Global Collaboration, Project Based Learning the Common Core State Standards


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  • DIANE: Introduce ourselves here and give contact info at the end
  • TIM—If you’re on this webinar, we hope it’s because you share some of these concerns, but more importantly share the belief that working in a project-based learning format that supports common core will help us to address them. We can be alarmed by these numbers, but…
  • TIM—Yes, there was a time when American education was the “best in the world,” but like many of those claims about the mid 20 th century, they have more to do with America’s unique position after WWII. Take a look at the history of what Americans have been saying about education at home (I really like the work of Sam Wineburg in History/Social Studies), and you’ll see that we’ve been in “crisis-mode” for over a century. We did pretty well on the basics, and on sorting the cream from the crop for a long time, but we’ve NEVER been good at truly educating all our children.
  • TIM—But then, that’s not really very cheery news, either, is it. Globalization is driving a trend that forces us, as educators and as a society, to compare what we’re doing to what is happening in other countries. It means jobs, and it means innovations. But it doesn’t mean a race to catch up in terms of percentiles so that we get those things.
  • TIM– So this is the question that is driving us more and more at BIE, and it’s a question iEarn has been asking globally for a long time. The question is not just how can we use common core to do that, but what can we find in common core that establishes some common bonds between our objectives, and the objectives of our students . It’s not just how we can align to Common Core, but how can we align what we want for our kids as offered in Common Core, with what they want out of their education? BIE NF Anthony Cody has been essential in helping me to see this, so a shout out to Anthony, in case he’s listening. With that, let’s take a look at Common Core. Diane…
  • DIANE --From John Kendall, McRel-Introducing Common Core State Standards: CC101 ASCD webinar
  • DIANE--Links to the standards are available on handouts downloaded when joining the room.
  • TIM—Again, there’s noting radically new here in terms of long term objectives, though the standards ARE higher. The point we want to establish is that these our objectives our students CAN share, too. Right now, we’re concerned that too much of our rhetoric about “failing schools” is organized around a supposed or perceived opposition between students and the teachers who work to educate them. It looks something like the slide here.
  • TIM—But I think we know that while students and teachers come to class every day because they are required to do so by law (truancy laws, contracts), but that’s not why many WANT to come to class WHEN they want to. What do WE have in common with our students? That’s a better question to ask, isn’t it?
  • TIM—For those of you who have worked with Common Core already, or are exploring it, HOW do you see yourself using it to build learning bridges between you and the students you teach? How can it be not only a set of expectations for them, but a set of expectations for what you’ll do, together? Chime in with whatever thoughts you have here. Use your “hand raise,” or just type in your thoughts. We’re really interested to hear from you on this.
  • TIM--This is BIE’s visual on our “Essential Elements” We’ve added “ Significant content ” this year to align with Common Core, but let me just go through the others quickly. I’ll start with 21 st C skills . Most of them are not new skills, what’s new is that they’re in demand more often in the 21 st Century. We focus on Critical Thinking, Communication, and Collaboration. Sometimes Creativity creeps in, too. These are best supported by In-Depth Inquiry organized around a Driving Question that leads students to answers they Need to Know, not just because they’re part of our standards, but in order to work together on the project, and ideally because they really want to know these things. That’s where Voice and Choice comes in. Students don’t just need a choice between a PPT and a poster., they need a chance to tell their own story, in their own voice. To do that well, however, they’ll need a lot of Revision and Reflection , which means a lot of Formative Assessment for Learning from us, their peers, and others. It works even better when the project involves a Public Audience throughout, not just at the end. When you’ve got all 8 of these elements firing, you’ve got common ground for high-quality work. So, how does Common Core support that?
  • TIM Here’s “the essentials” BIE sees in the CCSS ELA & Literacy standards. NOTE: BIE offers CCSS aligned rubrics for 21 st Century Skills such as Communication, Collaboration, and coming soon, Critical Thinking
  • TIM—and here’s where we see the Essentials in the Standards for Mathematical Practice. Along the Scope and Sequence of grade levels there will be a lot of “significant content” to explore, but these essentials will keep coming back in any well-thought project.
  • If you’d like to do a little “In-Depth Inquiry” of your own, you can find this article, and others, on BIE’s website under the Tab. But that’s enough about BIE for a while. Let’s see where iEarn sees alignment with it’s own essentials. Diane…
  • DIANE -- The added dimension of project based learning through global collaboration..(We like blue!)
