PBL in the Middle School STEM Lab

Day 4

WS#59102

http://bit.do/PSJADAY4

CAPACITY BUILDING

PBL - FOUNDATIONSDAY 1 - PBL OverviewDAY 2 -1st 6 Weeks PBL PlanningDay 3 - 2nd 6 Weeks PBL Planning

PBL - REFINEMENTDay 4 - Quality QuestioningDay 5 - Formative Assessment & Productive Group WorkDay 6 - Research (IIM)

Lunch from

11:30 AM to

12:45 PM

NORMS

⦿Take care of yourself

⦿Cooperate and collaborate

⦿Share what you know

⦿Learn with an open mind

⦿Ask questions and have FUN!

OBJECTIVES

⦿ Project-based Learning Review⦿ Quality Questioning Overview⦿ PBL questioning modeling⦿ PBL unit refinement

STEM Cohort Schedule

WS# Event - Description Tentative Dates

59102

Quality Questioning - Going Beyond the DQ - The session will introduce resources to refine questioning strategies leading to more comprehensive project based learning experiences for all students. Participants will review the instructional purpose and objectives of their projects and identify optimal questioning formats, type-purpose, and content-based examples. Participants will be encouraged to refine previously developed PBL units to incorporate content scaffolding via questioning strategies.

October 10, 2016

TBA

AM - Formative Assessment - Providing Effective Feedback - The session will provide an overview of formative assessment strategies to support content mastery given a project based learning approach. Participants will engage in the refinement of both formative and summative assessment tools including technology-based tools (i.e., Pear-Deck app, Google tools, etc.). Participants will be encouraged to refine previously developed PBL units to incorporate content scaffolding via formative-summative assessment strategies.PM - Productive Group Work - All for 1, and 1 for All - The session will provide an overview of group working formats and protocols leading to positive interdependence. The session will model face-to-face interactions to build individual and group accountability for learning. Additional topics will include building interpersonal skills, small-group skills, and group processing. Participants will engage in the refinement of both formative and summative assessment tools including technology-based tools (i.e., Edmodo, Google classroom, etc.). Participants will be encouraged to refine previously developed PBL units to incorporate effective grouping strategies. All participants will receive a resource book for reference and for continued PBL unit refinement during coaching and PLCs.

January 5, 2017

TBA

Independent Investigation Method (IIM) Overview - The session will provide an overview of PBL project research frameworks aligned to the Texas Performance Standards Project (TPSP) for middle school. Participants will receive an introduction to research methodologies including quantitative and qualitative research designs using a variety of investigative tools and resources. All participants will receive a resource book for reference and for continued PBL unit refinement during coaching and PLCs.

February 7, 2017

Question, Question, Question..Regarding PBL…

I wonder about…

I wonder why…

How is this like/different than…

What might happen if…

What the key elements of…

What are the implications of…

What might be the consequences of...

ICEBREAKERIS PBL MORE LIKE...

⦿ Coaching basketball…⦿ Planning a super bowl party…⦿ Managing a restaurant…⦿ Taking a hiking trip…

synectics

WHAT IS PBL?

What is project-based learning?Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. bie.org

PROJECTS VS. PBL

WHY STEM?

THE GLOBAL ACHIEVEMENT GAP (Tony Wagner, 2008)- US students at a great disadvantage compared to other

industrialized nations. (7 skills recommended)

The 4 C’s of 21st Century Learning:

⦿ Critical thinking and problem solving

⦿ Collaboration

⦿ Effective oral and written communications

⦿ Curiosity → Creativity

Student comment about Collaboration

It is easier to learn and also to retain information when you complete work with other people. Collaboration is working together to achieve a set goal that you can’t accomplish on your own. Oftentimes, you need others to complete a project. I am better when I work in a group because I’m learning to be responsible for keeping others on track.

- 12th grade student

Student comment about Collaboration

I prefer not having to do an entire project by myself. I like it when others have my back. And if someone in your group doesn’t understand, you can help them rather than waiting for the teacher. When you help out a classmate, you remember better because you have taught them. You have people who look to you for answers. When you’re not in a group, everyone depends on the teacher for answers rather than asking classmates for help.

- 12th grade student

The Value of Collaboration

HANDOUT 3, pg. 41-42

● Be open and respect all views● Listen with an open mind ● Expect to learn from others● Do your part● Do self-check before you counter● Allow think time - before and after

someone speaks● Welcome questions

PBL Modelling

Project Launch

Driving Question

Product Development

Mini-Lessons

Culminating Event & Presentation

PROJECT EXAMPLE

MARS MISSION

Project Scope

Design: Simulation

Audience: Classroom

Student Roles: Team of Engineers

Setting: NASA Design Labs

Products: Rocket Prototypes

Variables: Launch L’s, Distance

Content: SE’s - Measurement

VOICE AND CHOICE

Choices you have:⦿ Choose 2 partners to work with⦿ Decide what your rocket will look like⦿ Decide how to manage your time⦿ Apply what you know to your design⦿ What is your goal? ⦿ Keep a record of your launches

MINI-LESSONS

What knowledge do students need to complete their projects?

