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(Pease) I will need help with the technology piece of creating student videos - what are the options & how to effectively and efficiently have students pick a method and guide them in creating their videos.
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ANSWER: By producing a public product and sharing it with school stakeholders. you could also pull in the experts from the community to get more real world opinions; pick real world topics that pertain to their lives. Additionally, introducing the students to the public; helping them outreach to their community. You could survey those stakeholders to find out what is the needs for students, parents and the community. I just wrote a blog post on this topic for BIE. You can check it out here: http://bie.org/blog/3_tips_for_planning_authentic_pbl_projects ANSWER: Our "performance task" or project should be authentic and perhaps the product should be "alive" or always being put into place. ANSWER: One way that you could connect a project globally is to put your project on the website http://www.us.iearn.org/projects and coordinate/participate with students around the world! (Rios)
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ANSWER: "We are as smart as the room." Inquiry strategies... Assigning appropriate pieces of the PBL to current abilities ANSWER: Norming, norming, norming every day...said the woman who doesn't always do it.
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ANSWER: Assigning roles, changing entrance points, utlizing technology;
ANSWER: I also have played with having students write, read, and produce at their own level. For example, articles are at various levels or instead of reading students can look at a picture to gain ideas. (rebecca) ; There is more time for teacher to coach students or work in small groups during work time.
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ANSWER: By giving students choice in how they will answer the driving questions and what their public product will look like; allow them to help you build the project (or at least the question) 1. Student choice in selecting the topic for pbl 2. Student choice the end product 3. Student choice in terms of how to conduct the research
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ANSWER: Check out rubrics at http://bie.org/objects/cat/rubrics for ideas on how to evaluate success skills. Given that, you can backwards map and then see what needs to be taught. Also, check out CraftED on Twitter. Jenny Pierrat is launching this site May 1. It's designed to sell low price-point critical thinking lesson and strategies like a Teachers Pay Teachers only better. Jenny is an apprentice National Faculty. https://twitter.com/craftEDcm or @CraftEDcm (Jim)
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ANSWER: Get information and ideas from your students to determine what they may be passionate about. If kids feel their work is truly authentic and if you bring them in on the ground floor to help plan the nature of the project (driving question, components to demonstrate understanding of the DQ), you'll have them wanting to do this because they perceive it to be THEIR project and not just yours. (Jim); It's all about buy-in. Allow students to help "create" the project. If it is something they WANT to do, they are more likely to do it. Also...stop labeling them "sullen."
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ANSWER: I haven't yet, but have you checked the BIE website yet for project ideas? I remember Jim mentioning a list of lesson ideas? I would also think of real world examples that would require their level of math "expertise". Might there be any engineering concepts you might present? Have maybe have your students research areas where their expertise are needed and then see where that leads. (Monique)
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ANSWER: Keep coming back to the driving question. Messiness to me means controlling the tendency of kids to go divergent with their thinking. Allow it and encourage it, but be the adult who pulls the focus back to the driving question and the need to keep moving forwad with actionable steps. Where's the first draft? Where's the revision? Where's the notes? We have to help students stay on task and topic by providing the structure and discipline. It's hard though. (Jim)
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ANSWER: Pacing guides/ unit planning- plan by the week--> then by the day. BIE project overview and framework as a guide. Use the rubrics provided by BIE.org. Here are a couple I strongly suggest: Collaboration; Team Work; Creativity & Innovation; Presentation. All of these are available here: http://bie.org/objects/cat/rubrics
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ANSWER: plan a project & implement it, plan the CCSS that fit that unit for every content area and create lessons and activities that can live throughout the day. Add your daily activities into the project (ex. Do Nows); ANSWER: You can set aside a particular day that is set aside for the project -- conversely, there's something to be said for total immersion. For elementary teachers I was thinking Daily 5 might be a great time to allow students to work on pbl (Harpreet)
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ANSWER: Provide different choices at different levels and give students the opportunity to try different choices and find the choice that is the most comfortable to them. Also give guidance to students who struggle with recognizing an appropiate choice.
