List 1-6 on left side and then rank them 1-6.
EXPLAIN LEARNING CHUNKS – REFORMULATE PLAN FOR THE DAY IF NEEDED
Now write a second paragraph from the student perspective.....what do the students think they are doing? How does it connect for them? How are they keeping track of it all? What questions will they be able to answer at the end of the project? Read a partner’s How close are your descriptions – discuss in pairs
Now reread your description and underline “What they will learn”, circle “How they will learn” and star “How we will know” Exchange with a different partner, read and discuss what you are discovering How is alignment? IF TIME AND INTEREST: One way to make this richer with students and to ensure alignment is to use essential questions to frame the work – ALLOWS YOU TO FRAME ACROSS SUBJECT AREAS/DISCIPLINES AND TO ALL WORK TOGETHER BUT THROUGH THE LENS OF YOUR SUBJECT.
We start with what? Handout: Read and reflect: Review the EQ handout and highlight what strikes you the most, underline what confuses you and circle what you want to discuss more. Active Learning Strategy Write a few essential questions for the overall Hula Drama / Think Pair Share Active Learning Strategy/ NARROW TO 3-5 NOW WRITE FOR your own subject with this project 7 VET WITH A PARTNER OPTIONAL IF TIME: How do they match up with our school outcome? Handout DRAFT PORTRAIT SHEET and have them consider EQ’s, STRATEGIES and the evidence...... FILL IN WHAT YOU CAN FROM YOUR SUBJECT
Share with a partner Share in the group What characteristics were present in your significant learnings? Let’s record them. What does that mean when we talk about Quality instruction versus learning… What is quality instruction? What about quality learning?
Need both – need quality instruction bullets and the learning bullets -
WHAT STRIKES YOU? WHAT SURPRISES YOU? WHAT RESONATES?
HANDOUT SHOWING DIFFERENCE BETWEEN THE TWO – PURPLE SECOND PAGE – read through it….
CHECKLIST FOR HULA DRAMA – YELLOW FIRST PAGE
Go through each section -
EXIT PASS ONE THING YOU LEARNED ABOUT SOMEONE ELSE TODAY ONE THING THAT SURPRISED YOU TODAY ONE THING THAT YOU WANT TO LEARN MORE ABOUT ONE THING YOU WISH WE COULD DISCUSS TOMORROW: PUT IN THE PARKING LOT ON A STICKY NOTE ONE BURNING QUESTION YOU HAVE: PUT IN THE PARKING LOT ON A STICKY NOTE
Go over plan for the day – Morning Classroom environments that promote stickiness, Norms Break Monitoring, Differentiating and Active Learning Strategy Jigsaw Planning Calendars Lunch Assessment/Rubrics
ORGANIZING THE LEARNING – HOW Transition with optimizing stickiness – not to overlook the classroom as the third teacher – Brainstorm – 2 column – What’s in, What’s not in a project based classroom? Quick write: From a students perspective, what does an inviting learning environment look like. - Create a web, draw it out, whatever -
Do the slide Reflect on your classroom environment. What are two changes you can make immediately to make it more student centered.
ORGANIZING THE LEARNING IN addition to the classroom environment being organized well and having the learning planned out well, what are the NORMS for students – what are their agreements? Simple ones that we use for faculty meetings and for students.
ORGANIZING THE LEARNING- HOW How do you keep them on track? How do you make it easy for them to follow the norms?
ORGANIZING THE LEARNING – HOW MAKE SURE EVERY TASK GIVES STUDENTS SOME CHOICE AND THAT THEY HAVE THE CHANCE TO INTEGRATE THEIR VOICE – WHAT ARE THEY PASSIONATE ABOUT? INTERESTED IN? STRENGTHS – WHAT ARE THEIR STRENGTHS? HOW ARE YOU WEAVING THAT IN? OPEN ENDED – WRITE A POEM, SONG OR PLAY THAT A SOLDIER IN THE TRENCHES MIGHT HAVE WRITTEN BASED ON THEIR EXPERIENCE. TEACH TO DIFFERENT MODALITIES – PHYSICAL, VISUAL,LINEAR, MUSICAL, QUIET, NOISY, INTROVERTS, EXTROVERTS, ALL THAT MATTERS WHY MAKE IT A MYSTERY – GET THE KEY CONCEPTS OUT THERE TO THEM IN EASY FORMATS AND THEN SPEND THE TIME GOING DEEPER
ORGANIZING THE LEARNING: HOW Active Learning Strategies also help with this JIGSAW READ AND PRESENT: DIVIDE THEM UP how you would use the ones you read about IN YOUR CLASS?