Planned: short mini-lesson

In-demand: measurement, design...

HOW CAN WE INVOLVE EXPERTS?

Consider your resources:

⦿ University professor⦿ United Launch Engineer⦿ SpaceX representative

To serve as guides, judges, or present information.

Group Progress Monitoring

1) State the problem in less than 20 words on the back of this card.2) Member #1 - attend design mini-lesson; team designs a prototype to scale on paper, request teacher approval3) Member #2 - attend materials mini-lesson, collects materials; team builds actual prototype4) Member #3 - attend testing mini-lesson; team conduct 3 test trials - record launch angle, distance traveled in a table on back.5) Prepare short presentation for the class to address the following -A. Member #1 - Why you selected your design.B. Member #2 - What you changed after testingC. Member #3 - State 2 reasons why (why not) you were successful.

TEAM NAME:________________________________ DATE:________TEAM MEMBERS: #1____________ #2____________ #3_____________TEAM SLOGAN: “_____________________________________”

HOW WOULD WE DESIGN A MISSION TO COLONIZE MARS?

KNOW NEED TO KNOW

What would a Mars colony look like?

Straw RocketsMini-Lesson

Engineering Design Process

1) Define the Problem2) Brainstorm Solutions3) Pick Best Approach4) Design Prototype5) Test Prototype6) Analyze Results7) Redesign/Retest

Basic Design

Presentation Summary

Complete the sentences...

1) I chose this design because….

2) After testing, I decided to change...

3) The angle that had the best distance was....

Testing TrialsDemo

1) Measure/Record Angle2) Measure/Record Distance

⊾36 °

DATA COLLECTION (Create a table)

RESULTSDAY 2

RESULTSDAY 2

Mapping and Measurement: Google Earth

1) Estimate distance from landing site(A) to colony site (B).

2) Use Google Earth and map points along the path for a more accurate measurement.

3) Compare you estimate with the actual distance.

4) How many days would it take to reach point B, if the lunar rover landed at point A and traveled 1 mile per hour and required 1 hour of charge time per mile.

A

B

Classroom Culuture

Why should we care about the questions we ask?

1) To focus thinking on specific content

2) To develop deep understanding and retention

3) To clarify or extend understanding

4) To monitor progress to learning targets

5) To encourage self-assessment

6) To develop personal responsibility using structural supports

What are some of the reasons students don’t ask questions in school?

STUDENT COMMENT IMPLICIT CLASSROOM VALUE OR NORM

1) The teacher doesn’t like questions.

2) Who cares about that stuff?

3) It’s not cool.

4) I don’t want to look dumb.

5) That’s not my job; that’s the teacher’s job.

Handout, pg.116

What are some of the reasons students don’t ask questions in school?

STUDENT COMMENT IMPLICIT CLASSROOM VALUE OR NORM

1) The teacher doesn’t like questions. My questions are not important; we don’t have time; they take us off-task; it’s important to cover the content in the state standards.

2) Who cares about that stuff? The content is not RELEVANT or INTERESTING to me; I’m bored.

3) It’s not cool. Learning and achievement are not really VALUED by me and my friends. Students who appear to be too interested in school and learning are probably not successful in society.

4) I don’t want to look dumb. Students who ask questions must not have understood; asking questions shows you are not very smart.

5) That’s not my job; that’s the teacher’s job.

The role of the teacher is to ask questions - to which they already know the answer. My role is to give teachers the answers they already know and want to hear.

STOPAND

THINK

Expectations for Student Responses

So I asked a question, now what….what is the REASON, GOAL, OR PURPOSE behind the question?

Content Mastery Engagement Cognitive Level Interactions with Peers

HANDOUT 1JIGSAWpg.17

Types and Function of Questions

1) Essential Questions2) Hook Questions3) Diagnostic Question4) Question to Check for Understanding5) Probing Question6) Inference Question7) Interpretation Question8) Transfer Question9) Predictive Question

10) Reflective Question

TYPE OF QUESTION FUNCTION AND PURPOSE EXAMPLES

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

HANDOUT 2, pg.25-28

QUESTION PROMPT EXAMPLE

QUESTION PROMPT #1

QUESTION PROMPT #2

QUESTION PROMPT #3

QUESTION PROMPT #4

QUESTION PROMPT #5

QUESTION PROMPT #6

QUESTION PROMPT #7

QUESTION PROMPT #8

QUESTION PROMPT #9

QUESTION PROMPT #10

© 2015Division of Instructional Support

Curriculum, Instruction & Assessment52

Question Types ReviewEssential Question (integrating unit or lesson of study)