  •   TIM--BIE has collected over 400 project plans with our partners in grades K-12. These are searchable by grade level and subject area, drawn from several good online project libraries. We’re going to showcase two of them.
  • TIM--Complete Documentation on this Project is available at: , and documentation on how it aligns with common core has been posted as well. Basically, this project used the popular show “Amazing Race” to get students chasing down folktales from around the globe.
  • TIM--Although done in the classroom without benefits of platforms like iEarn, the project nonetheless meets our criteria for “common ground for a better world.” Students are given opportunities to meet Common Core standards while establishing cross-cultural competencies through folktales. Taking it to the next level…
  • TIM--Their writing could benefit from peer editing with others around the world who have “subject matter expertise” in the tales relevant to their own cultures. This would be a great addition of a public audience, and easy to do with iEarn. The “purposes” of the texts may become more complex/interesting, while the Production and Distribution of the work will have much greater effect.
  • TIM—Even better, they could share cross-cultural perspectives through iEarn platforms, as done with iEarn’s Folktales/Storytelling Project at This would lead to a much deeper level of inquiry.
  • TIM--Complete Documentation on this Project is available at: , and documentation on how it aligns with common core has been posted as well.
  • TIM--Community gardens are a popular vehicle for exploring all sorts of topics, from kindergarden butterfly gardens all the way up to sustainable local agriculture projects at America’s leading universities (share Ross and Amherst stories). Here, the focus is on a very early “task” in setting up such a garden: using math to determine what will fit. Note, that the project has been LIMITED in scope to what the standards allow, FOR now, but might easily continue to address other mathematics standards in Grade 3, such as Operations (multiplication and division) or Numbers and Fractions. There are opportunities to connect cross-culturally here, too, perhaps through iEarn’s “Tub Gardening” project at
  • TIM--In this project, we also see opportunities for cross-curricular integration, as Writing and Speaking skills are taught and assessed during the math project. It’s a BIG leap, but as we move to this “common ground,” we as teachers need to learn to see how we can collaborate with our students—and others around the world--in our project design so that standards get met where they naturally occur in our curricula, but in a way that brings us together rather than reinforces our common perceptions.
  • TIM--And that raises an important parting thought: no matter how good at Project Design you may be, you can’t do it ALL in one project, and neither can your students. Look at your scope and sequence, and scaffold your projects to align with projects that occur naturally with the content and skills you need to teach.
  • TIM--We’d LOVE to have more globally focused projects to share with our audience! Consider developing and editing your project with PBL DIY, and share your project with our community! Stay tuned, too, for, a professional development support site for PBL on-line, coming next year.
  • DIANE--We’ve mentioned some iEARN projects, now let’s take a closer look. See if you can track BIE Essentials in these as well!
  • DIANE--Questions? TIM--Visions for Application in Your Classroom? How can YOU use Common Core to Create Common Ground for a Better World?
  • TIM
  • DIANE: Introduce ourselves here and give contact info at the end?
  • Global Collaboration, Project Based Learning the Common Core State Standards

    1. 1. Tim Kubik, BIE Diane Midness, iEARN Our Common Project: Common Core and Common Ground For a Better World and
    2. 2. Our Common Concern <ul><li>82% schools “failing” when compared on international benchmarks (USDOEd, 2011) </li></ul><ul><li>Fewer than 1/3 of our students are proficient in geography (NAEP, 2011) </li></ul><ul><li>American students middle in literacy compared to others around the world, and pale when compared in Math and Science (NCES, 2011) </li></ul>
    3. 3. The Good News? <ul><li>NONE OF THIS IS NEWS! </li></ul><ul><li>We can be alarmed by these numbers, but they don’t reflect a current crisis, they reflect a predominant trend. </li></ul>
    4. 4. The Bad News? <ul><li>NONE OF THIS IS NEWS! </li></ul><ul><li>These kinds of numbers reflect a trend, and while aligning to international benchmarks might help… </li></ul>
