In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop

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Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.

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In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop

  1. 1. www.thommarkham.com www.projectbasedlearning.us Developing Your Academy National Academy Foundation Conference July 18 – 19, 2011 San Francisco, CA Thom Markham, Ph.D.
  2. 2. Monday Establishing your D&T culture Defining your vision Your ideal graduate Groups to teams Resources Tuesday How PBL fits Using PBL to make the culture work Opening the year A final plan Share, debrief, head out for Alcatraz What’s ahead…
  3. 3. Building a culture of performance: How do we get there?… <ul><li>Design a system that ‘supports’ high performance. </li></ul><ul><li>Build a positive culture with emphasis on communication and teamwork. </li></ul><ul><li>Active, relevant, authentic instruction. </li></ul><ul><li>Authentic projects. </li></ul><ul><li>Personalized instruction and behavioral support. </li></ul><ul><li>Meld youth development and education principles. </li></ul>
  4. 4. An Integrative Model of PBL Youth Development Academy and School Culture Instruction PBL
  5. 5. Human Performance and Education’s New three R’s Rigor Relevance Relationship Human Performance
  6. 6. Caring relationships High expectations Meaningful participation Safety Love Belonging Respect Mastery Challenge Power Meaning Cooperation Empathy Problem-solving Self-efficacy Self-awareness Goals and aspirations Improved health, social, academic and culturally appreciative outcomes Protective factors Youth needs Resilient behaviors/internal assets Youth development in action www.WestEd.org/hks
  7. 7. Career/skills competencies <ul><li>Career specific skills and knowledge </li></ul><ul><li>Technology skills and knowledge </li></ul><ul><li>Engineering skills and knowledge </li></ul><ul><li>Self-management skills </li></ul><ul><li>Communication skills </li></ul><ul><li>Collaboration and creativity skills </li></ul><ul><li>Citizenship and ethics </li></ul><ul><li>Work ethic </li></ul>
  8. 8. Habits of Mind Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking about Thinking Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Thinking and Communicating with Clarity and Precision Gathering Data through all Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Taking Responsible Risks Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Source – Arthur L. Costa and Bena Kallick in The Habits of Mind
  9. 9. Personal strengths/Emotional Competencies <ul><li>Intrapersonal </li></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Assertiveness </li></ul></ul><ul><ul><li>Self-awareness </li></ul></ul><ul><ul><li>Mood regulation </li></ul></ul><ul><li>Interpersonal </li></ul><ul><ul><li>Empathy </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Conflict resolution </li></ul></ul><ul><ul><li>Social responsibility </li></ul></ul><ul><li>Stress management </li></ul><ul><ul><li>Working with deadlines </li></ul></ul><ul><ul><li>Impulse control </li></ul></ul><ul><li>Adaptability </li></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><li>Reality testing </li></ul></ul>
  10. 11. Your Ideal Student… Knowledge of science, history, literature, languages, etc. Time management Strong work ethic Respectful & Caring Organized Reading/writing/math skills Critical thinker/problem-solver Appreciates diversity Global awareness Technology literacy Communication skills Works independently and collaboratively Healthy lifestyle Resilient Responsible
  11. 12. Your Academy Student…
  12. 13. Deciding your values and outcomes <ul><li>Which skills will your Academy focus on? </li></ul><ul><li>Which habits of mind/dispositions/personal strengths? </li></ul><ul><li>How will teachers intentionally teach these skills and habits of mind? </li></ul>
  13. 14. The Academy Plan
  14. 15. The 2011 – 2012 Plan <ul><li>What core competencies should students learn? </li></ul><ul><li>What core attitudes do you want them to bring to the next year? </li></ul><ul><li>What do you want them to ‘feel’ at the end of the first two months? </li></ul><ul><li>How will you focus on these goals? </li></ul>
  15. 16. From Groups to Teams
  16. 17. Five 21 st Century Skills/Competencies You Must Teach Today’s Students Communication Teamwork Problem solving Creativity Self management
  17. 18. Using key tools <ul><li>Norming to performing </li></ul><ul><li>Peer collaboration/work ethic rubrics </li></ul><ul><li>Contracts </li></ul><ul><li>Project rubrics </li></ul>
  18. 19. The Resources http://www.projectbasedlearning.us http://www.glef.org http://bie.org
  19. 20. Know why PBL is necessary <ul><li>Connects a ‘sense of purpose’ with teaching and learning </li></ul><ul><li>Integrates instruction, community, and personalization </li></ul><ul><li>Draws on research showing that ‘relationship drives rigor’ </li></ul><ul><li>Provides the primary method for teaching 21 st century skills </li></ul>
