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Gps mod 4 v2.1


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Gps mod 4 v2.1

  1. 1. Graduation Portfolio Modules 2 Modules Module 1 What is GPS? Module 2 What are Performance Outcomes? Module 3 How are Performance Outcomes Connected to Our Standards? Module 4 What kind of Instruction Supports our Work? Module 5 How do I Design Performance Tasks? Module 6 How do we Design Units that Support this Work? Module 7 What makes a High Quality Unit? Module 8 How do we give Meaningful Feedback to Students? Module 9 How do we connect this GPS work to our work across the network? Module 10 How do Students Manage the Process?
  2. 2. Instructional Model Module 4
  3. 3. Objectives Participants will be able to answer: • What kind of instruction supports this work? 4
  4. 4. Backplan from the Graduate Profile • Review the graduate profile and performance outcomes – What kind of work should students be producing? – What kind of lessons should students participate in? 5
  5. 5. What kind of instruction supports implementation? Balancing direct instruction with opportunities to explore and investigate open-ended questions • Simulations • Community engagement activities • Projects and investigations • Service-learning • Open ended questions for investigation A focus on relevance and taking action 6
  6. 6. Examples of Essential Questions • 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? 7
  7. 7. Simulations and Immersions What are some examples of immersions and simulations? • Model United Nations • Language Immersions • Cultural Exchanges • Role Play • Real-time Problem Solving 8
  8. 8. Project-Based Learning Project-Based Learning (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. 9
  9. 9. Basic Elements of a PBL A Project-Based Learning includes these basic elements: (1) an extended time frame (2) collaboration (3) inquiry, investigation, and research (4) the construction of an artifact or performance of a consequential task. 10
  10. 10. Why use this model? Allows students to explore real-world problems and challenges through working and cooperating with students in small groups. Majority of time is spent on active and engaged learning, which studies show helps students retain a deeper knowledge of subjects studied. Helps students develop organizational skills, build collaborative skills, and become better communicators. 11
  11. 11. Essentials of PBL What is the Essential Question? What 21st 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? 12
  12. 12. Classroom Practices • What would it look like on a regular basis? • What would an observer be able to observe in the classroom? • What support do you need to maximize student engagement during an instructional block? 13
  13. 13. Classroom Follow-up • How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide? 14
  14. 14. Resources Buck Institute for Education / Project Based Learning Videos, Tools, Research to help teachers implement PBL Edutopia Core Concept – Project Based Learning PBL – Online Resources to design and manage high quality projects for middle and secondary school students. 15