What Standards and Skills do you want your students to master during the PBL?

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Standards:

• W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• RI.5.7- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• RI.5.6- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
• SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Skills4Success: Communication, Collaboration, Research and Investigation, and Critical Thinking & Problem Solving

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What will you do to put your students into Successful Teams and Build Culture?

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Creative DNA/Sequence assessment will be used to create successful teams.

Whole group hopes, fears, and norms

Another option: Values cards

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What will you do for an Entry Event?

bug list

(if focusing solely on local issues, take a (virtual) field trip around the city to identify “bugs”)

Who are your Stakeholders?

Stakeholders will vary depending on the issue each small group decides upon, but potential stakeholders could be:

• Animals, kids/students, teachers/school workers, teens, and adults.

How will you help build Empathy?

• Groups will complete an empathy map of their potential stakeholders.
• (complete stakeholder map first, then empathy map for each stakeholder)
• Chalk talk - Good/bad experience in the school/community
• Pains and Gains t-chart to document specific experiences

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How will you help your students determine the Need to Knows to for the Driving Question?

1. Stakeholder map
1. empathy map of stakeholders
2. Each small group will complete the Need to Know protocol
1. What do we need to know about our groups issue?

How will you help your students uncover information to solve the challenge?

1. Groups will interview stakeholders
1. interview questions will be decided on via the QFT protocol
2. groups will dot vote on best interview questions

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What do you already do to encourage your students to brainstorm or think outside the box?

• model brainstorming and keeping track of ideas
• team building exercises

What strategies will you use to help your students generate ideas?

Rule of thirds protocol

idea quota - jamboard

Saturate & Group - Jamboard

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How will you check-in with your students? How often and when?

ongoing check-ins

parent volunteers

asking probing questions about solution and pitch

What type of Check In strategies will you use to make sure your students are ready to start coming up with ideas?

• Top 10 list
• talking chips
• emoji faces
• anything goes questions
• Rule of thirds– print out poster of image to refer to & check in

How might you have your students begin to develop solutions from all their ideas?

1. Narrow 100 ideas (post-it notes or jamboard) into categories or 4 groups- label the categories, use Dot Voting to determine the best solution ideas
2. Reference 100 ideas and mind maps created earlier and use the NUF Test to determine potential solution ideas
3. Individuals or partners select one idea from 100 ideas & mind map to do a poster session (≤10-12 words)
4. small group poster pitch

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What process will you move through to help your students get from an infinite amount of ideas to a handful of possible solutions?

5. NUF test of all ideas presented in poster pitch

6. Sticker voting to select final small group idea

How might you have your students make a decision for what solution to move forward with?

Students will choose their final solution by putting all potential ideas through the NUF test, then by dot voting.

How could you provide critique and revision opportunities for your students?

• Use Talking Chips Check in - giving glows and grows feedback
• Survey stakeholders-ie, older students, business partners, etc. get feedback-get First Graders to explain the What and the Why of their solution ideas
• Gallery walk, sharing their ideas and getting feedback in the form of I like.. because, I wonder.
• Present ideas to stakeholders, and revise if necessary

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Who will your authentic audience include?

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• Principal
• Teachers
• Students
• school staff members
• community members
• Parents

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How will your students present their final solutions to the authentic audience?

Students will write argumentative speeches/letters/essays/presentations about their groups solutions (literacy standards), groups will combine argumentative writing to create a “Ted Talk” to present to our authentic audience

How will you give them voice and choice?

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Students will have a choice of how they would like to write about their group’s solution (speech, letter, essay, or presentation).

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Groups will reflect on their creative DNA to decide presentation roles

What tools will your authentic audience use to give feedback to your students?

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What tool/rubric will you use to assess your students work?

• Lucy Calkins 5th grade argumentative writing and speaking rubrics
• audience members will fill out student made feedback forms

What will you do to provide reflection for your students?

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How will they reflect together, with the authentic audience and on their own?

• Whole group (norms) and/or team reflection rubric
• Self assessment reflection (“Inner Heroes” survey? or Creative DNA post assessment