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Pbl gwinnett5 30-11
- 2. About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With your GCPS colleagues: Mike Reilly , Kyle Jones, Nic Carroll
- 7. About You Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
- 11. discussion
- 17. Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving Answers Making Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Curricular Focus Activity-Based v. Project-Based Learning Continuum of Practice Fun Captivating (or not) Thematic
- 18. Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry and directions for learning, creativity and outcomes Develop knowledge, skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized Cause kids to teach and learn from one another
- 23. Discussion
- 25. Reconsidered Project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Modified from Kim DiBiase - NBCT, Apple Learning Exchange
- 26. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
- 27. Project Sketch Conceptual Framework Write : Project sketch Include elements that help reader understand subject matter, student interaction, learning outcomes Idea Idea Idea
- 29. Project Planning Establish key concepts Establish conceptual framework Seek natural connections Design backward Imagine outcomes See: Project Planning on the Wiki Sketch Plan
- 31. Need Ideas? Scan Projects Buck Institute—Project Libraries http://www.bie.org/tools/links/pbl_in_practice Individual projects: “ Give Me Shelter” project www.edutopia.org/maine-project- learning-expedition-homeless-video “ D-1” project http://plpnetwork.com/pbl.html
- 44. Good Morning!
- 49. Begging the Question http://blog.mrmeyer.com
- 50. Guest Speaker www.clevelandclinic.org/civiceducation/ eXpressionsGallery/expressionsGallery10/
- 51. Another Day@Manor NT http://www.youtube.com/user/ManorNewTechHigh
- 52. Mini-Expedition: 10 min. http://elschools.org/our-results/gallery
- 53. Assessment How do you assess learning?
- 54. Assessment How do we assess learning? Traditional Instruction F S Project Learning F S
- 55. When Do We Assess? http://educate.intel.com/en/AssessingProjects/ AssessmentStrategies/ap_sample_assessment_plans1.htm
- 56. Shared Reading 1. Download (PDF) www.edutopia.org/10-tips-assessment-project-based-learning-resource-guide 2. Jigsaw reading 3. Talk about: Which idea(s) will you try?
- 57. discussion
- 67. PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School Neil’s Blog Thinking in Mind
- 68. Formative Assessment 21 st century skill Assessment method collaboration self report : journal, log, survey peer report : survey or written reflection teacher notes : observation checklist, meetings with leaders project management task lists Daily / weekly goal sheets time logs written reflection problem-solving journal, log, written report / reflection Iterative work, successive improvement
Editor's Notes
- How about you? HS? MS? ELEM? Instr leader, …Distance traveled?
- Ongoing support/ building toward a showcase / tbd
- Suzie: Using wikis right away, who’s familiar?
- Suzie: Tell results of Survey (make em guess first, these fly in 1 by 1)
- Press F5 or use the tool bar to enter presentation mode in order to see the poll. http://www.polleverywhere.com/multiple_choice_polls/MTIwNTEzNzY2OQ If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
- Suzie -
- Jane
- Discussion then Suzie
- PBL entry video/BIE “It Really, Actually Changed My Life” (reveal a truth about race)
- Jane: how close are we? Key words? Other elements you’ve included?
- Jane: Prompt? Do you make distinction between activity-based and project-based? If so, what? When you look at continuum, is your practice more to left, to right, or somewhere in middle?
- Jane At end ask: How do teacher and students’ roles change?
- For you to think about…what does this mean for GCPS?
- Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It's the kind of thing that happens naturally, Karl Fisch says, "when students expect to be connected learners." Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
- Jane: Why do we study the Renaissance? Think what people might imagine as a project. Might have some characteristics (in left column) of thematic instruction. Might well use technology. What would traditional tech-rich project look like?
- Discussion
- Jane: Tech probably used for research and presentation. We say: This is not an uncommon “project”. Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another?
- Jane: How is this different? Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another? This has two features that get at critical thinking: Asking kids to COMPARE and MAKE A JUDGEMENT. Creating a sound set of criteria and then using it scaffolds these two.
- Jane Krauss says: Talk about the NETS a little. They really embody the 21st C skills everyone touts as being important. (The bubbles are key words from the NETS as well as statements of what higher-order thinking looks like.) Talk about the process by which I remodeled this lesson, using knowledge of the NETS to make it stronger.
- Jane
- Jane
- With Tools: value of reflection, teacher blogging (Mike speak to that)
- Finding the question in a picture
- Cleveland example: students present research; who wants to interpret it? how tell the story of this work?
- New Tech: scale of launch / investment match scope/weight of project (what if students made the trailer?) YouTube: http://www.youtube.com/user/ManorNewTechHigh#p/search/2/XqQFKnO8YcE
- Discuss in groups of 3-4; wrap up with group discussion about qualities of good entry events
- Discussion
- Suzie: Introduce ELFs—for example, making things visible and discussable. In chat: What do you imagine a couple might be? have PDF available as handout on NCTE Ning
- We model at end of the day
- Reflection: What has to happen before you’re ready to “let go”?
- Backup: In project based-learning there’s often an initiating event to get kids’ attention, then a driving or essential question that sparks kids’ need to know. We’ll focus on the question here. Ask a question then prompt for more angles or go deeper with the question. Help kids shape them so significant learning will happen. Let’s look at three subordinate questions kids might pursue: What key subject matter might be addressed in the process of answering these questions?
- Backup: Jane: Describe: Project exemplar bc - teacher accessible, student work on the web, mashes up old and new technologies, looks at history as historians do. Commercial Art; critical evaluation of imagery/symbols to capture the story; like curating an exhibit; new and old world techniques (goes into a digital museum); connection to experts
- 30 minutes until lunch.