Projects, Performances AND College and Career Ready
MICHELLE SWANSON
Swanson & Cosgrave Consulting, LLC
www.swansonandcosgrave.com
October 2011
1) Persisting2) Managing Impulsivity3) Listening With Understanding and Empathy4) Thinking Flexibly5) Thinking About Thinking (Metacognition)6) Striving for Accuracy7) Questioning and Posing Problems8) Applying Past Knowledge to New Situations
COSTA’S HABITS OF MIND
9) Thinking & Communicating With Clarity & Precision10) Gathering Data Through All Senses11) Creating, Imagining, Innovating12) Responding With Wonderment & Awe13) Taking Responsible Risks14) Finding Humor15) Thinking Interdependently16) 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
Community
Real W
orld
Conte
xt
RESEARCH PAPERRequired 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 collaborationAdministrative support
FACTORS THAT SUPPORT PBL
In the Community:Engaged employer partnersParent involvement in learning