    5. 5. The Question that’s Driving Us: <ul><li>How can we work together </li></ul><ul><li>with our students to find common ground to turn things around? </li></ul>
    6. 6. Common Core State Standards <ul><li>Based on current educational research and evidence </li></ul><ul><li>Fewer, higher, and clearer </li></ul><ul><li>Prepare students for college and high-skills workplace </li></ul><ul><li>Benchmarked to high performing countries </li></ul><ul><li>Reflect best of current state standards </li></ul>
    7. 7. <ul><li>What the standards do </li></ul><ul><li>Describe critical knowledge and skills, not all knowledge and skills </li></ul><ul><li>Describe what should be taught, not how </li></ul><ul><li>Raise expectations </li></ul>
    8. 8. <ul><li>What standards are available </li></ul><ul><li>English Language Arts </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Speaking and Listening </li></ul></ul><ul><ul><li>Language </li></ul></ul><ul><ul><li>Literacy Across the Content Areas </li></ul></ul><ul><li>Mathematics </li></ul>
    9. 9. Common Perceptions? <ul><li>Students </li></ul><ul><li>Teachers </li></ul><ul><li>Bored or unmotivated by what they’re expected to learn </li></ul><ul><li>“ Different” learners than earlier generations </li></ul><ul><li>Distracted by new technologies </li></ul><ul><li>Just interested in what they “get” from education </li></ul><ul><li>Accountable to what students learn, so unwilling to take risks </li></ul><ul><li>Successful “traditional” learners </li></ul><ul><li>Intimidated by new technologies </li></ul><ul><li>Interested in the value of education for its own sake </li></ul>
    10. 10. Common Ground? <ul><li>Students </li></ul><ul><li>Teachers </li></ul><ul><li>Seeking independence to identify a passion </li></ul><ul><li>Seeking opportunities to grow by learning </li></ul><ul><li>Seeking chance to prove themselves </li></ul><ul><li>Seeking opportunities to make a contribution to the world </li></ul><ul><li>Seeking academic freedom to be passionate about their subject </li></ul><ul><li>Seeking opportunities to learn more by teaching </li></ul><ul><li>Seeking the chance to improve themselves </li></ul><ul><li>Seeking opportunities to make a difference in the world </li></ul>
    11. 11. Common Core? <ul><li>Common Ground </li></ul><ul><li>Common Core “Essentials” </li></ul><ul><li>Seeking independence to identify a passion </li></ul><ul><li>Seeking opportunities to grow by learning </li></ul><ul><li>Seeking chance to prove themselves </li></ul><ul><li>Seeking opportunities to make a contribution to the world </li></ul>
    12. 13. Essential Elements <ul><li>Common Core: Literacy </li></ul><ul><li>BIE Project Based Learning </li></ul><ul><li>Reading: Key Ideas/Details; Integration of Knowledge and Ideas </li></ul><ul><li>Writing: Text Types and Purposes; Build and Present Knowledge </li></ul><ul><li>Speaking and Listening: Comprehension and Collaboration; Presentation of Knowledge and Ideas </li></ul><ul><li>In-Depth Inquiry </li></ul><ul><li>Significant Content </li></ul><ul><li>Public Audience, Voice and Choice </li></ul><ul><li>In-Depth Inquiry </li></ul><ul><li>21st Century Skills </li></ul><ul><li>Revision and Reflection </li></ul>
    13. 14. Essential Elements <ul><li>Common Core: Mathematical Practice </li></ul><ul><li>BIE Project Based Learning </li></ul><ul><li>Problem Solving </li></ul><ul><li>Abstract Quantitative Reasoning </li></ul><ul><li>Mathematical Arguments </li></ul><ul><li>Mathematical Modeling </li></ul><ul><li>Appropriate Tools </li></ul><ul><li>Precision </li></ul><ul><li>Structure </li></ul><ul><li>Repeated Reasoning </li></ul><ul><li>21 st Century Skills—Critical Thinking, Collaboration </li></ul><ul><li>Significant Content </li></ul><ul><li>Voice and Choice, Public Audience </li></ul><ul><li>Need to Know, Revision and Reflection </li></ul><ul><li>In-Depth Inquiry </li></ul>
    14. 16. Essentials? <ul><li>Common Core : Integrated Literacy </li></ul><ul><li>iEARN Global Collaboration </li></ul><ul><li>Reading: Key Ideas/Details </li></ul><ul><li>Reading/Informational Text: Integration of Knowledge and Ideas </li></ul><ul><li>Writing: Text Types and Purposes </li></ul><ul><li>Writing: Build and Present Knowledge </li></ul><ul><li>Speaking and Listening: Comprehension and Collaboration </li></ul><ul><li>Speaking and Listening: Presentation of Knowledge and Ideas </li></ul><ul><li>Dialog and collaboration with others around the world </li></ul><ul><li>An authentic global audience </li></ul><ul><li>21 st Century Skills-critical thinking, communication, collaboration, creativity </li></ul>