ORGANIZING THE LEARNING Monitoring ourselves – map analogy – you can take side roads and you can be colorful but you need a destination and to commit to it- how and when do you do it? Show sample project calendars – give them time to work on theirs.
HOW WILL WE KNOW? READ AND RESPOND – SHARE A TIME WHEN YOU WERE JUDGED THIS WAY.
Look at samples, Share Rubistar web-site, create one for one product of the Hula Drama
Kanu presentation draft 126.96.36.199
Developing, Monitoring &Assessing Interdisciplinary Projects Kanuikapono Public Charter School March 12 & 13, 2012
SIGNIFICANT LEARNINGS Think of a significant learning experience that you had in or out of school. Describe the learning environment: Where were you? Who were you with? What was the learning? How did you learn it? What stuck?
QUALITYINSTRUCTION LEARNING Starts with what we already know & connection is made to our interests Social Time to practice Time to reflect Customized Scaffolding Zone of Proximal Development
WHAT’S THE DIFF? PROJECTS PBL Projects done in school The project is not simply are usually the RESULT the visible result or of learning students have culmination of the learning, done. but rather the CAUSE of the learning. Learn about a topic Learning is guided by through readings, essential or driving worksheets, direct teacher questions. instruction Student inquire to uncover Create a project that or discover the information demonstrates the learning needed to answer a that has occurred through question, solve a problem/ the unit. mystery, or invent/create something new.
STICKINESS ENERGIZERList as many instructional strategies as you can from yesterday’s session. Try to be specific. Which one (s) will you use with your students?
INVITING LEARNING ENVIRONMENTS WHAT DO THEY LOOK LIKE? WHAT’S IN? NOT IN?
CLASSROOM ENVIRONMENTS TRADITIONAL PBL TEACHER GENERATED STUDENT GENERATED NORMS RULES FLEXIBLE TABLES/GROUPS/WORK ROWS STATIONS PROFESIONAL POSTERS READ THE WALLS/STUDENT WORK TEACHER DESK FRONT/ SHARED MATERIALS CENTER AGENDA/NEXT STEP OPTIONS PLAN FOR THE MONTH ON BOARD UP HARD TO TELL WHERE THE INDIVIDUAL TEACHER DESK IS MATERIALS BUZZ OF PURPOSEFUL ACTIVITY QUIET
MONITORING STUDENTS CHECKPOINTS: LET STUDENTS BACKWARD DESIGN THEIR OWN DEADLINES WHAT ARE YOU WORKING ON? HOW’S IT GOING? WHAT ARE YOU PLANNING TO DO NEXT? HOW’S THE GROUP DOING? REGULAR GROUP EVALS/REFLECTIONS. WHAT DID YOU FINISH YESTERDAY? WHAT WAS EASY FOR YOU? WHAT WAS CHALLENGING? RUBRICS/SELF-ASSESSMENTS/PEER REVIEW ASSIGNMENT SHEETS/NOTEBOOK CHECKS
DIFFERENTIATING CHOICE AND VOICE PASSION BASED LEARNING STRENGTHS BASED TEACHING OPEN ENDED TASKS TEACH TO DIFFERENT MODALITIES KEY CONCEPTS: SIMPLIFY WITH GRAPHIC ORGANIZERS EXPLICITLY TEACH HOW TO TAKE NOTES IN VISUAL FORMATS
Active Learning Strategies LIST THE ONES YOU LEARNED THE PAST TWO DAYS
ASSESSMENT “When the cook tastes the soup, that’sformative assessment. When the customer tastes the soup, that’s summative assessment.” Paul Black
ASSESSMENT FORMATIVE SUMMATIVE During the unit End of the unit Gather feedback to Compare it against guide improvements in standard or benchmark. teaching and learning High Stakes Low stakes Assessment OF Assessment FOR learning learning
A rubric is an explicit set of criteria used for assessing a particular type of work or performance. We use them: To produce assessments that are far more descriptive than a single, holistic grade or judgment can be. To let students know in advance what criteria will apply to assessing their work To provide a richer description of the reasons for assigning a numerical score to a piece of work. To enable multiple judges to apply the same criteria to assessing work. To enable authors to elicit formative feedback (e.g., peer critique) for drafts of their work. To help authors understand more clearly and completely what evaluators had to say about their work. To enable comparison of works across settings.