This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined: they are central to the curriculum, focused on driving questions, involve constructive investigation, are student-driven, and feel realistic. The document provides examples of PBL projects and emphasizes the importance of assessment, collaboration, and reflection in the PBL process.

1. Curriculum Design and PBL

2. A guaranteed and viable curriculum is the number one factor impacting student achievement. (Marzano - What Works in Schools. 2003)

3. A Pre-Assessment on Beliefshttp://goo.gl/FO0fO

5. Definition of PBLa systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

6. Five Criteria to be PBLPBL projects are central, not peripheral to the curriculum.

7. PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline..

8. Projects involve students in a constructive investigation.Project NOT Exercise

9. Projects are student-driven to some significant degree.Projects are realistic, not school-like

10. Sense vs Meaning“Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….Of the two criteria, meaning has the greater impact ….”Sousa

11. CurriculumIntentionally Designed

12. Designing Curriculumusing UbD

14. THINK!

16. Stop-Light Differentiation

18. Essential QuestionWhat are the attributes that define andstructures that support a 21st century curriculum?

19. Essential QuestionHow do I design contemporary curriculum that best meets the learning needs of my students?

20. Assesment

21. Types of Assessment DiagnosticFormativePeer/Self/MetacognitivePortfolioSummative

22. Tools for AssessmentMoodleGoogle FormsGoogle Sites PortfoliosQuiaSocrativeBlog Prompts

24. Black and WiliamFrequent short tests are better than infrequent long ones.

25. New learning should be tested within about a week of first exposure.

26. Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones.

27. Comments alone have more impact on student achievement than comments and grades or grades only.Draft In Progress not Rough Draft

28. Performance AssessmentGRASPSGoalsRoleAudienceSituationProduct/PerformanceStandards and Criteria for Assessment

30. Is it a Rubric?Rubric vs Checklist vs Point SheetRubistar

31. Design the Learning Activities (Part 3)

32. Be CollaborativeDesign on a WikiDesign on Google Docs

33. Design the Learning Activities

34. The PBL ProcessREFLECTION

36. Driving Questions

37. Characteristics of a Driving Questionare provocative

38. are open ended

39. go to the heart of a discipline or topic are challenging

40. can arise from real world dilemmas that students find interesting

41. are consistent with curricular standards and frameworks Entry Event

42. Authentic Project

43. The ProjectsHistory Museum with Documentaries and What-If Exhibit (US History)Graphic Novel History Text and a Warm-UpSharing your PassionFrederick Douglas Speaker SeriesNon-Fiction Writing/Blogging 123Global Action ProjectAuthor Project and LitFestGlobal Issues Symposium (AP Environmental Science/Capstone 11th Grade Science)It’s My Brain, Do I know how to care for it? (9th Grade Tablet and Portfolio Intro) PBL or Project?

44. PBL AssessmentAssess Your Project Use clear RubricsSet clear expectations (let kids contribute to this)Provide lots of Feedback – Use Feedback Loops (Tech is GR8 for this!)Use Peer ReviewUse Self Reflection and Assessment

49. A Quote:Our job as educators is to make explicit that which we had hoped would be implicit.

50. Designing the Curriculum

51. What are the essential questions?How is what we’re teaching relevant to the student’s life?How do they extend the learning to demonstrate true understanding?When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned?When do they get to self-reflect? Do they have a metacognitive vocabulary?

53. Find a Partner

55. STAGE TWOASsessmentsBlooms and Six FacetsGraspsRubrics

56. Stage ThreeWHERETO