Inference Question (drawing conclusions)

Hook Question (motivating/engaging) Interpretation Question (inviting analysis)

Diagnostic Question (activating prior knowledge/conceptions)

Transfer Question (using in novel setting)

Check for Understanding (formative assessment)

Predictive Question (strengthening cause & effect thinking)

Probing/Scaffolding (getting behind student thinking; assisting in concept development)

Reflective Question (supporting metacognitive thinking)

Creating Questions

DRIVING QUESTIONMINI-WORKSHOP

THE DRIVING QUESTION & BEYOND

In a well-designed project, students create a final product or prepare a performance that answers the driving question.

THE DRIVING QUESTION

Frame a DRIVING QUESTION!What’s going on in the world around us now

that could frame your unit? Or, what’s interesting?

The best driving questions are provocative and challenging, accessible to students,

open-ended with multiple possible answers, and linked to important content.

DRIVING QUESTION

ELON MUSK - SPACE EXPLORATION

- REAL- LOCAL- POTENTIAL CAREER OPPORTUNITIES

HOW WOULD WE DESIGN A MISSION TO COLONIZE MARS?

THE DRIVING QUESTION

A DRIVING QUESTION…

FOR STUDENTS FOR TEACHERS

Guides Project Work

Creates Interest and/or the

Feeling of Challenge

Reminds Them

“Why we’re doing this today”

Guides Planning & Reframes

Content Standards or Big Ideas

Captures & Communicates

the Purpose of the Project

Initiates and Focuses Inquiry

DRIVING QUESTION EXAMPLE

⦿ Pragmatic⦿ Speaks to student interest⦿ Includes a social, environmental, or

moral cause⦿ Timeless⦿ Multi-cultural⦿ Addresses a specific audience⦿ Serves as a STEM for multiple

“essential questions”

⦿ Can we live on Mars?⦿ How can technology be used

to live on (or travel to) Mars?⦿ How can technology be used

to build a Mars-friendly home?⦿ How can we design an

environmentally efficient home using alternative energies for a Mars colony?◼ What materials?◼ What time frame?◼ What is our budget?◼ How much space?◼ Will it be child friendly?

DQ Attributes

Essential Questions

Know Need to Know

Driving Question(s)

DRIVING QUESTION TOOL

Thinking Rountine...

I used to Think...Now I think...

EXAMPLE #1

DQ - How far are you willing to go to achieve your dream?

Essential Questions

History - How did the US make the transition from an agrarian society to an industrial nation prior to WWI?

English - How does one recognize a fallacy in logic? How does one read information and functional materials and evaluate strengths and weaknesses of arguments?

EXAMPLE #1 - ANSWER

DQ - How far are you willing to go to achieve your dream?

How the questions were answered ….

Grouping Strategy - The class operated as families from various backgrounds (cowboy, Native American, homesteader, miner, immigrant, missionary, outlaw, etc..)

History - As the history lessons were introduced, “Families” were given time to compile digital scrapbooks and digital travel logs telling how they achieved their American dream.

ELA - Students wrote personal essays reflecting how the experiences of these pre-World War I Americans affect their own plans for achieving dreams.

EXAMPLE #2

DQ - How might data aid someone running for political office? (Math - Algebra I Focus)

Essential Questions

What are the various methods of reporting data? (ex., stem and leaf plots, histograms, line graphs, etc…)

What are the characteristics of a data set?

How does one determine the relationship of two sets of data using a scatterplot?

EXAMPLE #2 - Answer

DQ - How might data aid someone running for political office? (Math - Algebra I Focus)

Grouping Strategy - Groups of students created survey questions on community-related issues and administered the survey to 100 respondents.

Groups organized and interpreted data and related them to other sets of data.

The groups created a video advising a political candidate of their analysis and interpretation of the data collected.

EXAMPLE #2

DQ - How might data aid someone running for political office? (Math - Algebra I Focus)

Essential Questions

What are the various methods of reporting data? (ex., stem and leaf plots, histograms, line graphs, etc…)

What are the characteristics of a data set?

How does one determine the relationship of two sets of data using a scatterplot?

EXAMPLE #3 - Practice

HANDOUT 3, pg. 41-42

DRIVING QUESTION Content Focus:____________How...

ESSENTIAL QUESTIONS 1) 2)

GROUPING STRATEGY Groups of students will...

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Gustavo PerezSTEM SpecialistRegion One ESC

gperez@esc1.net

956.984.6042

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