global collaboration, project based learning the common core state standards
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Tim Kubik, BIE Diane Midness, iEARN
Our Common Project:Common Core and Common Ground
For a Better World
and
Our Common Concern 82% schools “failing” when compared on
international benchmarks (USDOEd, 2011)
Fewer than 1/3 of our students are proficient in geography (NAEP, 2011)
American students middle in literacy compared to others around the world, and pale when compared in Math and Science (NCES, 2011)
The Good News?
NONE OF THIS IS NEWS!
We can be alarmed by these numbers, but they don’t reflect a current crisis, they reflect a predominant trend.
The Bad News?
NONE OF THIS IS NEWS!
These kinds of numbers reflect a trend, and while aligning to international benchmarks might help…
The Question that’s Driving Us:
How can we work together with our students to find common
ground to turn things around?
Common Core State Standards Based on current educational research and
evidence Fewer, higher, and clearer Prepare students for college and high-skills
workplace Benchmarked to high performing countries Reflect best of current state standards
What the standards do Describe critical knowledge and skills, not all
knowledge and skills Describe what should be taught, not how Raise expectations
What standards are available English Language Arts
Reading Writing Speaking and Listening Language Literacy Across the Content Areas
Mathematics
Common Perceptions?
Students Teachers
Bored or unmotivated by what they’re expected to learn
“Different” learners than earlier generations
Distracted by new technologies
Just interested in what they “get” from education
Accountable to what students learn, so unwilling to take risks
Successful “traditional” learners
Intimidated by new technologies
Interested in the value of education for its own sake
Common Ground?
Students Teachers
Seeking independence to identify a passion
Seeking opportunities to grow by learning
Seeking chance to prove themselves
Seeking opportunities to make a contribution to the world
Seeking academic freedom to be passionate about their subject
Seeking opportunities to learn more by teaching
Seeking the chance to improve themselves
Seeking opportunities to make a difference in the world
Common Core?
Common GroundCommon Core “Essentials”
Seeking independence to identify a passion
Seeking opportunities to grow by learning
Seeking chance to prove themselves
Seeking opportunities to make a contribution to the world
Essential Elements
Common Core: LiteracyBIE Project Based
Learning
Reading: Key Ideas/Details; Integration of Knowledge and Ideas
Writing: Text Types and Purposes; Build and Present Knowledge
Speaking and Listening: Comprehension and Collaboration; Presentation of Knowledge and Ideas
In-Depth Inquiry Significant Content
Public Audience, Voice and Choice
In-Depth Inquiry 21st Century Skills Revision and
Reflection
Essential Elements
Common Core: Mathematical Practice
BIE Project Based Learning
Problem Solving Abstract Quantitative
Reasoning Mathematical
Arguments Mathematical Modeling Appropriate Tools Precision Structure Repeated Reasoning
21st Century Skills—Critical Thinking, Collaboration
Significant Content
Voice and Choice, Public Audience
Need to Know, Revision and Reflection
In-Depth Inquiry
Essentials?
Common Core : Integrated Literacy
iEARN Global Collaboration
Reading: Key Ideas/Details
Reading/Informational Text: Integration of Knowledge and Ideas
Writing: Text Types and Purposes
Writing: Build and Present Knowledge
Speaking and Listening: Comprehension and Collaboration
Speaking and Listening: Presentation of Knowledge and Ideas
Dialog and collaboration with others around the world
An authentic global audience
21st Century Skills-critical thinking, communication, collaboration, creativity
ARN Essentials
Common Core: Standards for Mathematical Practice
iEARN Global Collaboration
Problem Solving Abstract Quantitative
Reasoning Mathematical
Arguments Mathematical Modeling Appropriate Tools Precision Structure Repeated Reasoning
Problem solving for real life concerns
Working locally to make a difference globally
Learning with the world, not just about the world
A Most Amazing Race:
Folktales, Myths, and Legends from Around the WorldCreated by Adriane Manning, West Virginia Teach 21
Common Essentials: A Most Amazing RaceCommon Core State Standards: Literacy
BIE Essentials: Collaboration and In-Depth Inquiry
Reading-Key Ideas and Details-Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Reading-Key Ideas and Details-Analyze how and why individuals, events, and ideas develop and interact over a course of a text.