    15. 17. ARN Essentials <ul><li>Common Core: Standards for Mathematical Practice </li></ul><ul><li>iEARN Global Collaboration </li></ul><ul><li>Problem Solving </li></ul><ul><li>Abstract Quantitative Reasoning </li></ul><ul><li>Mathematical Arguments </li></ul><ul><li>Mathematical Modeling </li></ul><ul><li>Appropriate Tools </li></ul><ul><li>Precision </li></ul><ul><li>Structure </li></ul><ul><li>Repeated Reasoning </li></ul><ul><li>Problem solving for real life concerns </li></ul><ul><li>Working locally to make a difference globally </li></ul><ul><li>Learning with the world, not just about the world </li></ul>
    16. 19. A Most Amazing Race: Folktales, Myths, and Legends from Around the World Created by Adriane Manning, West Virginia Teach 21
    17. 20. Common Essentials: A Most Amazing Race <ul><li>Common Core State Standards: Literacy </li></ul><ul><li>BIE Essentials: Collaboration and In-Depth Inquiry </li></ul><ul><li>Reading-Key Ideas and Details- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. </li></ul><ul><li>Reading-Key Ideas and Details- Analyze how and why individuals, events, and ideas develop and interact over a course of a text. </li></ul><ul><li>Folktale Characteristics Chart </li></ul><ul><li>Folktale Characteristics Guided Notes </li></ul><ul><li>  </li></ul><ul><li>Folktale Characteristics Quiz </li></ul><ul><li>  </li></ul><ul><li>Completion of Literature Circle Jobs (Summarizer, Illustrator, Questioner for reading skills) </li></ul><ul><li>  </li></ul><ul><li>Class Discussion with Examples of Folktales </li></ul>
    18. 21. Common Essentials: A Most Amazing Race <ul><li>Common Core State Standards </li></ul><ul><li>BIE Essentials: Communication, Voice & Choice, Revision & Reflection </li></ul><ul><li>Writing-Text Types and Purposes- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. </li></ul><ul><li>Writing-Production and Distribution of Work- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. </li></ul><ul><li>Student Pre-writing Notes (identifies characteristics and plot details of story) </li></ul><ul><li>Story Board Sketches </li></ul><ul><li>  </li></ul><ul><li>Group Story Pitch to Teacher </li></ul><ul><li>  </li></ul><ul><li>Rough Draft </li></ul><ul><li>Peer Editing Checklists </li></ul><ul><li>Successful completion of the criteria on the Final Script Rubric </li></ul>
    19. 22. Common Essentials: A Most Amazing Race <ul><li>Common Core State Standards </li></ul><ul><li>BIE Essentials: Public Audience/Presentation, In-Depth Inquiry </li></ul><ul><li>Speaking and Listening-Comprehension and Collaboration -Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. </li></ul><ul><li>Speaking and Listening-Presentation of Knowledge and Ideas - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. </li></ul><ul><li>Group Discussions </li></ul><ul><li>Observe Performance Practice </li></ul><ul><li>Group Story Pitch to Teacher </li></ul><ul><li>Successful completion of the criteria on the Final Script Rubric </li></ul>
    20. 23. A Gardener’s Dilemma 3 rd Grade Lynn Baker, West Virginia Teach 21
    21. 24. Common Essentials: A Gardener’s Dilemma <ul><li>Common Core State Standards </li></ul><ul><li>BIE Essentials: Significant Content, In-Depth Inquiry, Voice & Choice </li></ul><ul><li>Math-Measurement and Data-Geometric measurement: understand the concept of area and relate area to multiplication and to addition. </li></ul><ul><li>Math-Measurement and Data-Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measurements. </li></ul><ul><li>location of vegetables using ordered pairs. Where’s My Vegetables? Activity                                 </li></ul><ul><li>identify the location of their garden plot in their garden design. </li></ul><ul><li>  </li></ul><ul><li>identify the area and the perimeter of their garden plot in their presentation.  They will also describe how they determined the perimeter and area of the garden plot </li></ul><ul><li>Mathematics Quiz </li></ul>
    22. 25. Common Essentials: A Gardener’s Dilemma <ul><li>Common Core State Standards </li></ul><ul><li>BIE Essentials: In-Depth Inquiry, Collaboration, Public Audience </li></ul><ul><li>Writing 3.8 </li></ul><ul><li>Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. </li></ul><ul><li>Speaking & Listening 3.1 </li></ul><ul><li>Prepare and participate effectively in a range of conversations and collaborations with diverse partners building on others’ ideas and expressing their own clearly and persuasively. </li></ul><ul><li>research indentified websites and use the information to complete the of </li></ul><ul><li>Plant Information Sheet </li></ul><ul><li>share the information found in the websites to create their garden plan and planting guide.  </li></ul><ul><li>Teacher will observe students as they work together to create a solution for the identified problem. </li></ul><ul><li>Collaboration Rubric   students to self assess their collaboration skills each day they work on their project. </li></ul><ul><li>Project presentation </li></ul>