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ANSWER: Scaffolding work/assessments. Modification/alterations; Formative assessment can be built in throughout the unit, e.g. - peer critique including silent gallery walk w/stickies & 90 sec. Round Robin, teacher conference, teamwork quiz. Summative can be scoring the final product/presentation using a rubric.
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ANSWER: Start with the questions from students? Can you clarify this question a bit more? When you say practices, to what specifically are you referring? (Jim)
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ANSWER: Take a look at DonorsChoose.org. I've (Jim Bentley) gotten over $30,000 in materials over the past 10 years. Community donations. Including past parents in newletter about the donorsChoose project. Also, you can do various fundrasiing projects, those in which make good profits like Mixed Bags, Bake Sales, etc.
ANSWER: Parents, local business, PTA, post on your own facebook page, ask your admin. team for any leads.
ANSWER: I have also done recycling projects where students went around and collected cans and bottles from campus. It is not a ton, but it has helped buy some class supplies for our math problem solving Wednesdays (rebecca)
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ANSWER: Teacher provides opportunities, driving questions, resources, and protocols that allow for student-driven learning to happen, rather than walking students through predetermined content. Teaching should be done to introduce the material, then coaching done throughout the project to encourage student-driven learning.
ANSWER: I think also that as we are teaching we are asking the questions and gettin answers, but at a coach you are asking the open ended questions and the students are coming to their own answers through self-reflection and deep thinking. (rebecca)
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ANSWER: Think about Main Dishes and Desserts. Think about the activities students engage in along the way. I love the idea of viewing them as part of the main dish or are they just a fluff project? When my students made music using multiples, it was meant to help them understand that multiples can be numbers that occur at regular intervals and overlap like in beats or notes played at the same time. The deeper dive would be to connect that to other things in the world that occur with regular tendency (i.e. elections, cicada hatches, planetary alignment, wave motion, etc.) (Jim)
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ANSWER: Try to get other teachers involvedĀ  Collaborate with teachers to integrate techonogly with the project based learning (Harpreet) ANSWER: you could also match the technology class with the unit the teachers are already teaching. For example, if the teacher is doing a unit on the human body, the work they are doing in technology class could be used to add to what the teacher is already doing. (rebecca) Thank you Rebecca, this is what I currently, generally do, so what I am wanting to do is to figure out how to spread the excitement of PBL to over-worked, teachers with little time for an over-excited technology teacher with need for "time to plan" with them. This is where the rub happens and I typically just wind up doing "A PROJECT" on my own. I do have a few (HARPREET, ELISA, MONIQUE the teachers who are HERE) tech-friendly teachers who will work with me but do I just do these projects with their classrooms leaving out the other same grade classrooms because the teachers won't work with me or give those classrooms the best I can based on what I can give them without the buy-in of their classroom teacher? Sorry for the essay... ANSWER: I agree, you already do a fantastic job collaborating with us (the prezi/solar system project). It would be exciting to see you be able to build your OWN project using the short time you have with the students. Perhaps have the teachers incorporate that into computer time in class (Hour of code for example is a continued success).
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ANSWER: use the CCSS that are for your grade level, choose which standards you need to hit at that time of the year(that trimester) Although any will work, it seems power standards would be a better way to utilize PBL.Standards that you find that students struggle the most with in your content area.
ANSWER: I like starting with the standards that I find most boring to teach. It seems that if you start with your priority standards, you inevitably end up covering a multitude of secondary standards aswell. Using a content area like science or history appears to create the drive for the project. (Elisa)
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ANSWER: Using the Student Learning Guide organizer will help you to organize your thoughts about the project and establish the details of the PBL (Elisa)
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ANSWER: With the end in mind ANSWER:start with the driving question (Mimi)
ANWER: I find it really helpful to start with RAFT (Role that the students play, Audience that receive the final product, Format of the product, Task description (this is where I put the driving question) ANSWER: Start with some standards or success skills your students need to learn (Corian) Answer: Start with the standards that need to be addressed, then develop a Driving Question - Where would you like your Project to go? You need an idea to begin to develop a plan (Elisa)
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ANSWER: Yes, choice in assessments- TCRP level 4(domain 1). Agreed, and that's why it's important to begin with the end goal in mind, so that you know which direction to lead your students.
