High AIMS Professional Development PBL Course Outline
DAY 1 1) Housekeeping (10-15 minutes) *Does everyone have Internet connection? *Ice Breaker Activity: Sit with 3 other people you do not know. Must find one (or bonus 2) things you have in common not related to education. Pair up & introduce someone else in your group. *Today’s Meet 2) Letter (10 minutes) We have been given a challenge 3) Know & Need to Know Session (20 minutes) 4) Conference Call with Cathy Holmes, ODE 5) Revisit Know/Need to Know Generate the Problem Statement (10 minutes) As individuals - write a driving quetion Format: How can we.....so that...... As a group, construct problem statement together Ex. How can we create a standards-based PBL unit so that students are engaged in constructivist processes? 6) Re-visit Know/Need to Know (10 minutes) *Flag items pertaining to the problem statement Are there any questions that were answered by Cathy? Identify the 3-4 essential Need to Knows 7) WHY PBL? (45 minutes) IDEO Video Discuss IDEO has established a “work-culture. What were some key pieces? How can we work to establish this sort of culture in our classroom? Think-Pair-Share & share your partner’s thoughts 8) PBL: (45 minutes) What is PBL? Key characteristics of PBL? PBL reflection sheet. What is Project Based Learning? http://www.bie.org/about/what_is_pbl (BIE) http://www.edutopia.org/project-based-learning-history (Edutopia) Video: http://www.youtube.com/watch?v=LMCZvGesRz8&feature=related 9) What project based learning ISN’T: Video (11:10 15 mins) Discussion: From what you know so far...What are the differences between true PBL & Project-oriented learning Chart: What it is... What it isn’t
http://www.diigo.com/bookmark/http%3A%2F%2Fhowtovideos.hightechhigh.org%2Fvideo%2F265%2FWhat %2BProject%2BBased%2BLearning%2BIsn%2527t?tab=people&uname=charrod LUNCH @ 12 10) Essential Elements of PBL Rubric (45 minutes) <ACTIVITY> Possibly use Activity: in School teams, review set of 4 problems: Mentos (Math), Roman Time Machine (SS), Chick-Fil-A (Health), Museum Center (Science) Provide each team with a copy of each letter. Have teams rate using the Essential Elements of PBL Rubric. Think about 1) what is effective 2) what concerns they might have, and 3) how they might revise the statement to address their concerns Share results. 12) N2K: Where do I start? (30 mins) Activity: Individuals or teams look at their standards & identify 2 or 3 Essential standards & WHY. Share out. *Start with current standards and look toward new standards. Revisit & Add to Chart 13) What are the characteristics of a good problem or driving question? (30 mins) Resource: Characteristics of Good Problems (Handout) http://www.udel.edu/pbl/cte/spr96-phys.html WORK TIME for 2 Hours Where do we go from here? What do I need for Day 2? Resources will be on the Moodle site Day 1 Evaluation
DAY 2 1) Dan Pink Video: http://youtu.be/m5HOIVVIE2M Ideas/Questions for reflection: Teacher Comment: “Everything in classrooms can’t be PBL. It’s just not possible. The teacher is still in charge.” While that statement might be true to some degree, how do you react to Pink’s argument about the “compliant” and “non-compliant” culture in schools? Will it ever be different? 2) Chekpoint of your work so far…(done in teams) a) Does your project/problem idea:
*Ties back to Dan Pink video (A good project design has intrinsic motivation built in for students to learn the content.....Not just to earn the grade) *Teams evaluate ideas using the PBL Essentials Checklist (Teams Discuss) Meet standards? Engage students? Focus on essential understanding? Encourage higher-level thinking? Teach literacy and reinforce basic skills? Allow all students to succeed? Use clear, precise assessments? Require the sensible use of technology? Address authentic issues? b) BIE Rubric (Focus on core 4 pieces) 3) Pass out “Begin with the end in mind” document. Hand out “Habits of Mind” as a reference. 4) Video: (http://youtube/pBWd8JMwmRU ): What management strategies were used by the teacher to create a culture of inquiry and independence? 5) 6 As of Design Start on the activity where they will read the article in rotating groups regarding PBL & the 6As of design. (To provide them with additional examples.) They will rotate tables, piece of article on each table related to one of the As with a question for discussion. Groups will read article & discuss, *see attached “The 6 As…” handout to use as a possible reflection sheet??? 2.5 mins of reading & ~3 mins of discussion BREAK 6) Craft the Driving Question Write/reflect upon the driving question/problem statement they have developed using the *attached document “Craft the Driving Question” and the resources we gave them on Day 7) Team Work Time: Continue work on “Begin with the end in Mind”, “Craft the Driving Question” and Craft Hook/Anchor Letter *Team members break as needed. Lunch 12:00-12:30 8) Team Work Time *Break as needed. We will start sharing at 1:15. 9) Team Sharing using the Critial Friends Protocol 10) Team Work Time to Reflect and Refine *Break as needed. We will debrief at 3pm
Debrief: What do we need for next time? Day 2 Evaluation
DAY 3 1) Refresh: PBL Unit Design Rubric Groups should feel free to use the entire rubric for reflection BUT absolutely focus on 4 core pieces: Significant Content, Driving Question, Need to Know, & Public Audience 2) Chris presents the Museum Project (Changes, Reflections, etc.) Model the critical friends process. Use the rubric to evaluate this project & discuss 3) BREAK & Group Work TIme (1 hour) *Regroup *Post/Upload to Moodle *Reflect on unit using the PBL Design Rubric (be prepared to share) 4) Presentations Use the Critical Friends Protocol Lunch 5) Presentations (Continued) 6) ODE Presentation on Assessment 7) Next Steps? We are only in the beginning stages of the design process.