  20. 21. Create a “PBL-friendly” structure <ul><li>Time for formal planning and informal learning </li></ul><ul><li>Attention to ‘debriefing’ and cycle of inquiry </li></ul><ul><li>Outreach staff to support teachers </li></ul><ul><li>Mechanisms for integrated instruction </li></ul><ul><li>A welcoming environment </li></ul>
  21. 22. Project Design Cycle Identify the Challenge Craft the Driving Question Plan Backwards Keep the End in Mind Enroll & Engage Build the Assessment Facilitate the Teams
  22. 23. Identify the Challenge
  23. 24. Craft a Driving Question
  24. 25. Plan Backwards
  25. 26. Build the Assessment
  26. 27. Five Keys to Teaching 21 st Century Skills Use rubrics Grade the skills Train your students Go back to the rubric Practice. Practice. Practice.
  27. 28. Create multiple assessments <ul><li>Daily </li></ul><ul><li>Homework </li></ul><ul><li>Weekly </li></ul><ul><li>Quiz </li></ul><ul><li>Early milestone </li></ul><ul><li>Journal </li></ul><ul><li>Self-reflection </li></ul><ul><li>Informal assessment </li></ul><ul><li>Mid-project milestone </li></ul><ul><li>Essay </li></ul><ul><li>Artistic product </li></ul><ul><li>End of project </li></ul><ul><li>Exhibition </li></ul><ul><li>Oral presentation </li></ul><ul><li>Defense </li></ul><ul><li>Exam </li></ul>
  28. 29. Work Ethic Written Communication Critical Thinking Content Knowledge Nick 12 /25 22 /25 21 /25 18 /25 Rick 25 /25 15 /25 18 /25 25 /25
  29. 30. Enroll and Engage
  30. 31. <ul><li>EXAMPLE ENTRY EVENTS </li></ul><ul><li>Field Trip </li></ul><ul><li>Guest Speaker </li></ul><ul><li>Film, Video, Website </li></ul><ul><li>Simulation or Activity </li></ul><ul><li>Provocative Reading </li></ul><ul><li>Startling Statistics </li></ul><ul><li>Puzzling Problem </li></ul><ul><li>Piece of Real or Mock </li></ul><ul><li>Correspondence </li></ul><ul><li>Song, Poem, Art </li></ul><ul><li>Lively Discussion </li></ul>Enroll and Engage
  31. 32. Facilitate the Teams
  32. 33. Keep the End in Mind
  33. 34. Reflect on process and outcomes Student performance. Student engagement. Clarity of instructions. Clarity of process. Clarity of evaluation. (Reeves, 1999 )
  34. 35. Craft a Driving Question
  35. 36. WHY HAVE A DRIVING QUESTION? FOR STUDENTS FOR TEACHERS Guides Project Work Initiates Interest and/or the Feeling of Challenge Reminds Them “ Why we’re doing this today” Engages Students in Solutions Turns a Big Idea into a Project Captures & Communicates the Purpose of the Project Guides Planning & Reframes Initiates and Focuses Inquiry
  36. 37. Defining ‘authentic’ academic work <ul><li>Construction of knowledge </li></ul><ul><li>Disciplined inquiry </li></ul><ul><ul><li>Build on prior knowledge </li></ul></ul><ul><ul><li>In-depth understanding/concepts </li></ul></ul><ul><ul><li>Elaborated communication. </li></ul></ul><ul><li>Value beyond school </li></ul><ul><li>- Fred Newmann, 1998 </li></ul><ul><li>Authentic Achievement </li></ul>
  37. 38. <ul><li>How do I build a birdhouse? </li></ul>How do I become a craftsman?
  38. 39. What can we learn from the 1930’s? <ul><li>How important is self-reliance in today’s world? </li></ul>
  39. 40. What were the qualities of the first five presidents of the U.S.? <ul><li>How can we use our knowledge of the first 5 presidents to become more informed voters in the 2020 presidential election? </li></ul>
  40. 41. Is global warming affecting the health of the ecosystems of the world? How will climate change affect biodiversity in our local ecosystem?
  41. 42. Why should we be generous? Is being generous worthwhile? What are the costs and benefits of generosity?
  42. 43. How does media shape our perception of war? <ul><li>How has media become more or less powerful in shaping our perception of war? </li></ul>
  43. 44. <ul><li>How does distributed and social media affect our perception of war? </li></ul>
  44. 45. What is a heart-healthy meal for seniors? How do heart-healthy meals nurture seniors and extend longevity?
  45. 46. The ‘Project-Project’ The AOHT Exemplar
  46. 47. Critical Friends Group (CFG) <ul><li>Group A presents, outlining Academy plan, including goals and opening of year. Other groups listen without responding or questioning. (10 minutes) </li></ul><ul><li>Audience asks clarifying questions. (5 minutes) </li></ul><ul><li>Audience discusses project among themselves and offers nonjudgmental feedback (“I like…” and “I wonder...”) Group A takes notes and does not respond. (15 minutes) </li></ul><ul><li>Group A responds by talking about what has been learned through the feedback. Group A may choose to engage in open conversation with audience members. (5 minutes) </li></ul><ul><li>Facilitator debriefs the protocol and closes it. </li></ul>
  47. 48. Thom Markham [email_address] Materials: www.thommarkham.com www.projectbasedlearning.us

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