Poll Title: When it comes to PBL, you are: http://www.polleverywhere.com/multiple_choice_polls/MTIwNTEzNzY2OQ
JK This session is about getting the most out of projects. We will discuss how to incorporate assessment into the project plan, look at forms of assessment across the arc of a project, and consider tools that support responsive, reflective teaching.
JK / SB
JK: Project Spiral: term we coined to describe projects that spiral in unexpected (wonderful) directions. Can mean going bigger, connecting with others, but can also mean going deeper. Can happen in big and small ways. Example from Jaime McGrath of Team Lost & Found. He kept asking students, “So what are you thinking?” They get into systems thinking—system of lost and found. Cause and effect: what causes jackets to be lost? Solutions: what can we do about it? (PSA of Ghost Jacket). Malala Project by Heidi Hutchison—4th graders, turned into global ed project, connected w/children around world who were moved by Malala’s story and wanted to think deeply about barriers to girls’ education. Compare/contrast: What happens in your country/culture? Why?
ISTE 2014: The Reflective Teacher's Tips and Tools for Guiding PBL
The Reflective Teacher's
Tips and Tools for Guiding PBL
Presenter: Suzie Boss @suzieboss
Guests: Scot Hoffman @bombayscot
Mike Reilly @cdatlhs
ISTE14 ~ June 30, 2:15 p.m.
Today’s Reflective Guests
Scot Hoffman @bombayscot Mike Reilly @cdatlhs
American School of Bombay Center for Design and Technology
Mumbai, India Lanier High School, Georgia
"We do not learn from
experience . . . we
learn from reflecting
“If anyone's thinking
we can't do real things
with kids, I'm telling you
Brookwood School, MA
What can we do
How is this used in
the world outside
“During PBL, students go through a progression
of activities—questioning, investigating, making
sense of what they discover, asking more
questions, and doing more research—until they
emerge with new understanding.”
~Reinventing PBL (Boss & Krauss)
Go hog wild designing PBL that
will spark your own excitement
to teach. That alone will
undoubtedly hit many
reflection might just reach some
Borrow Heather’s 3(+) Steps for PBL Design
1. Design toward what you love. Think about your own interests and
the interests of the age group you teach.
2. Look back at the Common Core Standards.
3. Fill in the gaps
+ Find someone to partner with who might share your interest in your
project. It's vital we collaborate. It's vital that we open our doors and
utilize the strengths of a team.
And do you ask for specific feedback?
• How will this project help students connect to the big ideas
of my curriculum or discipline? What will students take away
from this experience?
• Am I building on students’ interests?
• Will this project build disciplinary ways of
“I am a fan of the
doesn’t smell like an
Do you listen for student input?
“I suggested flipping the usual grading
formula, and putting more emphasis on
process and reflection. Well, when I said
that, some students said, ‘Yay!’ and others
said ‘Oh, no.’ So I asked them why, and
then told them I’d need to go away and
think about it.”
~ Karen Fish, American School of Bombay
Do you think critically about audience?
What do you want from audience?
• Technical feedback (i.e., pitch session with experts)
• Response or action (i.e., voter education night)
• Cultural celebration, honoring community members
Who’s the audience for “real-world” version?
• Documentary film, red carpet night
• Historical exhibit, museum
• Book release party, author chat
• Science exhibition, testimony
How can technology connect students with authentic audience?
“I’ll bet there are
3 or 4 versions
beneath this one.”
Do you allow time for feedback/revision?
Do your students
benefit from expert
What helps teachers get comfortable with
PBL? Let’s hear from Scot about PBL
ASB's Research and Development Department
explores, studies, prototypes, researches, and scales
new teaching and learning approaches, practices, and
systems that advance relevant learning in an
accelerating change environment.
Linger in the Problem Zone
Bank Your Learning
• Understand catalysts and inhibitors
• Claim your insights
• Tell your stories
Schoolwide assessment language is “a gift for kids. If
you have common rubrics, students don’t have to
figure out the rules for six different teachers.”
~Bob Lenz, CEO Envision Learning Network
“Know. Do. Reflect”
How do you build a PBL culture? Let’s hear from
Mike about CDAT and Gwinnett County.
"You need to know how what you're learning fits into
the world. This program fosters in kids how you
interact on a project, how you approach a problem,
how you look at knowledge as integral to experience.”
~CDAT Adviser Blake Lewin
Which tools and strategies
help you and your
students reflect on
learning across the arc of
Tweet your response:
Or add to Padlet:
Think about it…
“If someone proposed combining measures of height,
weight, diet, and exercise into a single number or mark
to represent a person's physical condition, we would
consider it laughable. How could the combination of
such diverse measures yield anything meaningful? Yet
every day, teachers combine aspects of students'
achievement, attitude, responsibility, effort, and
behavior into a single grade that's recorded on a report
card—and no one questions it.”
~Tom Guskey, “Five Obstacles to Grading Reform,” Educational
How do you assess for….
Tools to help you assess product...
Student products answer
the driving question (and
mastery of Civics):
How might we improve
the process of applying
for U.S. Citizenship?
Tools to help you assess process...
• Uses techniques such as
brainstorming and mind
mapping to generate
several original ideas for
• Carefully evaluates the
quality of ideas
• Selects the best idea to
shape into a product
Tools to help you assess progress...
Where will you go next?
(Don’t forget post-project reflection.)
Let’s Cross Paths
Scot Hoffman: @bombayscot
Mike Reilly: @cdatlhs
#pblchat Tuesdays, 5-6 p.m. Pacific
Google Doc with links from today: tinyurl.com/pzjclg3