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Not Your Mother’s Projects. The 21 st Century Context for CCSS - Focused Project Based Learning. So you don’t have to take notes, you will find this PowerPoint at…. www.formativedifferentiated.com. -Jacque Melin’s Website. Sources used to create this PowerPoint:. www.bie.org

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Not your mother s projects
Not Your Mother’s Projects

The 21st Century ContextforCCSS - Focused

Project Based Learning


So you don t have to take notes you will find this powerpoint at
So you don’t have to take notes, you will find this PowerPoint at…

www.formativedifferentiated.com

-Jacque Melin’s Website


Sources used to create this powerpoint
Sources used to create this PowerPoint:

  • www.bie.org

  • http://wvde.state.wv.us/teach21/pbl.html

  • http://www.pblu.org/classes

  • http://www.smarterbalanced.org/news/smarter-balanced-releases-sample-assessment-items-and-performance-tasks/


Your driving question
Your Driving Question…

How can we, as teachers, design and implement effective PBL (units) that are aligned to the Common Core?

What do you need to know…


The what and the how
The What and the How

= the WHAT

= the HOW


Does NOT Solve Problems of

Engagement


What is project based learning
What is Project Based Learning?

  • PBL is a systematic teaching method that engages students in learningimportant knowledge and 21st century skills through an extended, student-influencedinquiry process structured around complex, authentic questions and carefully designed products and learning tasks.


A project could be
A Project could be….

  • An exploration of a philosophical question – “What is a healthy community?”

  • An investigation of a historical event or a natural phenomenon.

  • A problem-solving situation – either real or fictitious.

  • An in-depth examination of a controversial issue.

  • A challenge to design an artifact, plan or event.

  • A challenge to create a piece of writing, multimedia or work of art for a particular audience or purpose.


PBL Essential Elements

Driving

Question

or

Challenge

Publicly

Presented

Product

Need

to

Know

Feedback

&

Revision

Inquiry

&

Innovation

Student

Voice &

Choice

21st Century

Skills


Inquiry

&

Innovation

Driving Question

or

Challenge

Need

to

Know

Student

Voice &

Choice

Critique

&

Revision

Public

Performance

& Product

21st Century

Skills


PBL Essential Elements

Driving

Question

or

Challenge

Publicly

Presented

Product

Need

to

Know

Feedback

&

Revision

Inquiry

&

Innovation

Student

Voice &

Choice

21st Century

Skills


Pbl is the main course not the dessert
PBL is the MAIN COURSE NOT the DESSERT

Your Mother’s Projects


Dessert project main course pbl
Dessert Project Main Course PBL


Dessert project main course pbl1
Dessert Project Main Course PBL


Dessert project main course pbl2
Dessert Project Main Course PBL


Dessert project main course pbl3
Dessert Project Main Course PBL




It’s not focused enough

on content.”

– They


I can’t use traditional teaching tools!”

– They



It’s loud & messy!”

– They


There’s no individual

accountability.”

– They




How?

Planning, Assessing, Managing


PBL Essential Elements

Driving

Question

or

Challenge

Publicly

Presented

Product

Need

to

Know

Feedback

&

Revision

Inquiry

&

Innovation

Student

Voice &

Choice

21st Century

Skills


Backward Design Process

Begin with the End in Mind

  • Decide the scope of the project

  • Select standards

  • Develop a project idea

  • Decide on culminating projects or presentations.

  • Craft the Driving Question

  • Planning



    Backward Design Process

    Begin with the End in Mind

    • Decide the scope of the project

    • Select standards

    • Develop a project idea

    • Decide on culminating projects or presentations & rubrics

  • Craft the Driving Question

  • Planning


    Select standards
    Select Standards

    What do you want your students to know and be able to do?

    • Identify the key standards that you believe might best be met through project based instruction.

    • No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.

    • Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.


    From the ela ccss
    From the ELA CCSS….

    • “Conduct short as well as more sustained research projects based on focused questions …”

    • “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners …”

    • “Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others …”

    • “Conduct short research projects to answer a question (including a self-generated question) …”


    Released item from smarter balanced 4 th grade performance task
    Released item from Smarter Balanced…4th Grade Performance Task

    http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm


    • SOURCES OF INSPIRATION FOR PROJECTS

    • Your Content Standards

    • Your Students

    • Current Events

    • Real-World Practice/Problem

    • Your File Cabinet

    • Your Colleagues

    • Your Community

    • Online Project Libraries

    It’s fine to build projects on what you personally value – but be careful.


