11. PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School Neil’s Blog Thinking in Mind
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13. 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
14. Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving 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
25. 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
26. 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. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
27.
28. How to Teach This Way? Several Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
31. Where to Go Next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.org Edutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive Other projects to join: iEARN: www.iearn.org Flat Classroom Project: www.flatclassroomproject.org
35. Project Brief Example Athens, OH 6th Grade Recently, a student's grandparent fell on a broken sidewalk and fractured her hip. Kids expressed concern about mobility and safety in the community. The driving question for our investigation is: How can everyone safely get where they need to go? Groups craft "need to know" questions and investigate the needs of different citizen constituencies (elderly, disabled, bike commuters, parents with strollers, joggers, young pedestrians, etc.), develop reasoned solutions to mobility concerns for those groups, develop an action plan and campaign for change.
36. Project Briefs Conceptual Framework Write : Project Brief Include elements that help reader understand subject matter, student interaction, learning outcomes Idea Idea Idea
Editor's Notes
How about you? HS? MS? ELEM? Instr leader, …Distance traveled?
Jane
Suzie: Using wikis right away, who’s familiar?
Jane
Suzie -
Discussion then Suzie
Suzie --- Stop at 5:45
Jane: Describe: Project exemplar bc - teacher accessible, student work on the web, mashes up old and new technologies, looks at history as historians do. Commercial Art; critical evaluation of imagery/symbols to capture the story; like curating an exhibit; new and old world techniques (goes into a digital museum); connection to experts
Jane
Jane At end ask: How do teacher and students’ roles change?
Jane: Prompt? Do you make distinction between activity-based and project-based? If so, what? When you look at continuum, is your practice more to left, to right, or somewhere in middle?
In project based-learning there’s often an initiating event to get kids’ attention, then a driving or essential question that sparks kids’ need to know. We’ll focus on the question here. Ask a question then prompt for more angles or go deeper with the question. Help kids shape them so significant learning will happen. Let’s look at three subordinate questions kids might pursue: What key subject matter might be addressed in the process of answering these questions?
Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It's the kind of thing that happens naturally, Karl Fisch says, "when students expect to be connected learners." Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It's the kind of thing that happens naturally, Karl Fisch says, "when students expect to be connected learners." Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
Jane: Why do we study the Renaissance? Think what people might imagine as a project. Might have some characteristics (in left column) of thematic instruction. Might well use technology. What would traditional tech-rich project look like?
Suzie: Tell results of Survey (make em guess first, these fly in 1 by 1)
Discussion
Suzie
Jane: Why do we study the Renaissance? Think what people might imagine as a project. Might have some characteristics (in left column) of thematic instruction. Might well use technology. What would traditional tech-rich project look like?
Discussion
Jane: Tech probably used for research and presentation. We say: This is not an uncommon “project”. Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another?
Jane: How is this different? Would it get at the reasons why we want kids to know about the Renaissance? Further: Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Is it likely kids will learn significantly from one another? This has two features that get at critical thinking: Asking kids to COMPARE and MAKE A JUDGEMENT. Creating a sound set of criteria and then using it scaffolds these two.
Jane Krauss says: Talk about the NETS a little. They really embody the 21st C skills everyone touts as being important. (The bubbles are key words from the NETS as well as statements of what higher-order thinking looks like.) Talk about the process by which I remodeled this lesson, using knowledge of the NETS to make it stronger.
Jane
Suzie: Lot of solo teachers do their best under constraints. If hope to go to scale, imagine whole school doing PBL, think about supporting conditions
Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It's the kind of thing that happens naturally, Karl Fisch says, "when students expect to be connected learners." Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
Suzie: Tell results of Survey (make em guess first, these fly in 1 by 1)
Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
Join others or invite them to join you.
Suzie: English teachers Anne Smith and Maura Moritz asked ninth graders to make their best case for why the school board should approve or ban certain controversial titles such as I, Robot , Anthem , and 1984 . Enterprising ninth graders tracked down the author via email and invited him to chat in real time. It's the kind of thing that happens naturally, Karl Fisch says, "when students expect to be connected learners." Tech tools: Skype, email, Ustream, blog, Twitter for promotion +backchannel (all free tools) Tie back to Christian and George and how their projects have spiraled. Rethink the poll: Imagine where you are from progression from armchair traveler to scout. If you’re at armchair, we hope we’ve helped you move toward Tenderfoot. We’ll have some suggestions to help you move, from wherever you find yourself.
Subject matter? Student interaction? learning outcomes? Technologies in use?
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