    23. 26. Common Essentials: A Gardener’s Dilemma <ul><li>Common Core State Standards </li></ul><ul><li>A Most Amazing Race </li></ul><ul><li>Writing-Text Types and Purposes-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. </li></ul><ul><li>Student Pre-writing Notes (identifies characteristics and plot details of story) </li></ul><ul><li>  </li></ul><ul><li>Story Board Sketches </li></ul><ul><li>  </li></ul><ul><li>Group Story Pitch to Teacher </li></ul><ul><li>  </li></ul><ul><li>Rough Draft </li></ul>
    24. 28. iEA Projects <ul><li>All curriculum areas, K-12 </li></ul><ul><li>Build and improve 21 st Century Skills </li></ul><ul><li>Encourage civic participation as active global citizens </li></ul><ul><li>Promote teamwork and cross-cultural awareness </li></ul><ul><li> </li></ul><ul><li>Curriculum Integration Toolkit: </li></ul>
    25. 29. Connecting Math to Our Lives Project Description: Project Plan:
    26. 30. Common Essentials: Connecting Math <ul><li>Common Core State Standards </li></ul><ul><li>iEARN Project </li></ul><ul><li>OA 4.2 2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. </li></ul><ul><li>RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) (Integration of Knowledge and Ideas) </li></ul><ul><li>Students take data and make comparisons and make predictions and projections. </li></ul><ul><li>Students explain how their information gathered could help with planning: how much food to buy for our cafeteria, how many books of one kind should the library buy according to the genre checked out </li></ul>
    27. 31. Common Essentials: Connecting Math <ul><li>Common Core State Standards </li></ul><ul><li>iEARN Project </li></ul><ul><li>L 4.5 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse </li></ul><ul><li>When writing with their partners, students are sure they are aware of their own correct use of English and words are explained if necessary. </li></ul>
    28. 32. Finding Solutions to Hunger Project Description: Project Plan:
    29. 33. Common Essentials: Solutions to Hunger <ul><li>Common Core State Standards </li></ul><ul><li>iEARN Project </li></ul><ul><li>RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. </li></ul><ul><li>RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. </li></ul><ul><li>Students will use the Internet, newspapers, videos, and other sources to understand the real story behind global hunger. Questions will be raised about how hunger can exist in a world that produces enough food for everyone and why if more than one billion people go to bed hungry it is not front page news. </li></ul><ul><li>Students will create a spreadsheet and charts from their food journals, this and other visual information will be utilized in their service learning project, as well as their final documentation of their project. </li></ul>
    30. 34. Listen to the Walls Talking Project Description: Project Plan:
    31. 35. Common Essentials: Listen to the Walls Talking <ul><li>Common Core State Standards </li></ul><ul><li>iEARN Project </li></ul><ul><li>Math G-MG 9-12.1 </li></ul><ul><li>Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). </li></ul><ul><li>Reading RI 9-10. 4 </li></ul><ul><li>Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). </li></ul><ul><li>Drawing of street art stencil artwork design </li></ul><ul><li>Study and analysis of a variety of graffiti/ street art. </li></ul>
    32. 36. Common Essentials: Listen to the Walls <ul><li>Common Core State Standards </li></ul><ul><li>iEARN Project </li></ul><ul><li>L 9-10.2 & L 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. </li></ul><ul><li>L 9-10.2c Spell correctly. </li></ul><ul><li>L 11-12. 2b Spell correctly. </li></ul><ul><li>Successful completion of Street Art WebQuest, Protest Art Brainstorm Worksheet and wording/ lettering used (if applicable) in their stencil. </li></ul>
    33. 38. Diane Charlton Midness <ul><li>Director of Professional Development Workshops. iEARN-USA </li></ul>
    34. 39. Tim Kubik, Ph.D. <ul><li>National Faculty </li></ul><ul><li>Member </li></ul><ul><li>Principal Consultant, </li></ul><ul><li>Kubik Perspectives, LLC </li></ul><ul><li>History/Social Studies Consultant to </li></ul><ul><li>AS/ISSN (2007-2011) </li></ul>[email_address] @kubikhan on Twitter
    35. 40. THANK YOU for your Interest! and