Day’s Agenda
Morning meeting
Start the conversation: Chalk talk Protocol
What is PBL?
Thrive PBL Rubric: 4 A’s Protocol
Past projects at Thrive
Planning projects
First project tune: Gallery walk Protocol
Reflection and further planning
Building a Thrive Project
Summer 2016
PBL...
What do you know?
What resources help you?
What are you wondering?
What are your hopes & dreams?
PBL according to...
“ 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 an engaging and complex question, problem, or challenge.” -BIE
“Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.”- Edutopia
“‘Project-based learning’ refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation” -HTH
“ PBL is a methodology of teaching and learning in which students respond to real-world challenges, problems, controversies, scenarios and simulations through a process of focused, student-influenced inquiry with the goals of: student engagement, mastery of academic learning outcomes, development of 21st century competencies, and production of tangible outcomes.” -PBL Consulting
The story the stars tell
What roles do stars have
in our universe?
We made a constellation reader that honored 12 common constellations
Kid imagined constellations characters
Chompers
our final products
Exhibition
night!
How can we build and sustain a healthy community to live in?
recognized problems in our community
Looked at how we were taking care of our home environment
our Thrive community
We went deep
into 6 areas
we agreed upon...
We made kits to give out to the people in our community
we informed others about our
findings and solutions
Into the World of Projects
“Say Something” protocol
1. Pair up for partner discussion.
2. Read silently to the designated “stopping point”.
3. When each partner has finished reading up to the “stopping point”, stop and “Say Something”** to one another about the text. Do not repeat what your partner shared.
4. Continue until you have completed the process of stopping to “Say Something” to one another at each stopping point throughout the entire reading selection.
5. As partners, find one main point in the reading that you want to highlight to the group. Be prepared to share the information and formulate conversation around the topic.
How do we know we are on track?
The Thrive PBL rubric, of course!
4 A’s protocol
What ASSUMPTIONS does the author of the text hold?
What do you AGREE with in the text?
What do you want to ARGUE with in the text?
What parts of the text do you want to ASPIRE to?
Past projects at Thrive
Year long theme
You can write the context of what they say by the way you package or present your year!
The theme you choose to build can be the driving force for each project you do this year and a curriculum map to plan your year.
What do you want people say about your classroom when you’re not in the room?
-Students
-Parents
-Colleagues
Theme examples
http://www.pblconsulting.org/#!curriculum-mapping/c60c
3, 2, 1 Protocol
With your table take turns to each discuss....
3 things you noticed in the in the brands
2 benefits you see to the concept of branding your year
1 new brand idea you could see yourself doing this year
Things to keep in mind
A thrive project should be:
PBL Bracket Challenge
PBL Bracket Challenge
In table groups, pit the 9 nuts and bolts against one another in this bracket challenge. Move winners forward in each bracket, until you determine a bracket winner
They’re all important!!!
Planning steps
Planning steps
https://docs.google.com/document/d/13QW0Lne9WeYFIBi_0l4cg2OFIzlBQCS3ygOqcm2VU2M/edit
Get creative and Get Inspired
… On-line project libraries
Get creative and Get Inspired
… On-line inspiration
Useful Project videos
http://www.pblconsulting.org/#!useful-videos/c22rm
Mathalicious
The Tinkering Studio
http://tinkering.exploratorium.edu/
Teacher’s Guide to PBL
TedEd
Exploratorium: Science Snacks
http://www.exploratorium.edu/snacks
Makerzine
http://makezine.com/tag/makers/
Improv Everywhere
Make it authentic!
Work time
Work time
At the end of the work time be prepared to share your first, most basic draft of your project with the group in a gallery walk
https://docs.google.com/document/d/1e4p2bMDPeRKqhhHgWrdGjZFpvzmmR1NNOIJ1q9pNW0k/edit
Work time
Preparing for the gallery walk
Include the five big picture planning pieces on a poster paper
Hang it on the wall
Reflect on feedback
In Depth Planning
Braindumps
How do we know we are on track?
The Thrive PBL rubric, of course!
Project Alignment guide
calendaring
Project Alignment guide
calendaring
Cognitive Skills
3, 2, 1 Protocol
Organize yourselves into small groups. Take 4 minutes to silently read through the Cognitive Skills that lend themselves to PBL. Take turns to each discuss....
3 things about your project you want us to know
2 skills that you will assess in your project from this document
1 goal you have for assessment
Work time
Past projects at Thrive
Work time
Tuning protocols
http://www.nsrfharmony.org/system/files/protocols/tuning_0.pdf
Clarifying questions
These are simple questions based on fact. They clarify the data and provide a context for the information so that better probing questions can be asked. Clarifying questions do not provide new information, but expand understanding of the information that is on the table.
Examples of Clarifying Questions:
Is there a group deliverable?
Will all students be expected to produce the same ______?
How often is this data gathered?
What resources will students have available to them?
Probing Questions
http://schoolreforminitiative.org/doc/probing_questions_guide.pdf
Intended to help the presenter think more deeply about the issue at hand. If you find yourself asking “Don’t you think you should …?” or “What would happen if …?” you’ve gone beyond a probing question to giving advice.
Examples of Probing Questions:
What would have to change in order for…?
What do you feel is right?
What’s another way you might…?
What is the best thing that could happen?
What are you most afraid will happen?
What do you need to ask to better understand?
Tuning protocols
http://www.nsrfharmony.org/system/files/protocols/tuning_0.pdf