Foundations of PBL - Project Overview Workshop

8/6/2019 Foundations of PBL - Project Overview Workshop

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Foundations

of PBL


2/21

Based on your prior knowledge, experiences, or

observations of PBL

What do you know? What do you need to know?


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PBL vs. DOING PROJECTS

PBL: Students are pulled through the curriculum by a drivingquestion or realistic problem that provides a need to know.

Lectures, readings, and skill building are integrated into the

problem as the students need the information.

Know/ Need to Know

Presentation/Product


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PBL vs. DOING PROJECTS

PBL: Students are pulled through the curriculum by a drivingquestion or realistic problem that provides a need to know.

Lectures, readings, and skill building are integrated into the

problem as the students need the information.

Project Rubric

Presentation/Product


5/21

5 Steps for Designing a PBL Unit:

1. Begin with the end in mind

2. Craft the driving question & Entry Event

3. Plan the assessment

4. Map the project

5. Manage the process


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Step 1 - Begin with the End in Mind

History Content Standards

11.9 - 3. Trace the origins and geopolitical consequences (foreign &

domestic) of the Cold War and containment policy, including:

The era of McCarthyism, instances of domestic Communism (e.g., Alger

Hiss) and blacklisting

The Truman Doctrine

The Berlin Blockade

The Korean War

The Bay of Pigs invasion and the Cuban Missile Crisis

Atomic testing in the American West, the mutual assured destruction

doctrine, and disarmament policies

11.9 - 4. List the effects of foreign policy on domestic policies and vice

versa (e.g., protests during the war in Vietnam, the nuclear

freeze movement).

Learning Outcomes

Curricular LiteracyWritten Communication

Oral Communication

Critical Thinking

Collaboration

Technology Literacy (not assessed)

English Language Arts Content Standards

Literary Response & Analysis

3.5. Analyze recognized works of American literature representing a variety of genres and traditions:

a. Trace the development of American literature from the colonial period forward.

b. Contrast the major periods, themes, styles, and trends and describe how works by

members of different cultures relate to one another in each period.

c. Evaluate the philosophical, political, religious, ethical, and social influences of the

historical period that shaped the characters, plots, and settings.

d. Relate literary works and authors to the major themes and issues of their eras.

Project

Concept


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Step 2 - Craft the Driving Question

Driving Question:

What does it mean to be a Great AmericanAuthor, and more specifically, a GreatAmerican Author of the 1950s?


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Driving Questions Are

Provocative

Open Ended

Aligned to standards

Challenging

Arise from real world situations

Act as a lighthouse to keep you on course


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Entry Document

Great American Author


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Put yourself in the role of a student

We knowWe will be choosing an American author

Author must have been writing in 1950s

We will be on a panel to figure out what is

means to be a Great American Author

Our panel will be competing to determine

what the guidelines should be for a new

award called Great American Author

We will need to decide if our individual author

meets the criteria that our panel decides

on

The country is in confusion and there may bespies or enemies within the country

We are experts in American Literature &

History

We will be presenting our recommendation to

a committee in one month

Etc.

We need to knowHow will the panels be formed?

Will we have a list of authors to choose from?

Who is Senator Joseph McCarthy and why is he

important?

Who is Joseph Pulitzer & why is he important?

How will we be assessed?

What kind of writing will be doing? Essay?

Letter?

What will the final product look like?

What was going on in the 1950s in America?

How were authors significant during the 50s?

What is the literary landscape of America?

Research on our author and his/her impact?

Guidelines and requirements for other literary

awards?

Etc.


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Step 3 - Plan the Assessment

Project

Rubric

Presentation

Rubric

Additional Individual Assessments:

Research Journals History Textbook Assignments Literature Readings & Assignments

Journal Reflections & Check-ins Film Worksheets & Reflections Quizzes & Tests

Individual Oral

Communication

Rubric


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Step 4 - Map the Project

Sample Scaffolding Activities:

PowerPoint Presentation, Lecture & Discussion onAmerican Literary Periods

Annotated Bibliography Workshop & Sample Entry

Scholarly Article Workshop

History Films, Discussions & Reflections

Journal Check-ins & Progress Reports

Guided Literature Circles


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Step 5 - Manage the Process

Questions to consider

Whats the role of the students during the project?

What are the different stages of the project?

What does a typical day look like?

How will individual student accountability be ensured?

Whats the role of the teacher during the project?


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New Roles

Teacher

Project manager

Coach

Guide

Advisor

Mentor

Students

Team members

Active learners

Researchers

Investigators

Apprentice

Teachers and students are working

collaboratively to complete the task


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Heres what the project might look like

over the course of the unit:Beginning Stage Middle Stage Final Stage

Read entry doc and createknow/need to know list

Problem statementdevelopment / prioritize

tasks Establish group roles andwrite group contracts

Review rubric and fill outproject pacing chart

Begin preliminary

investigations

Group meetings / progresschecks using pacing chart

Research

Warm-ups / Journals

Class discussions

Workshops and mini-lessons

Reading assignments / skill

building practice

Guided activities

Quizzes Collaboration evaluations

Rough drafts

Rough drafts

Peer reviews

Self evaluations

Practice presentations

Presentations

Practice tests

Tests

Collaboration

evaluations

Reflection and debrief


16/21

Heres what a day in the life of a

project might look like:

1. Silent Reading (10 min)2. Digitally Submit Yesterdays History Assignment (5 min)

3. Literature Circles (30 min)4. Workshop: Writing an Effective Nomination Letter(30 min)5. Project Work Time (40 min)

- Individual Research Journal due Today- Rough Draft of Nomination Letter due Tomorrow


17/21

Quick Tip:

Draft a Tentative Project Calendar

Great American AuthorProject

Calendar

Helps you to visually map out the course

of the project

Allows you to plan project activities

effectively and in the appropriatetimeframe

Once the project rolls out, it will help

students manage the project for themselves

and plan ahead


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Here is a final product:


19/21


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A quality project will

Establish a Need to Know or Do

Students are brought into the project by an entry event that captures interest, and begins the inquiry process

Develop Learning Outcomes

Project activities invoke, teach, and assess skills like collaboration, oral communication, and other learning outcomes adopted by

your school

Engage Students in Inquiry

Students ask questions, consider several options, and proceed with answering questions independently and interdependently.

Require Innovation

Students generate new answers to complex, open-ended questions or problems.

Organize Activities Around a Driving Question orC

hall

engeStudents find the Driving Question a meaningful focus for their work

Encourage Student Voice and Choice

Students, with teacher supervision and guidance, make decisions that affect the course of the project

Conclude with a Public Presentation

Students explain their findings an activities to others and respond to serious content- and process-focused questions

Confront Significant Content and Authentic Issues

Students focus on content centered around state standards and address problems and issues from the world outside theclassroom

Incorporate Critique and Revision

Students use feedback to improve their work and create high quality products.


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Last thoughts?

Did we answer your need to knows?

Additional questions or comments?

What ah-ha or take-away do you have from

this workshop?

Foundations of PBL - Project Overview Workshop

Documents

Transcript of Foundations of PBL - Project Overview Workshop