D28 PBL Project Planner FebInstitute

© 2008 Buck Institute for Education 1

P R O J E C T O V E R V I E W Name of Project: D28 Magnet ‘Plan and Pitch’ Project Duration: 2 Days

Subject/Course: PBL/D28Magnet February Institute Teacher(s): D28 Magnet Team Grade Level: D28 Elementary Teachers and Administrators

Other subject areas to be included, if any:

STEM, CCSS, and UDL (considerations and connections)

Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Challenge: to create a rigorous, Magnet themed project that excites and inspires students, while at the same time aligns with CCLS and NYC Scope and Sequence. Project Summary: Institute participants work individually, with partners, or with teams to design a PBL social studies or science project that integrates their school’s Magnet theme and aligns with NYC Scope and Sequence. They use planning templates, big ideas from CCLS & UDL, and other planning resources to design their PBL projects. Participants also use knowledge of the essential components of PBL to make sure their units: inspire and excite students, incorporate STEM and 21st century skills, integrate research and innovative technology, and provide students with time to reflect upon, improve and share their work. All projects should be written so that other teachers within the school can replicate them. Each individual or team participates in peer reviews and evaluation activities and uses the feedback they receive to redesign or improve their project if needed. All individuals and teams give a 3-5 minute oral presentation to “pitch” their PBL project to the D28 Magnet Team (and other institute attendees) on the final afternoon of the institute.

Driving Question How can we design a project that excites and inspires our students, while at the same time supports the rigorous objectives of our Magnet Grant and the NYC DOE?

Content and Skills Standards to be addressed:

Participants will be able to:

• Design projects that include all of the essential elements of PBL • Use institute templates and resources to plan PBL projects • Align PBL projects to CCLS and NYC Scope and Sequence • Evaluate and improve PBL projects by using institute checklists & rubrics and by participating in peer review

Content Standards:

• Objectives and performance measures outlined in the District 28 Federal Magnet Grant proposal • Standards developed by the National Staff Development Council


T+A E T+A E

21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:

Collaboration X Other: problem solving, use of innovative technology, creative thinking

X

Presentation (Pitch) X

Critical Thinking X

Presentation Audience:

Culminating Products and Performances

Group: 1. PBL Project Write Up (planner template completed and uploaded to D28 Magnet Google site)

2. Oral Presentation (project pitch)

Class: participants X

School:

Community:

Individual:

Implementation of PBL unit by the end of the school year PBL Post Assessment – Short Answer Test

Experts: D28 Team X

Web: Google Site X

Other:

P R O J E C T O V E R V I E W Entry event to launch inquiry and engage students:

1. Present the project’s driving question. Do not ask for answers---just present it (let participants know that a good driving

question is too big to answer immediately; it requires thought). 2. Ask participants to address the driving question by considering their own experiences as students. They do a focused ‘quick

write’ about a positive experience they remember from their school days. They engage in a turn & talk discussion about what excited them as students and why. They will use these small group discussions as the basis for a whole group brainstorm about what they can do as teachers to excite and inspire their students.

3. Facilitators introduce the project & expectations by handing out a rubric that clearly outlines the major components of the project and the standards for success

Assessments Formative

Assessments (During Project)

Quizzes/Tests: (pre assessment quiz) X Practice Presentations

Journal/Learning Log Notes Preliminary Plans/Outlines/Prototypes Checklists: (PBL Project Essential Checklist) X

Rough Drafts Concept Maps


Online Tests/Exams Other: (daily evaluations, whole group discussions, ‘burning questions’ and one-to-one mentoring sessions)

X

Summative

Assessments (End of Project)

Written Product(s), with rubric:

__________________________________________________ Other Product(s) or Performance(s), with rubric:

__________________________________________________

Oral Presentation, with rubric X Peer Evaluation (Critical Friends Protocol) X

Multiple Choice/Short Answer Test ( X Self-Evaluation (Project Essentials Checklist) X

Essay Test Other: .

Resources Needed

On-site people, facilities: cafeteria, a nearby breakout room, security/permit, custodial staff, internet access, PBL facilitators (w/specialties in technology, the arts, communications, and STEM),

Equipment: facilitator laptop, laptop cart & laptops for 50 participants, SmartBoard (or projector and screen), microphone, speakers, poster maker, copy machine/printer

Materials:

chart paper, markers, pencil boxes with post-its/tape/highlighters for each workstation, pads, PBL booklet (articles, planning guides &resources, student handouts, rubrics, evaluation and reflection

sheets), PBL Courtyard Project video, PBL Essentials PPT, PBL Essentials checklist, Sample PBL project planner, daily evaluations, sample launch PPT, NYC SS & Science Scope and Sequence, CCLS,

NGSS, D28 Magnet Googlepage/Wikispace

Community resources: local bagel place

Reflection Methods

(Individual,

Group, and/or Whole Class)

Journal/Learning Log Focus Group Whole-Class Discussion X Fishbowl Discussion Survey Other: quick writes, turn and talk, Critical Friends

Protocol X


P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: D28 Magnet Plan and Pitch Project Course/Semester: D28 Magnet PBL Institute/February Recess

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

Backwards Design/UbD: 1. Brief overview of UbD 2. UbD Template 3. Work that has evolved from UbD (curriculum mapping, CCSS

and PBL) 4. Three stages of backward design/UbD

!

