Pbl gwinnett5 30-11
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Transcript of Pbl gwinnett5 30-11
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Project-Based Learningin the Digital Age
Jane Krauss and Suzie BossJune 1-3, 2011
Gwinnett County Public Schools
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About Your Guides
Colleagues, co-authors, PBL advocates
Jane Krauss Suzie Boss
With your GCPS colleagues:
Mike Reilly , Kyle Jones, Nic Carroll
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Where We’re Going
Wednesday Getting AcquaintedIntro to PBLPBL in PracticeFrom Ideas to DesignDraft a Project Sketch
ThursdayPeer FeedbackEntry Event/Driving QuestionEvidence of
Learning/AssessmentImplementation StrategiesTools to Support ProjectsTuning Protocol Demo
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Day 3 and Beyond
Friday Morning:Work time to complete your project plan
AfternoonProject Plan Showcase
Beyond these days:Seek partnerships, plan to involve expertsConference calls for ongoing supportPBL Showcase, Spring 2012
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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
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About You
When it comes to PBL, you are:
Armchair traveler: curious from afar % NTenderfoot: setting out on first journey % NExplorer: finding your way % NScout: can guide and teach others % N
About You
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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.
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About You
Projects are life. Life is a series of projects.
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About You
Think: • Project• Capabilities you drew on, developed along
the way
discussion
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Let’s Hear from Kids
“It Really, Actually Changed My Life”
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)
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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
PBL: In GCPS Classrooms
Let’s hear from Kyle, Nic, and Mike
…Each will share a project brief
…and describe his PBL journey
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Conditions that Support PBL
What supports do you have in place?
What barriers do you want to remove?
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Activity-Based Learning Project-Based LearningTeacher-Directed Student-DrivenGiving 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
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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
What Research Tells Us
• PBL offers benefits for:– Student engagement– Academic achievement– 21st-century skills– Equity
Find research summary on our Google site.
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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 MuseumGrade 10: Individualized LearningGrade 11: Individualized LearningGrade 12: Senior Capstone
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The Project Spiral
Projects get better and better
Common practices emerge
Traditions develop
Expectations grow
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Why do we study the Renaissance?
Reinventing a Research Project: Key Figures of the Renaissance
Discussion
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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
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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
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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.
CollaborationInterest,
Big ideas
Research,
Experts
Creativity
Argument,
Negotiation Synthesis
Presentation
Judgment
Reconsidered project: Mingling at the Renaissance Ball
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Project Sketch
Conceptual Framework
Write : Project sketch
Include elements that help reader
understand subject matter, student
interaction, learning outcomes
IdeaIdea
Idea
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
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Project Planning
Establish key conceptsEstablish
conceptual framework
Seek natural connections
Design backward
Imagine outcomes
See: Project Planning on the Wiki
Sketch
Plan
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Project Planning
Today
1. Establish a conceptual framework. Test several project ideas against it before selecting. (attachment)
2. 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.
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Need Ideas? Scan Projects
Buck Institute—Project Librarieshttp://www.bie.org/tools/links/pbl_in_practice
Individual projects:“Give Me Shelter” projectwww.edutopia.org/maine-project- learning-expedition-homeless-video
“D-1” projecthttp://plpnetwork.com/pbl.html
For Tomorrow
Have sketch ready to share
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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 websitehttp://pzweb.harvard.edu/tc/overview.cfm
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Turn to a Partner
Talk briefly about thinking routines.
List any that come to mind.
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What just happened?
Anyone mention…
Think – Pair – Share?
Brainstorming?
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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?)
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Two Questions
1. Ask: What’s going on here?2. Ask: What do you see that makes you
say so?
When to use: during investigationsBenefit: better reasoning skills
Credit: David Perkins and Artful Learning
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The Perfect Brainstorm
1. Defer judgment 2. Encourage wild ideas (more=better)3. Stay focused on the topic 4. Build on the ideas of othersWhen to use: throughout project cycleBenefit: more innovative thinking
Credit: Tim Brown, Change by Design
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Know-Wonder-Learn
1. What do we Know?2. What do we Want to know?3. What did we Learn?When to use: refining driving question, developing
need-to-know list to guide researchBenefit: activate and build on prior knowledge
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Focus Group
1. Each person represents a particular perspective (assign each one a “character”).
2. Everyone weighs in on a specific question.3. There are no right answers.4. Everyone’s opinions and ideas matter equally.When to use: when identifying problems, during
research, for soliciting feedbackBenefits: build empathy for other points of view,
collaborate for more innovative solutions
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Headline
This just in…
Soggy Oregon Visitors Discover Sun in Georgia
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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
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Your Turn
Write a headline to… …sum up Day 1
OR…capture your reflections about PBL as of
right now
[END OF DAY 1]
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Good Morning!
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Good Morning!
ThursdayPeer FeedbackEntry Event/Driving QuestionEvidence of Learning, AssessmentImplementation Strategies
Team StrategiesFacilitate, Guide, Coach
Tools to Support ProjectsTuning Protocol Demonstration
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Project Sketch Review
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From Sketch to Plan
Essential, driving questionEntry eventKids craft subordinate questions they can
investigate (anticipate)
Entry Events: Making it GO
How have you launched projects?
What happened? Results?
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Begging the Question
49http://blog.mrmeyer.com
Guest Speaker
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www.clevelandclinic.org/civiceducation/
eXpressionsGallery/expressionsGallery10/
Another Day@Manor NT
51http://www.youtube.com/user/ManorNewTechHigh
Mini-Expedition: 10 min.
52 http://elschools.org/our-results/gallery
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Assessment
How do you assess learning?
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Assessment
How do we assess learning?
Traditional
Instruction F S
Project Learning
F S
When Do We Assess?
55http://educate.intel.com/en/AssessingProjects/
AssessmentStrategies/ap_sample_assessment_plans1.htm
Shared Reading
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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?
discussion
Team Strategies
Discuss:
What’s a real-world example of something that wouldn’t have been possible without a team effort?
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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?
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Choosing the Right Tools
First, identify Essential Learning Functions
Then, match technology tools to your goal
(See Appendix A)
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Critical Friends
1. 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
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.”
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Day 3 Reminders
• Use Critical Friends Protocol
• Be Ready for Project Plan Showcase– Elevator pitch– Visual representation
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• [end of day 2]
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Reuse, recycle, repurpose?