View
219
Download
0
Category
Preview:
Citation preview
8/6/2019 Foundations of PBL - Project Overview Workshop
1/21
Foundations
of PBL
8/6/2019 Foundations of PBL - Project Overview Workshop
2/21
Based on your prior knowledge, experiences, or
observations of PBL
What do you know? What do you need to know?
8/6/2019 Foundations of PBL - Project Overview Workshop
3/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
4/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
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
8/6/2019 Foundations of PBL - Project Overview Workshop
6/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
7/21
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?
8/6/2019 Foundations of PBL - Project Overview Workshop
8/21
Driving Questions Are
Provocative
Open Ended
Aligned to standards
Challenging
Arise from real world situations
Act as a lighthouse to keep you on course
8/6/2019 Foundations of PBL - Project Overview Workshop
9/21
Entry Document
Great American Author
8/6/2019 Foundations of PBL - Project Overview Workshop
10/21
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.
8/6/2019 Foundations of PBL - Project Overview Workshop
11/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
12/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
13/21
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?
8/6/2019 Foundations of PBL - Project Overview Workshop
14/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
15/21
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
8/6/2019 Foundations of PBL - Project Overview Workshop
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
8/6/2019 Foundations of PBL - Project Overview Workshop
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
8/6/2019 Foundations of PBL - Project Overview Workshop
18/21
Here is a final product:
8/6/2019 Foundations of PBL - Project Overview Workshop
19/21
8/6/2019 Foundations of PBL - Project Overview Workshop
20/21
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.
8/6/2019 Foundations of PBL - Project Overview Workshop
21/21
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?
Recommended