How To Use The PLTW ® Curricula

1. How To Use The PLTW® Curricula Presented By Sam Cox April 23rd, 2009 STI Prep New Instructor Orientation

2. Goal of Presentation To demonstrate the features of the curriculum in order to aid your preparation for its effective implementation in your classroom.

3. Presentation Overview • Traditional curriculum vs. Project Lead The Way® curriculum • Curriculum structure • Lesson structure • Helpful hints to relay to participants • New and enhanced curriculum features

4. What makes Project Lead the Way® curricula different?

5. Traditional Curricula • No standard definition • Some are based on textbooks that come with support materials • Usually designed around activities or exams • Obsolescence goes unchecked or unfixed

6. Project Lead The Way® Curricula • Curriculum framework is based on national standards, concepts, performance objectives, essential questions, and assessments of learning. • Lessons utilize activity-, project-, and problem-based learning (AP2).

7. Curriculum based on research How People Learn by the National Research Council Understanding by Design by the Wiggins & McTighe Achieving Rigor & Relevance Through Project-Based Learning by the Daggett & Blais ABET, Inc. Accreditation Criteria National Standards

8. Project Lead The Way® Curricula • Represents a complete package, which allows the instructor to focus on teaching, student achievement,assessment, and professional development.

9. AP2 – Activities, Projects, & Problems Activity-, Project-, and Problem-Based Learning (APPB) as used in the PLTW® curricula: • Helps students develop skills for living in a knowledge-based, technological society • Adds relevance to the learning • Challenges students to high rigor • Promotes lifelong learning • Meets the needs of students with varying learning styles From: Activities – Project – Problem-Based Learning by PLTW

10. What is the difference between Activities, Projects, and Problems?

11. AP2 –Activities and Projects • Activities: build skills and knowledge • The outcome is predictable • Projects: hone skills in teamwork, mathematics, science, software, time management, and communication • Several constraints to follow • Outcomes may differ

12. AP2 –Problems • Students doing authentic real-world work. • Learning is contextual, not disjointed series of concepts. • Students work in teams. • Expectations are clearly articulated to students. Problems have unpredictable results

13. AP2 - Activities • May be word-problems, software exercises or tutorials, experiments, reading assignments, etc. Example from PLTW™ POE curriculum

14. AP2 - Activities • Used as class work or homework • Designed to build skills and knowledge through directed exercises Example from PLTW™ PBS curriculum

15. AP2 - Projects • More rigorous and open-ended than activities • Utilize prescribed problem statements, goals, and constraints • Require the application of skills and knowledge Example from PLTW™ CEA curriculum

16. AP2 - Projects • Have outcomes that fall within a predictable range, but are still diverse and creative • May be long-term • Usually involve student teams Example from PLTW™ PBS curriculum

17. AP2 - Problems • Usually instigated by a question, a theme, or a need. • Students determine their own criteria. Students design and build an intelligent vehicle for the planet of their choice. Intelligent Vehicle Design Example from PLTW™ AE curriculum

18. Curriculum Structure • Title Page • Acknowledgements • Introduction • Course Description • Teacher Guidelines • Units with Lessons • Glossary Example from the PLTW™ PBS curriculum

19. Curriculum Structure: Course Description • Description • Overview • Outline Example from the PLTW™ PBS curriculum

20. Curriculum Structure: Teacher Guidelines • Generic Assessment • National Standards • Support Materials • Teacher Notes • Rubrics • Answer Keys or Samples • Student Support Documents • Website Master List Example from the PLTW™ PBS curriculum

21. Curriculum Structure: Standards Analysis of the connections between the student work included in the various units and the national standards can be found in the matrices. Example from the PLTW ® CEA curriculum

22. Lesson Structure • Preface • Concepts • Standards Alignment • Performance Objectives • Assessment • Essential Questions • Key Terms • Day-by-Day Activities • Instructional Resources

23. Lesson Structure: Preface • Written for the teacher, and may be used to develop an introductory set. • Explains the significance of the lesson and how it applies to previous and future learning. Example taken from the PLTW® CEA curriculum

24. Lesson Structure: Concepts Conceptsare the principles, theories, and recurring themes important to a student’s understanding of a course of study. Concepts help students to understand the “why” that supports what they are learning. Example from the PLTW ® CEA curriculum

25. Lesson Structure: Standards The national Technology, Science, Mathematics, and English standards that are directly aligned with the lesson concepts are clearly identified in the Engineering courses. Example from the PLTW ® CEA curriculum

26. Lesson Structure: Standards The national Science, Mathematics, Healthcare, English, and Technology standards that are directly aligned with the lesson concepts are clearly identified in the Biomedical Sciences courses. Example from the PLTW ® PBS curriculum

27. Performance Objectives Lesson Structure: The knowledge and skills the learner should gain and display upon completion of the lesson and its related activities are identified in the Performance Objectives. Example from the PLTW ® PBS curriculum

28. Lesson Structure: Assessment Six facets of understanding: • Explanation • Interpretation • Application • Perspective • Empathy • Self-Knowledge

29. Essential Questions Lesson Structure: • Lead to student understanding of the Key Concepts. • Examining and arguing these questions help students to think like experts. Example from the PLTW ® PBS curriculum

30. Lesson Structure: Key Terms Vocabulary that students will need to know in order to understand the lesson concepts and to communicate effectively. Example from the PLTW ®PBS curriculum

31. Lesson Structure: Day-by-Day A logical sequence of teacher and student activities that support the teaching and learning of the lesson material. It also provides links to activities, projects, problems, handouts, presentations, tutorials, and other lesson resources. Example from the PLTW®IED curriculum

32. A complete list of all the associated lesson resources and may include: • Presentations • Activities/Projects/Problems • Tests • Answer Keys • Teacher Guidelines • Reference Sources Instructional Resources Lesson Structure: Example from the PLTW® CEA curriculum

33. Curriculum Structure:Glossary Includes Key Terms and other vocabulary appropriate for the course. Example from the PLTW®PBS curriculum

34. Course Revision Process • Three year process • MT and AP brainstorming and kernel development • Curriculum writing • Field test • Released to the network

35. What is new or enhanced?

36. Curriculum Structure: Teacher Guidelines • Simplified Table of Contents • All teacher resources in one folder • A single master document with links to all resources Example from the PLTW® PBS curriculum

37. Curriculum Structure: Teacher Guidelines • Assessment tools • National Standards • Curriculum Implementation • Answer Keys and Rubrics • Teacher Notes

38. Lesson Structure: Crossword Puzzles • Help students learn the Key Terms. • Can be used as formative assessments. Example from the PLTW® DE curriculum

39. Lesson Structure: Key Terms New format for listing the key words and definitions. Example from the PLTW® PBS curriculum

40. Delmar Cengage Learning • Producing Textbooks to support courses • IED June 2008 • CIM February 2009 • GTT February 2009 • POE February 2011 • DE June 2010 • CEA February 2010 • EDD February 2011

41. Please visit the Project Lead The Way®website and Virtual Academy. www.pltw.org