NOTES TO THE TRAINER: For more details, see the Field Guide Welcome participants. Provide a brief overview of the module. Description: Presentation of the design and components of the GPS Learning System provides participants the basic understanding of the importance of high-quality, college ready work and how to incorporate expectations for global competencies.
The focus of the Graduate Portfolio System is on students showcasing their global competency and college readiness. There performance outcomes and graduate profile help clarify the expectations and type of work the students should produce. This module will focus on the type of instruction that supports students as they develop their competencies.
We reviewed the Graduate Profile in previous modules for connections to standard, performance outcomes, or curriculum. Have participants discuss what kind of instruction and experiences help students meet the expectations in the graduate profile.
A variety of instructional techniques and tools are required throughout students’ experiences in order for them to develop the skills needed to be successful.
Essential questions can drive the curriculum and lead to more authentic assessments and performances. What essential questions are we currently using? How is our curriculum design to help students address these questions?
Discuss how simulations and immersions are used currently and in what contexts Are there certain content areas currently using simulations? What’s happening outside of the classroom? What examples can we think of, big and small, in which students apply their learning in a real or simulated context?
Pair Share – “teach” your partner – what is Project Based Learning? Why use this model?
Gps mod 4 v2.1
Graduation Portfolio Modules
Module 1 What is GPS?
Module 2 What are Performance Outcomes?
Module 3 How are Performance Outcomes Connected to
Module 4 What kind of Instruction Supports our
Module 5 How do I Design Performance Tasks?
Module 6 How do we Design Units that Support this
Module 7 What makes a High Quality Unit?
Module 8 How do we give Meaningful Feedback to
Module 9 How do we connect this GPS work to our work
across the network?
Module 10 How do Students Manage the Process?
Participants will be able to answer:
• What kind of instruction supports this work?
Backplan from the Graduate
• Review the graduate
– What kind of work
should students be
– What kind of lessons
What kind of instruction
Balancing direct instruction with opportunities to
explore and investigate open-ended questions
• Community engagement activities
• Projects and investigations
• Open ended questions for investigation
A focus on relevance and taking action
• What does it mean to be a citizen?
• What is art?
• What makes a system?
• How do numbers represent the world?
• When is something alive?
• What makes something true?
Simulations and Immersions
What are some examples of immersions and
• Model United Nations
• Language Immersions
• Cultural Exchanges
• Role Play
• Real-time Problem Solving
(PBL) is an inquiry-base
approach to learning that
engages students in gaining
essential knowledge and
life-enhancing skills through
an extended inquiry process
structured around a
complex essential question
and carefully designed
products and tasks.
Basic Elements of a PBL
A Project-Based Learning includes these basic
(1) an extended time frame
(3) inquiry, investigation, and research
(4) the construction of an artifact or
performance of a consequential task.
Why use this model?
Allows students to explore real-world
problems and challenges through working
and cooperating with students in small
Majority of time is spent on active and
engaged learning, which studies show helps
students retain a deeper knowledge of
Helps students develop organizational skills,
build collaborative skills, and become
Essentials of PBL
What is the Essential Question?
C. Skills / Global Competencies
will be developed?
What are the student expectations?
How will the project be assessed?
What resources are needed?
What are knowledge and skills that
students need to be successful?
• What would it look like on a regular basis?
• What would an observer be able to observe in
• What support do you need to maximize
student engagement during an instructional
• How will we communicate these ideas to the
– Content area courses?
Buck Institute for Education / Project Based Learning
Videos, Tools, Research to help teachers implement PBL
Core Concept – Project Based Learning
PBL – Online
Resources to design and manage high quality projects for
middle and secondary school students.