    North Kent Transfer Station

    Community

    80 Acre Sports Complex


    Community

    Vacant lot where tannery once stood

    North Kent Community Services

    Rockford Historical Museum


    Community

    Are there enough enrichment (other than sports) and/or volunteer opportunities available for children in Rockford?




    THINK SHARE

    YOUR IDEAS. Would PBL be an evolution of your teaching, or a revolution? Or do you do it already? Could you modify some of your current activities or “projects” so they have the 8 essential features of PBL? What are your ideas for projects?


    21 st century skills
    21st Century Skills

    • Critical Thinking & Problem Solving

    • Creativity & Innovation

    • Collaboration, Teamwork & Leadership

    • Cross-cultural Understanding

    • Communication & Media Literacy

    • Computing and ITC Technology

    • Career & Learning Self-direction


    21st Century Skills

    explicitlytaught and

    assessed orencouragedby project work, but not taught

    or assessed:


    Sample Project Ideas

    That promote In-Depth Inquiry


    Ela pbl project idea
    ELA PBL Project Idea

    Healthy Choices = Long Life

    • Students will develop a product that informs others of the dangers associated with poor nutrition and poor fitness habits as well as the lifestyle changes that can combat it.


    Math pbl project idea
    Math PBL Project Idea

    From Our Class to Yours

    Students will explore fractions and create books to be used by students in a school in Uganda. This is part of the Books of Hope project which specifically asks for books on non-fiction topics that can be used to teach both English and the content involved. The project links learning of content with writing skills and global studies.

    New name and website:

    http://www.e-luminate.org/


    Science pbl project idea
    Science PBL Project Idea

    Spiders, Good Guys or Bad?

    Children often do not like spiders because they think they look scary.This project will help children appreciate the place spiders have in the world and will lessen their fears of spiders caused by misunderstandings. Through interactive read alouds and interactive whiteboard lessons,kindergarten students will learn that spiders are good guys because they help keep the insect population in check. Students will observe spiders in a “close to natural state” while making a classroom vivarium. Students will create a commercial using a flip camera to teach the other kindergarten students in our school that spiders can be good guys.


    Science pbl project idea1
    Science PBL Project Idea

    Harrowing Habitats

    Michigan is a state rich with wildlife and beautiful scenery. Students will explore various global ecosystems to see if animals are safe and protected in their natural habitats. Then they will apply their findings to Michigan and determine any possible threats to our local wildlife. Students will then develop solutions to possible problems. Through multimedia experiences they will then relate their findings to a panel of experts.


    Social studies pbl project idea
    Social Studies PBL Project Idea

    Amazing Race: US Regions

    As a class, the students will create an Amazing Race challenge for another class. Students are put into production groups to create a show segment for The Amazing Race.

    Each group will

    • represent the different United States regions.

    • investigate the various types of geographical regions (e.g., political regions, economic regions, landform regions, vegetation regions)

    • create a digital poster or poster board presentation to be posted on classroom wiki for study reference

    • include an “ artifact ” (e.g. geographic tools/ technologies, stories, songs, and pictures) to further describetheir specific region.

    As a class, students will present their final product and regional artifacts to another class as an Amazing Race challenge. Ultimately, the students will reflect on what they learned and write about how do other regions in the United States influence their lives?



    A good driving question meets the following criteria
    A good Driving Question meets the following criteria:

    1. Engaging for Students

    2. Open-ended

    3. Aligned with Learning Targets


    From “too big” to answerable:

    How have humans changed the environment?

    How has the environment in our (state, city, etc.) changed in the past 50 years?


    From “Google-able” to open-ended:

    Which trees grow in our community?

    How can we create a field guide to trees in our community?


    From too general to more concrete and challenging:

    Which stories and books are the most popular for people of our age?

    How can we create a website that recommends books for young people in our community?


    From too abstract to more relevant and engaging:

    What is a hero?

