Keleen Kaye
kkaye@sunprairieschools.org @kmkaye
Becky Anderson
rlanderson@waukesha.k12.wi.us @randerson__
This Breakout
It is easy to get caught up in the glitz and glamour of projects. As important as it is to create those tangibles, it's arguably the process of learning, through the experience, that has the greater impact on the learner. This session intends to engage participants in understanding and welcoming the complexities that come along with PBL practices. Together, we’ll explore strategies to provoke thinking and guide learners as they begin the process of discovery. Join this session to learn more about how to get started with your students on creating projects in the K-5 environment. You'll learn the concepts of starting small, planning ahead, and the difference between projects and Project Based Learning. Participants will walk away with the tools needed to start the project process in their own learning environments.
Introductions
What if grit is an excuse for teachers to place blame on kids?
Daniel Pink’s idea is the flip side of grit. Grit is about being/doing something in spite of personal needs/wants.
EXAMPLES of Autonomy, Mastery, Purpose
(plus community, self awareness, agency)
Learning
as
Action Research
Our Foundation
Not | Is |
Science | Art |
Structured | Not NOT structured |
Compliance | Engagement |
Learning Stuff | Learning Self |
Modeled | Constructed |
PBIS | Community |
Product | Process |
Easy, neat, tidy | Messy, hard, BEAUTIFUL |
Student Driven, Standards Guided
Who decides?
How does it feel?
How did it start?
In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.
But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin.
Caine’s Arcade
Mastermind
Video clips HOM
Books
Field trips - Art Museum
Team building - Save Fred
Process
Product
Student Driven, Standards Guided
How does it feel?
To parents?
To students?
To teachers?
How did it start?
Who decides?
Complexities
Provoking Thought
Guiding Learners
Starting Small
Planning Ahead
Advocacy & Empowerment
Autonomy and Agency
Social Emotional
Self Awareness
Know yourself.
Know your tendencies.
When you are at your best. When you are at your worst. Be in it. Use it as a tool.
Common Experiences
Go slow to go fast. An activity is only an activity unless it is processed.
Failing Forward - Growth Mindset
Process of Learning
Motivation
Punishments and Rewards
What’s left over if we eliminate both rewards and punishments?
Validation
Habits of Mind
Language
If you build the ideal environment for ownership, your brain is going to engage in constructivist work. It is about building an environment where constructivism can live.
S-T Chart
What our kids are saying...
The What?
The Why?
The Golden Circle
WHY = The Purpose
What is your cause? What do you believe?
How = The Process
Specific action taken to realize the Why.
WHAT = The Resources
What do you do?
TED TALK