BWP Session 2 ~ Keeping Your Project on the Rails


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One of the challenges of PBL is 'keeping your project on the rails'. Our guests discuss their methods for managing -and helping kids manage- projects.

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  • Again, the conversation in the Classroom 2.0 group helped us focus on these themes.
  • Suzie - We mined so many thoughtful comments. Why don’t you talk about you’re ‘letting go experiences’.
  • Bicycle metaphor. JK I’d add here it’s about confidence in yourself, too. With practice you know you’ve set the project up right and the conditions for success are in place.
  • Jane introduces. Continuation of the first session, inquiry doesn’t stop, Reframing, guiding questions.
  • Neil explains, uses CBP as context for how he helps kids manage by asking questions, not telling them what to do next or how to solve their problems. They got a museum curator thinking!
  • Neil blogs about the process. How does writing as a project unfolds help you reflect on the process? (TIP)
  • He uses playing a game as a metaphor throughout his book.
  • Suzie: Melded instructional design process with industry planning method and explicitly teaches the processes of doing projects
  • How many of you use project foundry
  • Finish with: Any questions for Sue
  • Suzie - another thoughtful gem from the the group discussion. Jane sez, I wondered about the tension between driving with step and guiding with milestones... Talked both Kim and George about this… What do you think?
  • SB introduces Nicole The near future has the Kotaseks living in a strawbale house overlooking the Minnesota River, raising a handful of ducks and chickens, tending to a huge asparagus patch and attempting to raise enough in a garden to supplement their take-out pizza habit.
  • SB introduces Nicole The near future has the Kotaseks living in a strawbale house overlooking the Minnesota River, raising a handful of ducks and chickens, tending to a huge asparagus patch and attempting to raise enough in a garden to supplement their take-out pizza habit.
  • Suzie introduces Lisa. Lisa talks about her own scaffolding to be a better observer, to figure out what to pay attention to.
  • Conversation.
  • Bring to audience, share, direction slide - read more, also links to guests’s resources follow. Thanks to Project Foundry and Learn Central.
  • BWP Session 2 ~ Keeping Your Project on the Rails

    1. 1. Welcome to a Public Webinar <ul><li>While you are waiting for your session to begin: </li></ul><ul><ul><li>Configure microphone and speakers ** </li></ul></ul><ul><li>Tools  Audio  Audio Setup Wizard… </li></ul><ul><ul><li>To share your profile with others, enter information: </li></ul></ul><ul><li>Tools  Preferences  Edit Profile… * </li></ul><ul><ul><li>To view the profile of another participant: </li></ul></ul><ul><li>Hover pointer over their name in the Participants window </li></ul>Host Your Own Free Public Webinars at
    2. 2. Better with Practice: PBL Implementation Tips from the Field <ul><li>March 4 </li></ul><ul><li>2 p.m. and 5 p.m. PST </li></ul><ul><li>Share Ideas </li></ul><ul><li>Join us in the group PBL~ Better with Practice </li></ul><ul><li>in Classroom 2.0 </li></ul><ul><li> </li></ul>
    3. 3. Raise Hand Send Message Talk Polling Whiteboard Tools A Quick Orientation A Quick Orientation
    4. 4. Better with Practice: PBL Implementation Tips from the Field A group-sourced webinar series about making the most of project-based learning. Three sessions, each repeated at 2 p.m. and 5 p.m. PST February 18 How to Create a Culture of Inquiry March 4 Keeping Your Project on the Rails March 11 It’s Not Over When It’s Over: The Project Spiral
    5. 5. Our Sponsor <ul><li>Project Foundry </li></ul><ul><li>Project Foundry is a proven online project based learning management system built by practitioners who understand the value of the pedagogy and inherent need for a streamlined tool that engages students and ensures meaningful academic results. </li></ul>[insert gfx here]
    6. 6. Let’s Warm Up: Discuss in the chat… How might a project go off the rails … for your students? … for you? So, what do you do?