    Who are the heroes in our community and how can we tell their story?


    From too general to more concrete and localized:

    What are the characteristics of healthy soil?

    Is our soil healthy enough to support a vegetable garden?


    From “sounds like a teacher” to student-friendly:

    How does the author use voice and perspective in

    The House on Mango Street to reflect on her

    childhood and community?

    How does our childhood shape who we are

    as teenagers?


    Another way to write a dq
    Another way to write a DQ…

    How can we, as ______ (role), _______ (do a task/create a product) for/to/that_________ (purpose & audience)?

    Ask yourself, “What products are created or actions taken by people in this role?”

    Ask yourself, “Who in the real world does this work?”

    Ask yourself, “What is the purpose of the product or action – to persuade, inform, propose a solution, be used, etc. – and who is the audience?”

    How can we, as newspaper reporters, write an article thatexplains which buildings in our community be protected as “historic?”


    Entry Events

    Lead to a “Need to Know”



    • EXAMPLE ENTRY EVENTS

    • Field Trip

    • Guest Speaker

    • Film, Video, Website

    • Simulation or Activity

    • Provocative Reading

    • Startling Statistics

    • Puzzling Problem

    • Piece of Real or Mock

    • Correspondence

    • Song, Poem, Art

    • Lively Discussion


    Sample Driving Questions

    And

    Entry Events


    Ela pbl driving question and entry event
    ELA PBL Driving Question and Entry Event

    Healthy Choices = Long Life

    Driving Question: Why is it important to establish habits that promote a healthy lifestyle?

    Entry Event: You have been asked to present a media presentation at the next PTA meeting concerning what you feel is the most important health issue at your school (the PTA might fund a solution). You will need to research the health issue and be prepared to show evidence to the PTA of why this health issue is so important. You will need to describe the relationship between nutrition and health risk factors, analyze a disease prevention plan, and give strategies of how to change an unhealthy behavior.

    Need to Know?


    Math pbl driving question and entry event
    Math PBL Driving Question and Entry Event

    From Our Class to Yours

    Driving Question: How can we share what we know about fractions with a school in Uganda?

    Entry Event: The Books of Hope Project will be introduced to the class through a tour of the website http://www.e-luminate.org/. The teacher will share a letter from the ISD math coordinator which invites the class to make books that will showcase what students are learning about fractions to send to a sister school in Uganda.

    Need to Know?


    Science pbl driving question and entry event
    Science PBL Driving Question and Entry Event

    Spiders, Good Guys or Bad?

    Driving Question: Should you kill a spider?

    Entry Events: The custodian of the school will visit the kindergarten classroom and show them a large spider that he found in their room the night before when he was cleaning. He will ask the class what he should do with it. To spark students? curiosity, the teacher will read the books Be Nice to Spiders by Margaret Bloy Graham and Aaaarrgghh! Spider! by Lydia Monks.

    Need to Know?


    Science pbl driving question and entry event1
    Science PBL Driving Question and Entry Event

    Harrowing Habitats

    Driving Question: How can we work to protect the animals that inhabit Michigan?

    Entry Event Number 1: View United Streaming video, Elementary Adventures: Habitats of the World (http://streaming.discoveryeducation.com/index.cfm).  

    Entry Event Number 2: A member of the Department of Natural Resources will visit the classroom and discuss the various animals that inhabit Michigan. He will discuss the environmental problems facing these animals and pose a challenge to students to develop a plan to save the habitats of these endangered or threatened animals.

    Need to Know?


    Social studies pbl driving question and entry event
    Social Studies PBL Driving Question and Entry Event

    Amazing Race: US Regions

    Driving Question: How do other regions in the United States influence my life?

    Entry Event: Watch an episode of The Amazing Race. Tell the class that in groups they will be making segments for the show. Each

    segment will take the racers across the regions of the United States. The final challenge will be for another class to actually try their challenge.

    Need to Know?





    TO DOs:

    • Select Appropriate Standards

    • Generate a Project Idea

    • Refine a Driving Question

    • Determine Culminating Products

    • Create an Entry Event*


    Avoid death by repetitive presentations

    Whole-class projects work well.


