projects, performances and college and career ready michelle swanson swanson & cosgrave...

Projects, Performances AND College and Career Ready

MICHELLE SWANSON

Swanson & Cosgrave Consulting, LLC

www.swansonandcosgrave.com

October 2011

1) Persisting

2) Managing Impulsivity

3) Listening With Understanding and Empathy

4) Thinking Flexibly

5) Thinking About Thinking (Metacognition)

6) Striving for Accuracy

7) Questioning and Posing Problems

8) Applying Past Knowledge to New Situations

COSTA’S HABITS OF MIND

9) Thinking & Communicating With Clarity & Precision

10) Gathering Data Through All Senses

11) Creating, Imagining, Innovating

12) Responding With Wonderment & Awe

13) Taking Responsible Risks

14) Finding Humor

15) Thinking Interdependently

16) Remaining Open to Continuous Learning

HABITS OF MIND, CONTINUED…

21st Century Skills

CONTEXTUAL SKILLS & AWARENESS

COLLEGE & CAREER READY

ACADEMIC BEHAVIORS

KEY CONTENT KNOWLEDGE

KEY COGNITIVESTRATEGIES

FromCollege & Career Ready: Helping All Students Succeed Beyond High School by David Conley

COLLEGE & CAREER READY

KEY COGNITIVESTRATEGIES

FromCollege & Career Ready: Helping All Students Succeed Beyond High School by David Conley

KEY COGNITIVE STRATEGIES

From the work of David Conley

COLLEGE & CAREER READY

KEY CONTENT KNOWLEDGE

KEY COGNITIVESTRATEGIES

FromCollege & Career Ready: Helping All Students Succeed Beyond High School by David Conley

Problem formationResearchInterpretationCommunicationAccuracy

“There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is they’re studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as needed, the ideas just disappear.”

-- Howard Gardner, Harvard University

PBL RESEARCH BASE

PERFORMANCE MAPPING

PERFORMANCE MAPPING

PERFORMANCES

TOPICS

STANDARDS

PERFORMANCE MAPPING

INITIAL LOGIN CODESwww.connectedstudios.org

PERFORMANCE VERBS

Table Talk:

• What is performance assessment—characteristics, elements—craft a definition for your team.

• What are the benefits for students (and teachers?)

• What are the cautions?

DEGREES OF CURRICULARALIGNMENT

TRADITIONAL

PARALLEL

INTEGRATED

INTERRELATED

WHAT IS A PROJECT?

Well-designed projects ask students to:

Tackle real problems and issues that have importance to people beyond the classroom.

Actively engage in their learning and make important choices during the project.

Demonstrate in tangible ways that they have learned key concepts and skills.

PROJECT

DESIGN Simultaneous Outcomes Mapping to Standards Six A’s of PBL

KEY PBL COMPONENTSPROJECT

IMPLEMENTATION

Scaffolding 9 Steps of PBL Marzano’s Essential 9

PROJECT

ASSESSMENT Products & Performances Feedback Strategies Authentic Audiences

Learning

Comm

unity

Real W

orld

Con

text

RESEARCH PAPER

Required Elements: Select a disease to study Go to library and do research Write ten pages Use proper essay form Include a bibliography

TRADITIONAL VS. PBL

HEALTH PROJECTRequired Elements: Develop family medical histories Write proposal to study health issue of personal

or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials for

underserved population Present to real audience

TRADITIONAL VS. PBL

DEGREES OF CURRICULARALIGNMENT

TRADITIONAL

PARALLEL

INTEGRATED

INTERRELATED

INTEGRATED UNIT DESIGN STEPS

1. Identify themes through curriculum mapping2. Decide on topic of integrated unit3. Craft the essential question4. Identify topical or key questions5. Assign responsibilities6. Review and revise the curriculum map7. Set the learning scenario8. Establish learning assessments9. Check alignment with standards10. Connect with industry and postsecondary partners11. Write lesson plans12. Evaluate the unit

From ConnectEd

THEMES AND DRIVING QUESTIONS

• Two approaches to focusing project content:

– Themes– Driving or Essential

Questions

?

THEMES AND DRIVING QUESTIONS

How can we, as _____

do ______

so that ______?

?

THEMES AND DRIVING QUESTIONS

How can we, as _____ (who)

do ______(action)

so that ______? (result)

?

PROJECT SCAFFOLDING

• Structure Organizing features like groups, benchmarks, and timelines

• Content Academic foundation for work

• Training Explicit skill-building in all required production

areas

• Expertise Professional-level training and consultation provided by experts

PROJECT SCAFFOLDING

• Oversight Structured times for teacher to meet, motivate, and mentor student teams

• Documents Handouts to help explain and organize project

• Tools The technological resources necessary to produce products & performances

• Time In-class opportunities for students to meet, research, produce, exhibit, evaluate

Jigsaw Pages

• Overview – Pg. 14• #1 – pg 15 • #2 – pg 16-18• #3 – pg 19 + 23• #4 – pg 20-21• #5 – pg 24• #6 – pg 25-26

FACTORS THAT SUPPORT PBL

In the Classroom:Safe, respectful learning environmentsPersonalized teacher-student

relationshipsProductive peer relationshipsTransformed teacher roles Intensified teacher engagement and

commitmentBest practices of daily instruction

FACTORS THAT SUPPORT PBL

At the School:

Supportive school structures (SLCs/Academies/Pathways)

Professional collaboration

Administrative support

FACTORS THAT SUPPORT PBL

In the Community:

Engaged employer partners

Parent involvement in learning