The document outlines a project-based learning (PBL) workshop for educators, led by Jane Krauss and Suzie Boss, focused on integrating PBL strategies in the classroom. It emphasizes the importance of student engagement, real-world connections, and collaboration through various technological tools and project design methodologies. Central to the workshop are hands-on activities, peer feedback, and planning for effective project implementation to enhance educational outcomes.

1. Project-Based Learning in the Digital Age Jane Krauss and Suzie Boss June 1-3, 2011 Gwinnett County Public Schools

2. About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With your GCPS colleagues: Mike Reilly , Kyle Jones, Nic Carroll

3. Where We’re Going Wednesday Getting Acquainted Intro to PBL PBL in Practice From Ideas to Design Draft a Project Sketch Thursday Peer Feedback Entry Event/Driving Question Evidence of Learning/Assessment Implementation Strategies Tools to Support Projects Tuning Protocol Demo

4. Day 3 and Beyond Friday Morning: Work time to complete your project plan Afternoon Project Plan Showcase Beyond these days: Seek partnerships, plan to involve experts Conference calls for ongoing support PBL Showcase, Spring 2012

5. Tools in Context Google Sites (wiki) blogs Google apps Skype Wordle Wallwisher Embeddable media Flickr Delicious, Diigo social bookmarking Ning Network Classroom 2.0 PollEverywhere

6. About You When it comes to PBL, you are: Armchair traveler: curious from afar % N Tenderfoot: setting out on first journey % N Explorer: finding your way % N Scout: can guide and teach others % N

7. About You Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

8. About You (3 x 5) Side 1: Picture yourself as the high school student you once were. How would your teachers have described you back then? (a phrase or two) Side 2: What is your “super power”? (What are you really, really good at?) Please give cards to us—no need for names .

9. About You Projects are life. Life is a series of projects.

10. About You Think: Project Capabilities you drew on, developed along the way

11. discussion

12. Let’s Hear from Kids “ It Really, Actually Changed My Life”

13. PBL: In Your Words Finish this sentence: In my classroom, PBL means… Think, write notes to yourself for 2 min. (you will be sharing soon)

14. Let’s Define PBL… In project-based learning, students learn important subject matter by investigating open-ended questions and “making meaning” that they transmit in purposeful ways. Projects allow students a degree of choice, setting the stage for active engagement and teamwork. Technology helps it happen

15. PBL: In GCPS Classrooms Let’s hear from Kyle, Nic, and Mike … Each will share a project brief … and describe his PBL journey

16. Conditions that Support PBL What supports do you have in place? What barriers do you want to remove?

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

19. What Research Tells Us PBL offers benefits for: Student engagement Academic achievement 21 st -century skills Equity Find research summary on our Google site.

20. Where Projects Lead Science Leadership Academy core values of Inquiry , Research , Collaboration , Presentation , and Reflection are embedded in PBL + outside school experiences to gradually build student competencies. Grade 9: mentoring @ Franklin Museum Grade 10: Individualized Learning Grade 11: Individualized Learning Grade 12: Senior Capstone

21. The Project Spiral Projects get better and better Common practices emerge Traditions develop Expectations grow

22. Why do we study the Renaissance? Reinventing a Research Project: Key Figures of the Renaissance

23. Discussion

24. Study a major figure of the Renaissance period. Create a digital slideshow that informs others about this person’s most significant accomplishments. Demonstrate clear organization and cite all sources of information and images. Original Assignment: Key Figures of the Renaissance

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

28. Project Sketches Pick 2-3 to analyze, improve --adjust for grade level, rigor, content, scale (too broad/too narrow?) --ensure student voice and choice --expand real-world connections, authenticity, interdisciplinary features

29. Project Planning Establish key concepts Establish conceptual framework Seek natural connections Design backward Imagine outcomes See: Project Planning on the Wiki Sketch Plan

30. Project Planning Today Establish a conceptual framework. Test several project ideas against it before selecting. (attachment) Write a project sketch on which you will seek input. Include elements that help reader understand subject matter student interaction learning outcomes. Complete in your personal wiki page. Tomorrow 3. Get input from others early. 4. Complete a project plan using the Project Plan Form Refer to 5 A’s rubric for project design as you go.