    Differentiation
    Differentiation

    • Presentations will differ if you have an open-ended DQ or a problem with several possible solutions

    • Presentations will differ if students have a choice of products / ways to present answer to DQ


    Examples of authentic products
    Examples of Authentic Products

    Contact the Pros about Authentic Products



    I CAN use traditional teaching tools!”

    – You


    TRADITIONAL

    ASSESSMENT


    21st CENTURY

    SKILLS

    CONTENT


    CONTENT

    21st CENTURY SKILLS


    Key points to remember about rubrics in pbl
    Key Points to Remember about Rubrics in PBL

    • Each major product or presentation will need its own rubric.

    • Rubrics are not the same as checklists

      • Checklists = assess completion

      • Rubrics = assess quality


    KITTY KARRIER PROJECT REQUIREMENTS

    ☐ Low Cost Materials

    ☐ No Metal Parts

    ☐ Fit Underneath Seat on Plane

    ☐ Open & Close Access

    ☐ Comfortable & Breathable

    ☐ Rigid Structure


    KITTY KARRIER PROJECT REQUIREMENTS

    ☐ Low Cost Materials

    ☐ No Metal Parts

    ☐ Fit Underneath Seat on Plane

    ☐ Open & Close Access

    ☐ Comfortable & Breathable

    ☐ Rigid Structure


    Key points to remember about rubrics in pbl1
    Key Points to Remember about Rubrics in PBL

    • Each major product or performance will need its own rubric.

    • Rubrics are not the same as checklists

      • Checklists = assess completion

      • Rubrics = assess quality

    • Assess content knowledge/skills separately from 21st century skills


    Key points to remember about rubrics in pbl2
    Key Points to Remember about Rubrics in PBL

    • Each major product or performance will need its own rubric.

    • Rubrics are not the same as checklists

      • Checklists = assessing completion

      • Rubrics = assessing quality

    • Assess content knowledge/skills separately from 21st century skills

    • Use student friendly language and show rubrics to students early to help guide their work

    • Use rubrics as formative assessment tools.

    Assess the important stuff!


    FORMATIVE

    SUMMATIVE


    SELF

    TEACHER

    PEER


    Rules for the culture of critique
    Rules for the CULTURE OF CRITIQUE

    • Be kind.

    • Be specific.

    • Be helpful.


    GROUP

    INDIVIDUAL


    GROUP

    INDIVIDUAL


    Continuum of assessment
    Continuum of Assessment

    • Daily

    • Homework

    • Weekly

    • Quiz

    • Lab

    • Informal assessment

    • Early milestone

    • Journal

    • Self-reflection

    • Preliminary plans

    • Group process report

    • Mid-project milestone

    • Essay

    • Mini-Presentation

    • Model

    • Storyboard

    • Blueprint

    • End of project

    • Exhibition

    • Completed artifact

    • Oral presentation

    • Defense before a panel

    • Unit Test


    Public audience why
    Public Audience – Why?

    • Present work to other people, beyond their classmates and teacher

      • in person or online

    • “Ups the stakes”

    • Increases students’ motivation to do high-quality work

    • Adds to the authenticity of the project.


    TO DOs & Final Tips:

    Write Project Overview for Students

    List Criteria for Major Products

    and Write Rubrics

    Plan Day-to-Day Activities and/or Develop Project Calendar

    Gather Content Resources

    Managing


    • What to record on the Project Calendar

    • Entry Event

    • Daily teaching and learning tasks

    • Checkpoints

    • Practice Presentations

    • Presentation Schedule

    • Dates for Project Completion

    • Tests or other summative assessments (if applicable)

    • Time for reflection and celebration



    • TEAMING TIPS

    • Teacher decides teams

      (or manages the process)

    • Four is best

    • Usually heterogeneous

    • “Slacker hardball”

    Re-teach teamwork every time they do it.


    Use the freebie material from the buck institute
    Use the FreeBIE Material from the Buck Institute

    For Planning….

    www.bie.org


    THINK SHARE

    WHAT ARE YOUR SHORT TERM AND LONG TERM GOALS. How will what you learned today about PBL change your curriculum, instruction and/or assessment practices as you plan for implementing the CCSS?


    Working with

    Please contact me if I can help:

    Cell: 616-450-0998 or Email: [email protected]


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