Items 1, 2, 3 & 4 Learning Activities: Facilitators introduce the concept of backward design by presenting a UbD PPT that includes Grant Wiggins & Jay McTigh, their 3-step approach to curriculum design (3-stages), and examples of the evolution of UbD . Reflection: Give out a UbD template for teachers to analyze and deconstruct. Teachers focus on the question: How might a template like this be useful? Teachers share responses to the focus question while facilitators chart replies

Intro to PBL 1. Why PBL?

a. Integration of theme and CCLS b. Differentiation of ‘activity’ v ‘project’

2. Similarities to UbD 3. Essentials of PBL

!

Learning Activities 1. Explain that PBL is an effective method of integrating Magnet theme and big ideas of CCLS. Share experience of looking at D28 Magnet curriculum maps only to discover that most themed ‘projects’ included were really only ‘activities’. 2. In small groups, compare and contrast UbD templates with PBL templates. Focus Question: How are these templates alike ad how are they different? 3. Watch a video that documents a courtyard design project. Participants share some observations about the video while facilitators chart responses. Facilitators present a PPT that outlines the essential components of a PBL project. Reflection/Check for Understanding

• Teachers work in small groups to chart how the “courtyard project” included all essential components of PBL

How to Plot the PBL Essentials

!

Use ‘At a Glance’ template to model how to plot project essentials


Stage 1: Content/Skills/Standards 1. Skills,

Learning Activities – PPT & Analysis of PBL Planner

Stage 2: Assessments 1. Formative and summative assessments 2. Rubrics

!

Learning Activities 1. 3-4 slide PPT 2. Analyze sample rubric

Work Session – Stage 2 Sections of PBL Planner

Stage 3: Creating a Daily Learning Plan 1. Different types of Learning Experiences 2. UDL considerations when designing daily learning plan 3. ‘At a Glance’ template 4. Big Ideas of Common Core

!

Learning Activities 1. Play relay game to generate a list of varied learning

activities 2. UDL PowerPoint 3. Color Coding ‘At a Glance’ Template to reflect UDL 4. Handout with big ideas of CCLS and helpful websites

Work Session – Stage 3 Sections of PBL Planner

STEM Connections !

Learning Activities 1. Expert Presentation by Ellen Darensbourg (Magnet

Specialist from The STEM Institute of Manhattan) Reflection/Check for Understanding - Q&A with Ellen Work Session – Continue work on PBL Planner

Peer Review and Feedback !

Learning Activities 1. Critical Friends Protocol

Work Session – Revise project based on feedback from CFP


P R O J E C T C A L E N D A R Project: D28 Magnet Plan and Pitch Project Dates: February 19-20, 2014

L E S S O N L E S S O N L E S S O N L E S S O N L E S S O N

D A I L Y L E A R N I N G P L A N

Pre Assessment and

Formulate Norms (Google Forms Survey, Prior PD Group Activity,

Chart Norms)

Individual and Group Work

Project Launch

(Driving Question, Quick Write, Turn and Talk, Project Bullets

and Rubric)

Individual, Partner and Group Work

Backwards

Design/UbD (PPT, Analysis of UBD

Template)

Individual and Group Work

Intro to PBL

(Compare and Contrast Templates, PBL Video,

Take Notes)

Group Work

Plotting the PBL

Essentials (‘At a Glance’

Template)

Individual, Partner, or Group Work


Work Session

(Stage 1 Section of Planner – Project

Overview Stage 1)


Check In

(Participants Read Project Summaries, Check Next Steps)

Work Session

(Stage 2 Section of Planner)


Stage 3

(Learning Activity Relay, Finding

Resources)

Group Work

UDL and CCLS Considerations

(PPT, CCLS Handout Color Coding ‘At a

Glance)

Individual or Group


Work Session (Stage 3 of Planner)

Individual, Partner, or

Group Work

Reflection (Project Essentials Checklist, Critical Friends Protocol)

Work Session (Improve Based on

Feedback from Checklist and CFP)

Create and Rehearse Pitch

(Add jingles, create slides, multimedia,

etc.)

Presentation and Celebration

(Present Pitches, audience feedback

forms)


xx

Post Assessment (Google Forms Short Answer Survey/Test)

Individual Work

Next Steps (Google Forms

Resources Survey)


Reflect and Evaluate (Self Reflection Form,

Evaluation Form)

Individual Work

Follow Up At Schools (PD will be planned

Based on Google Forms Surveys and Review of

Projects)

Documents

D28 PBL Project Planner FebInstitute