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

32. For Tomorrow Have sketch ready to share

33. Thinking Routines “ Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students’ thinking and become part of the fabric of everyday classroom life.” -- Artful Classroom website http://pzweb.harvard.edu/tc/overview.cfm

34. Turn to a Partner Talk briefly about thinking routines. List any that come to mind.

35. What just happened? Anyone mention… Think – Pair – Share? Brainstorming?

36. Routines for Power Teams Stock your PBL toolkit with: Think-Pair-Share Two Questions The Perfect Brainstorm Know-Wonder-Learn Focus Group Headline (+ What else?)

37. Two Questions Ask: What’s going on here? Ask: What do you see that makes you say so? When to use: during investigations Benefit: better reasoning skills Credit: David Perkins and Artful Learning

38. The Perfect Brainstorm Defer judgment Encourage wild ideas (more=better) Stay focused on the topic Build on the ideas of others When to use: throughout project cycle Benefit: more innovative thinking Credit: Tim Brown, Change by Design

39. Know-Wonder-Learn What do we K now? What do we W ant to know? What did we L earn? When to use: refining driving question, developing need-to-know list to guide research Benefit: activate and build on prior knowledge

40. Focus Group Each person represents a particular perspective (assign each one a “character”). Everyone weighs in on a specific question. There are no right answers. Everyone’s opinions and ideas matter equally. When to use: when identifying problems, during research, for soliciting feedback Benefits: build empathy for other points of view, collaborate for more innovative solutions

41. Headline This just in… Soggy Oregon Visitors Discover Sun in Georgia

42. Why Use Headlines? Captures the essence of your thinking, suggests future implications When to use: at project launch, when preparing for presentations, as reflection Benefits: summarize key ideas, create talking points, solicit feedback

43. Your Turn Write a headline to… … sum up Day 1 OR … capture your reflections about PBL as of right now [END OF DAY 1]

44. Good Morning!

45. Good Morning! Thursday Peer Feedback Entry Event/Driving Question Evidence of Learning, Assessment Implementation Strategies Team Strategies Facilitate, Guide, Coach Tools to Support Projects Tuning Protocol Demonstration

46. Project Sketch Review

47. From Sketch to Plan Essential, driving question Entry event Kids craft subordinate questions they can investigate (anticipate)

48. Entry Events: Making it GO How have you launched projects? What happened? Results?

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

58. Team Strategies Discuss: What’s a real-world example of something that wouldn’t have been possible without a team effort?

59. Team Activity As a group, use cards to create teams of four students. Talk about: Why are you making these choices? What are your expectations about effective teamwork?

60. Choosing the Right Tools First, identify Essential Learning Functions Then, match technology tools to your goal (See Appendix A)

61. Critical Friends Present your project brief at your table. Table mates listen without responding or questioning. (3 minutes) 2. Participants ask clarifying questions. (2 minutes) 3. Participants offer warm feedback. “I Like …” (2 minutes) 4. Participants offer cool (not cruel) feedback. “I Wonder if …” (2 minutes) 5. Together, discuss ideas for improvement. “A Good Next Step Might Be …” (2 minutes) Choose a time keeper/moderator

62. Facilitate, Guide, Coach “ 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, 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. The project is theirs .”

63. Day 3 Reminders Use Critical Friends Protocol Be Ready for Project Plan Showcase Elevator pitch Visual representation

64. [end of day 2]

65. Reuse, recycle, repurpose?

66. Read, write, do math with apples Visit an orchard Make apple sauce Conduct a taste test Paint and draw apples Put on a Johnny Appleseed play PBL Why these apples? Activity based v. PBL “ Why are these the apples sold in our store?” geography, agriculture, economics “ How did they get from the tree to here?” labor, distribution systems “ Did grandma eat these apples at my age?” change over time, narratives Thematic Unit

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

69. Discussion How do your projects and the bigger world intersect? This is a table exercise For each project, brainstorm real world, community connections. Forced answer, go around at least twice for each project. Listener takes notes in PWP