Stakes aren’t high, guessing and noodling around is encouraged, fun
Connie can’t attend but she’s been active in the conversation. As we continue she’ll appear and talk about how she’s deliberate, even has a name for it.
Suzie ~ about “have a meeting”
Jane When we talk about archives later, you’ll get another view on the activity and patterns in this classroom. The red ones are the big ones, but it’s going on all the time in all shapes and sizes.
Jane We know that learning happens best when you’ve drawn on student’s prior knowledge. There are a lot of ways to figure out what they know. Respond in the chat. What do you do to identify what they know and then draw on that? Suzie: tell the story - Sometimes you have to create common footing.
Jane: One of our reflective contributors said this about our hero Sylvia Chard. Let’s give you a chance to read. My takeaway - We’d do well to slow down, the rewards are great. I maintain that this phase doesn’t have to take a lot of time, it just has to be deliberate.
Jane - Conference recently where this wwas skipped. Describe the Visible Thinking methods for getting ~ Know - And What makes you say that?
Suzie: Reminder: Bring in a hobby, Keep it low stakes. Repetition and variety - You aren’t the total expert and you have many many questions.
Suzie intros Anthony
Suzie - We’d love to collect more of these. Gain a new repetoire.
Jane Back to Terry Kids looked forward to doing the projects, that anticipation paid off, they’d been thinking, imagining for years. Terry’s repeated, fine tuned and expanded these projects over quite a few years. Landmark Project is starting now, he describes it in the PBL~ Better with Practice Group
Jane to Shane: Briefly - There are tools that help you curate your archive. Shane.
Terrific - Projects on language called the Longfellow 10 and an amazing project about Darfur.
Jane: Asking - This is what teachers do, since we’re the model for inquiry in many ways what do you think kids are doing? Anyone know data on the questions kids ask, send along.
So, instead of “Any questions?” we ask: What questions do you have? Let’s open it up. And we can stay on for a bit.
BWP ~ Session 1 Culture of Inquiry
Better with Practice: PBL Implementation Tips from the Field Your Hosts Suzie Boss Jane Krauss with… ? and Sponsor
Better with Practice: PBL Implementation Tips from the Field Our Guests Anthony Armstrong Del Mar Middle School Tiburon, CA Terry Smith Eugene Field Elementary, Hannibal, MO
Today ~ Creating a Culture of Inquiry <ul><li>Creating a Culture of Inquiry in 4 Acts </li></ul><ul><li>Act 1: Inspiring Wonder </li></ul><ul><li>Act 2: Activating Prior Knowledge </li></ul><ul><li>Act 3: Modeling Curiosity </li></ul><ul><li>Act 4: Building on What Came Before: </li></ul><ul><li> The Class Archive </li></ul>
Act 2: Activating Prior Knowledge What are you building on?
Act 2: Activating Prior Knowledge <ul><li>Sherri Johnston reminds us: </li></ul><ul><li>“ Sylvia Chard’s Project Approach suggests that the beginning of any project should be spent building student interest and activating background knowledge. 25% of a project should be spent in this phase before moving into investigations and then sharing newfound understandings. This phase is usually rushed or skipped and we move students directly into "answering the big question." </li></ul>
Act 3: Modeling Curiosity <ul><li>Nick Ryan reminds us to be role-models: </li></ul><ul><li>“ While students might not see the value that inquiry learning brings to their immediate lives, if they can see how it has enriched my life, they will eventually appreciate the everyday application of PBL.” </li></ul><ul><li>Key idea: Show your inquiring mind. </li></ul>
Act 3: Modeling Curiosity <ul><li>And… </li></ul><ul><li>“ Never be afraid to tell a student that you don't know the answer to a question. Show students that it's not a crime to not know an answer, and that the real problem is not taking the time to find it .” </li></ul>Photo by Daemon Squire
Act 3 Spotlight: Anthony Armstrong’s Class <ul><li>Using primary sources as entry to inquiry </li></ul><ul><li>Encouraging students to ask questions that historians ask </li></ul>Library of Congress thc 5a49952
Act 3: Modeling Curiosity <ul><li>Fine-tuning our practice… </li></ul><ul><li>From… “Do you have any questions? </li></ul><ul><li>To… “What questions do you have?” </li></ul><ul><li>(Hat tip to Bud Hunt and Zac Chase) </li></ul>
Act 4: Building on What Came Before The Class Archive http://smithclass.org/ proj/projects.htm
Act 4: Building on What Came Before Student Portfolios: Face to World
Act 4: Building on What Came Before <ul><li>George Mayo reminds us </li></ul><ul><li>to “tell the story” of past projects: </li></ul><ul><li>“ Having past examples of student work online and at my fingertips is incredibly valuable. The work becomes an ever-growing resource for me and my current students. We'll look at past projects and talk about what we liked, and what worked. But we'll also talk about things that could have been improved. I also try to find student work from other classrooms to share with my students.” </li></ul>
Closing Thoughts <ul><li>Fine-tuning our practice… </li></ul><ul><li>60% of questions asked by teachers are lower-order, calling for recall or recitation </li></ul><ul><li>20% are procedural </li></ul><ul><li>20% are higher-order, asking for evaluation or analysis </li></ul><ul><li>(Reinventing Project-Based Learning, pp.114-119) </li></ul>
Closing Thoughts What questions do you have? Photo by Jim Kuhn
Let’s Continue the Conversation <ul><li>Contribute to the discussions in Classroom 2.0 group PBL~Better with Practice www.classroom20.com/group/pblbetterwithpractice </li></ul><ul><li>Two more live events—March 4, March 11 </li></ul>