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ANSWER: Yes, if you start simple with a smaller/short term project
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ANSWER:depends...seems like starting smaller would be the wiser choice. Something over a couple of weeks maybe; definately not a few days . As the year grows, your units may begin to reach 5-8 weeks.
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ANSWER:Providing student choice and allowing students to add ideas to the end product and letting them know that they are creating something that their community and peers will see. ANSWER: Student DRIVEN everything. DQ/Project ideas/ Major Products.; As an elementary school teacher I've had the wonderful opportunity to really get to know my students thus I really know their interests. If you haven't yet, do an interests survey something short and quick so you have time to review them, and see how you can tie in their personal interests with learning projects you design (Monique Evans).
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ANSWER:Through learning together, failing together, and growing together without the judgment; laughing at our mistakes together. Using protocols is a big step, too. Building the knowledge that we revise our thinking multiple times and that there's never really an end to thinking helps. (Jim); Remind students that the smartest person in the room is the room. If they can except that someone knows more about something than they do, they can work together to all become smarter.
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Q1: Type top priority need-to-know question here.NEXT STEPS
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Q10: How will PBL build class culture?NEXT STEPS
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Q11: If there are multiple entry points in PBL, are there multiple exit points?NEXT STEPS
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Q12: How do we scaffold activities w/in the PBL process? NEXT STEPS
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Q13: How do we create appropriate assessments?NEXT STEPS
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Q14: How do we foster a positive peer-to-peer culture in a PBL class?NEXT STEPS
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Q15: Will we be able to do interdisciplinary projects in school this year?NEXT STEPS
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Q16: How long should a PBL unit last? NEXT STEPS
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Q17: How do we manage the project?NEXT STEPS
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Q18: How do we build buy in? (make a project meaningful and authentic)NEXT STEPS
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Q19: How can we fund this? NEXT STEPS
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Q2: Where do we start planning?NEXT STEPS
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Q20: How do we balance student choice with rigorous, aligned teaching? NEXT STEPS
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Q21: Where can you find more UPPER level math projects ideas?NEXT STEPS
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Q22: How do you engage sullen teenagers?NEXT STEPS
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Q22: How has BIE vetted this program to ensure it is a "gold standard?" NEXT STEPS
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Q23: What order do you follow for the practices? Are they all equally important or is there a preferred order? NEXT STEPS
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Q24: How do you organize these practices or incorporate them into a plan?NEXT STEPS
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Q25: What tools do BIE have for Success Skills (self-eval, collaboration, etc.)?NEXT STEPS
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Q26:How do you all suggest I do this seeing the kids once a week for technology class?NEXT STEPS
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Q27:Our elementary school site has incorporated an hour of blended learning into each child's day with specific websites they must utilize a half hour at a time. If this is true for you might you have suggestions on how to incorporate PBL in an already full day?NEXT STEPS
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Q28: How do I set up bit.ly pages for students to share ideas?NEXT STEPS
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Q3: Which standards should we use in a PBL unit?NEXT STEPS
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Q4: How do we integrate PBL into the teaching day?NEXT STEPS
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Q5: How do we connect PBL to the real world?NEXT STEPS
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Q6: How does "teaching" vs. "coaching" happen in PBL?NEXT STEPS
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Q7: How can we balance "messiness" with "structure" of teaching? NEXT STEPS
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Q8: How do we build in student freedom in a project?NEXT STEPS
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Q9: How do we balance content with activities?NEXT STEPS
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