    7. 7. Better with Practice: PBL Implementation Tips from the Field Your Hosts Suzie Boss and Sponsor Jane Krauss
    8. 8. PBL ~ Better with Practice Today’s Guests Neil Stephenson Calgary Science School Calgary, Alberta Sue Boudreau Orinda Intermed. Orinda, CA Lisa Parisi Denton Avenue Elem. New Hyde Park, NY Nichole Kotasek Minnesota New Country School Henderson, MN
    9. 9. Today ~ Keeping Your Project on the Rails <ul><li>Act 1: Launching In and Letting Go </li></ul><ul><li>Spotlight: Neil Stephenson </li></ul><ul><li>Act 2: Building Project Chops </li></ul><ul><li>Spotlight: Sue Boudreau </li></ul><ul><li>Act 3: Scaffolding Success </li></ul><ul><li>Spotlight (A): Nichole Kotasek </li></ul><ul><li>Spotlight (B): Lisa Parisi </li></ul>
    10. 10. Act 1: Launching In and Letting Go Connie Weber, describing the launch of a project: “ For the teacher, there's this giant Letting Go. Now, that requires some effort. I can see it in my mind—it's me walking away, turning my back, going somewhere else, not allowing myself to hover. It's me communicating, ‘I'm at your service,’ and, ‘May the force be with you.' It's me utterly and totally handing over the reins, let come what may. The project is theirs .”
    11. 11. Act 1: Launching In and Letting Go Photo courtesy Connie Weber George Mayo expands on letting go: “ That's the beauty, and excitement, of PBL in my opinion. It's not only a leap of faith, but it also has a lot to do with trusting your students and knowing that they will rise to the challenge.”
    12. 12. Launching In and Letting Go Spotlight: Neil Stephenson <ul><li>Professional Development and Outreach Coordinator, </li></ul><ul><li>Calgary Science School </li></ul><ul><li>600 students, grades 4-9 </li></ul><ul><li>1:1 laptop school </li></ul><ul><li>I love this job because I get to support teachers in designing rich, inquiry-based learning projects. </li></ul>
    13. 13. Launching In and Letting Go The Cigar Box Project <ul><li>Students lived the disciplines of historical thinking, information literacy and graphic design as they used 21 st - Century tools to reinterpret events from Canadian History. </li></ul>
    14. 14. Letting Go…
    15. 15. Act 2: Building Project Chops <ul><li>Why projects are a work in process </li></ul><ul><li>How milestones help us manage </li></ul><ul><li>And a reminder that students and teachers need time to practice project skills </li></ul>
    16. 16. Act 2: Building Project Chops Tip: Students may need to start with the junior version, but still benefit from playing the whole game
    17. 17. Building Project Chops Spotlight: Sue Boudreau “ Young people can make a difference to tomorrow’s world. We’ll help you show them how.”
    18. 18. Building Project Chops Business Project Management for Class Projects <ul><li>Start with the end in sight: </li></ul>Students use their rubric to grade projects from last year (and/or an example I made) Pre-teach some skills: ppts, work flow charts, team work
    19. 19. Building Project Chops The Chicken Paprika Plan <ul><li>1. Define 'success' </li></ul><ul><ul><li>All parts of dinner ready at 6.30pm. </li></ul></ul><ul><ul><li>Food doesn't get cold </li></ul></ul><ul><ul><li>Tastes good </li></ul></ul><ul><ul><li>No one gets food poisoning! </li></ul></ul><ul><li>2. How would I measure success ? </li></ul><ul><ul><li>All parts ready at 6.30, cooked. </li></ul></ul><ul><ul><li>All dishes at least 60 deg. C. </li></ul></ul><ul><ul><li>Guests finish what's on their plate, some ask for seconds or the recipe. </li></ul></ul><ul><ul><li>No one reports throwing up. </li></ul></ul><ul><li>3. List tasks and time </li></ul><ul><li>4. Organize into a work flow sequence </li></ul><ul><li>5. Find the &quot;critical path&quot; </li></ul><ul><li>6. Plan ‘backwards’ </li></ul><ul><li>©Sue Boudreau 9.10.09 </li></ul>
    20. 20. Building Project Chops Project Management Steps <ul><li>Brainstorming tasks and times on Post-its </li></ul><ul><li>Work flow charts, critical path </li></ul><ul><li>Who does what by when - action plans </li></ul><ul><li>Timelines and working backwards </li></ul><ul><li>Interim deadlines in hmwk agendas. Parent sign off </li></ul><ul><li>Log books </li></ul><ul><li>Doing it! </li></ul><ul><li>Check-ins with journals, evidence of progress i.e., photos, receipts, parent notes </li></ul><ul><li>Poster presentations </li></ul><ul><li>See Sue’s handouts on PBL~Better with Practice </li></ul>
    21. 21. Act 3: Scaffolding Success <ul><li>Kim Trefz on finding the right structure: </li></ul><ul><li>“… no ‘instructions’ on how they were going to solve their problem but just the steps for forming a hypothesis, coming up with a problem statement, using Diigo to bookmark their research, weighing the pros and cons of their solution. </li></ul><ul><li>There are steps needed to ensure that students are going through the entire process for being great problem solvers and developing great habits of the mind.” </li></ul>
    22. 22. Act 3 - Scaffolding Success Spotlight (A) Nichole Kotasek As an advisor at Minnesota New Country School, Nichole is honored to have the opportunity to learn as much from her students as they learn from their projects.
