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Promise Academy at Robert Vaux High School Promise Academy at University City High School Philadelphia, PA Slide 2 First Things First Turn off Cell phones Limit side conversations Ask questions- they are encouraged Listen and respect the opinions of others Slide 3 Tell me and I will forget, show me and I may not remember, involve me and I will understand ~ Native American Proverb ~ Slide 4 OBJECTIVES Define Project Based Learning Development of instructional Interdisciplinary Cohorts Teachers Students Develop research problems and design activities that reinforce key skills Design culminating activities to exhibit the mastery of key skills Slide 5 Activity 1 Using knowledge in a practical setting Connecting learning to action to solve real life problems Putting into practice things you have learned Learning by doing Student Teaching assignments Nursing Clinical assignment Beauty Schools Physician Residencies Electrician apprenticeships Slide 6 INTERDISCIPLANARY LEARNING PROJECT BASED LEARNING THEMATIC LEARNING Overarching Theme Connecting teaching and learning to central theme High interest Connections to the Real World Learning is less fragmented High student involvement Planning Culminating activity Slide 7 Individual Teacher Cluster of Teachers Select key skills to be addressed Select a topic Design integrated curriculum Design Instruction Design culminating Activity Departmental needs Assessment Select key skills to be addressed Develop cross disciplinary cohort Select a topic Design integrated curriculum Design Instruction Design culminating Activity Slide 8 Activity 2 Part 1 1. Take 5 minutes to get into departmental groups. Math English Foreign Language History Science Other 2.Brainstorm the areas students have the most significant deficiencies. 3.Select the top 2 -3 4.Write them on poster paper. Part 2 1.Using colored cards assemble yourself in groups where there is 1 person having each of the colored cards Same schools please work together if applicable 2.Size of group can be 3-5 no more than 5 3.Share your selections with the group Slide 9 Instructional Interdisciplinary Cohorts For Teachers: Provides coherence of learned material across the curriculum with subject matter experts as facilitators. Offers ability to share knowledge and target key learning needs to strengthen student achievement For Students: Offers diversity among students Development of collaborative skills Team building Peer tutoring/group learning Reinforcement of learning Slide 10 Developing Cohorts Teacher Considerations What are the key skills to be improved What can different individuals bring to the team How can pedagogical differences strengthen the team? Who are the students Student Considerations Heterogeneous vs. Homogenous groups Interest Future plans Motivation Slide 11 What are the key skills to be improved? 1.What can different individuals bring to the team? 2.How can pedagogical differences strengthen the team? 3.Who are the students Slide 12 What can different individuals bring to the team? The Science teacher has a dual certification in math, the need in the school was science but as a hobby the teacher spends Saturdays as coach of the college math team. Prior to taking a job as a teacher, the foreign language instructor was an interpreter for the state department As a change of careers the science instructor formerly a veterinarian, volunteers with a local psychologist who conducts equine therapy. A first year teacher who completed their student teaching in a day-school for special needs children. Group Discussion Slide 13 How can pedagogical differences strengthen the team? Add variety to the teaching and learning Broaden the spectrum of skills of each cohort member Offer opportunities for further study The key to benefiting from pedagogical differences is to focus on the common goal rather than the means to get there. Slide 14 Brainstorm topics relevant to the real world that impact students either directly or in directly Economics HIV/AIDS Alcohol/Drugs Healthcare Terrorism Immigration Politics Higher Education Sports Parenting Checklist Identify skills within discipline Develop Cohorts Share skills with cohort Determine skills to address Determine student learning outcomes Slide 15 Activity 3 1.In Your cohort choose one of the listed topics 2.Discuss ways you can use the topic in your individual subject. a)Focus on your key skills. b)Focus on Student Learning Outcomes 3.Prepare to present your brainstorm to the group (1-2 minutes) Economics HIV/AIDS Alcohol/Drugs Healthcare Terrorism Immigration Politics Higher Education Sports Parenting Slide 16 Characteristics of a Good Research Question for Project Based Activities Interesting to the learner Is relevant to the learners world Can be approached from different perspectives Offers potential for expansion, discovery, creativity Can be researched May be open ended Promotes critical thinking Offers opportunity to gather and analyze data Solves a problem, addresses an issue or questions an established thought Slide 17 Activity 4 1.Using the topic RELIGION, develop a research question that will lend its self to the subjects represented in your cohort, and the key skills you have chosen. 2.Write your Question on Poster Paper 3.Present to the Group Interesting to the learner Is relevant to the learners world Can be approached from different perspectives Offers potential for expansion, discovery, creativity Can be researched May be open ended Promotes critical thinking Offers opportunity to gather and analyze data Solves a problem, addresses an issue or questions an established thought Slide 18 Cohort Subjects: English African World Studies Foreign Language Freshmen Seminar Business Freshman Seminar What do I Believe? What does my neighbor believe? How do our beliefs affect how we live together in this world? African World Studies How was religion changed in this country from that of the Africans? Foreign Language What religions are practiced by the countries where (Spanish, French, German) are spoken? Business Our nations monetary system was founded on the principles of In God We Trust how do business practices reflect that principle? Slide 19 Slide 20 Group Discussion Have your ideas changed about the topic? What would you change? Does using a question specific to your subject matter make the topic more relevant? What Assignment comes to mind for this topic? Slide 21 Culminating Activities Activity 5a With a partner, discuss an Assignment for the IN GOD WE TRUST? Project Slide 22 Group Discussion Big Questions... 1. What do I believe? 2. What does my Neighbor believe? 3. How do those beliefs affect the choices you and your neighbor make about how we live in this world? Your Assignment Answer the 3 Big Questions through a series of interviews, group discussions, surveys and personal research. As a result of your research, create a visual representation to tell the story. Your presentation must clearly show your beliefs those of your neighbors, and how that relates to our world and In God we Trust. The Assignment: IN GOD WE TRUST? Slide 23 Culminating Activities Activity 5b With a partner, discuss the possible Culminating Activities for the IN GOD WE TRUST? Project Slide 24 Students Culminate their Service Learning Unit by participating in Make a Difference Day. Students packed food for AngelFood Ministries upon completing the day students were required to write a Reflection Essay describing their experiences and how it relates to their field of study. Slide 25 Culminating Activities With Your Cohort, create a 1-2 minute presentation Activity 6 Be sure to include the following: 1. Define Project Based Learning 2. Development of instructional Interdisciplinary Cohorts a) Teachers b) Students 3. Develop research problems and design activities that reinforce key skills 4. Design culminating activities to exhibit the mastery of key skills Slide 26 A statement on integrative learning from the Association of American Colleges and Universities and the Carnegie Foundation for the Advancement of Teaching. PDF/Adobe Acrobat. http://www.aacu.org/integrative_learning/pdfs/ILP_Statement.pdf http://www.aacu.org/integrative_learning/pdfs/ILP_Statement.pdf Association for Integrative Studies (AIS). This website provides integrative learning information, resources, and an online journal, Issues in Integrative Studies. http://www.units.muohio.edu/aisorg/ "Integrative Learning and Assessment," Ross Miller. http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05practice1.cfm http://www.units.muohio.edu/aisorg/ http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05practice1.cfm "Integrative Learning Nationwide: Emerging Themes and Practices," Deborah DeZure, Marcia Babb, and Stephanie Waldmann. http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05research.cfm http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05research.cfm "Integrative Learning? Why Now?" Debra Humphreys. http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05realitycheck.cfm http://www.aacu.org/peerreview/pr-sufa05/pr_sufa05realitycheck.cfm Resources Slide 27