    23. 23. Scaffolding Success QUOTE [PF Screen shot] It's great to be able to go to the 'Students' page and see where every student is on every project within one click. -Riverbend Academy Mankato MN Project Foundry
    24. 24. Act 3 - Scaffolding Success Spotlight (B): Lisa Parisi <ul><li>= </li></ul><ul><li>Using many tools: </li></ul><ul><li>Class wiki </li></ul><ul><li>Student blogs </li></ul><ul><li>Podcasts +more </li></ul><ul><li>…and observing </li></ul>
    25. 25. Wrap Up and Reflect
    26. 26. It’s the PBL Express! Get outta the way! State-of-the-art All aboard, baby! Efficient
    27. 27. Fine-tuning Our Practice <ul><li>Next slides - More “fine tuning” gems from members of PBL~Better with Practice </li></ul><ul><li>Last slides - Guest resources </li></ul>Please thank our sponsor, Project Foundry Host a free webinar in the Learn Central Elluminate room There’s more…
    28. 28. Fine-tuning Our Practice <ul><li>From Kevin Gant: </li></ul><ul><li>Start a project or inquiry with a conversation, NOT the project description. Through a conversation, you can get at student interest, start to understand their prior knowledge, and you prime the pump for presenting the central question of the project so that it will be best received. </li></ul><ul><li>Are you revisiting this conversation throughout the project? </li></ul>
    29. 29. … More Fine-Tuning <ul><li>From George Mayo: </li></ul><ul><li>It's important to use every second of class time wisely, and unless you have clear deadlines and timeframes, students will start to slack off. One complaint from my students is they feel like they often don't have enough time. I like it when I hear that. I always want them to have a real sense of urgency as they work on each step along the way. </li></ul>
    30. 30. ..and More Fine-Tuning <ul><li>Kyla asks for suggestions to get students to think independently: </li></ul><ul><li>So many of them are too willing to let me or other students tell them &quot;the answer.&quot; </li></ul><ul><li>Sue Boudreau offers an inquiry activity: </li></ul><ul><li>Primary kids use their senses to predict what’s in a paper bag. What does did it feel like? Is there more than one thing inside it? What’s the evidence? Does this new evidence support their last guess? And on like this, until... the denouement. Potatoes. The class was ecstatic because someone had guessed correctly. </li></ul><ul><li>Fine tuning: A small activity, used over and over with different objects, sets the class room culture around it being OK to guess, to be wrong, try again. A lot of inquiry is about making being wrong a GOOD thing. </li></ul>
    31. 31. Let’s Continue the Conversation <ul><li>Add questions, comments in Classroom 2.0 group: </li></ul><ul><li>Another live event—March 11 </li></ul><ul><li>It’s Not Over When It’s Over: The Project Spiral </li></ul>
    32. 32. Resources <ul><li>Act 1 Links </li></ul><ul><li>Cigar Box Project: </li></ul><ul><li>Neil Stephenson’s blog: </li></ul><ul><li>Act 2 Links </li></ul><ul><li>Sue Boudreau’s Take Action Project: </li></ul><ul><li>www. takeactioncurriculum .com </li></ul><ul><li>www. takeactionscience . wordpress .com </li></ul><ul><li>!/pages/Take-Action-Science-Project-Curriculum/199857622102?ref=nf </li></ul><ul><li>Act 3 Links </li></ul><ul><li>From Lisa Parisi: </li></ul><ul><li>http: //herricks . org/webpages/spcollaborative/ </li></ul><ul><li>http: //lisaslingo . blogspot .com/   </li></ul><ul><li>Reinventing Project-Based Learning blog: </li></ul><ul><li> </li></ul><ul><li>Project Foundry: </li></ul><ul><li> </li></ul>