Folktale Characteristics Chart
Folktale Characteristics Guided Notes
Folktale Characteristics Quiz Completion of Literature Circle
Jobs (Summarizer, Illustrator, Questioner for reading skills)
Class Discussion with
Examples of Folktales
Common Essentials: A Most Amazing RaceCommon Core State Standards
BIE Essentials: Communication, Voice & Choice, Revision & Reflection
Writing-Text Types and Purposes-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing-Production and Distribution of Work-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Student Pre-writing Notes (identifies characteristics and plot details of story)
Story Board Sketches Group Story Pitch to Teacher Rough Draft Peer Editing Checklists
Successful completion of the criteria on the Final Script Rubric
Common Essentials: A Most Amazing RaceCommon Core State Standards
BIE Essentials: Public Audience/Presentation, In-Depth Inquiry
Speaking and Listening-Comprehension and Collaboration-Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Speaking and Listening-Presentation of Knowledge and Ideas-Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience.
Group Discussions
Observe Performance Practice
Group Story Pitch to Teacher
Successful completion of the criteria on the Final Script Rubric
A Gardener’s Dilemma3rd GradeLynn Baker, West Virginia Teach 21
Common Essentials: A Gardener’s DilemmaCommon Core State Standards
BIE Essentials: Significant Content, In-Depth Inquiry, Voice & Choice
Math-Measurement and Data-Geometric measurement: understand the concept of area and relate area to multiplication and to addition.
Math-Measurement and Data-Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measurements.
location of vegetables using ordered pairs. Where’s My Vegetables? Activity
identify the location of their garden plot in their garden design.
identify the area and the
perimeter of their garden plot in their presentation. They will also describe how they determined the perimeter and area of the garden plot
Mathematics Quiz
Common Essentials: A Gardener’s DilemmaCommon Core State Standards
BIE Essentials: In-Depth Inquiry, Collaboration, Public Audience
Writing 3.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Speaking & Listening 3.1 Prepare and participate effectively in a range of conversations and collaborations with diverse partners building on others’ ideas and expressing their own clearly and persuasively.
research indentified websites and use the information to complete the of
Plant Information Sheet
share the information found in the websites to create their garden plan and planting guide.
Teacher will observe students as they work together to create a solution for the identified problem.
Collaboration Rubric students to self assess their collaboration skills each day they work on their project.
Project presentation
Common Essentials: A Gardener’s DilemmaCommon Core State Standards A Most Amazing Race
Writing-Text Types and Purposes-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Student Pre-writing Notes (identifies characteristics and plot details of story)
Story Board Sketches Group Story Pitch to
Teacher Rough Draft
iEA Projects
All curriculum areas, K-12 Build and improve 21st Century Skills Encourage civic participation as active global
citizens Promote teamwork and cross-cultural
awareness
http://media.iearn.org/projects
Curriculum Integration Toolkit: http://us.iearn.org/projects/curriculum-integration-toolkit/integration-plans
Connecting Math to Our Lives
Project Description: http://media.iearn.org/projects/math
Project Plan: http://bit.ly/math-gr4
Common Essentials: Connecting Math Common Core State Standards iEARN Project
OA 4.2 2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) (Integration of Knowledge and Ideas)
Students take data and make comparisons and make predictions and projections.
Students explain how their information gathered could help with planning: how much food to buy for our cafeteria, how many books of one kind should the library buy according to the genre checked out
Common Essentials: Connecting Math Common Core State Standards iEARN Project
L 4.5 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
When writing with their partners, students are sure they are aware of their own correct use of English and words are explained if necessary.
Finding Solutions to Hunger
Project Description: http://media.iearn.org/projects/hunger
Project Plan: http://bit.ly/iearnhunger
Common Essentials: Solutions to Hunger
Common Core State Standards iEARN Project
RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Students will use the Internet, newspapers, videos, and other sources to understand the real story behind global hunger. Questions will be raised about how hunger can exist in a world that produces enough food for everyone and why if more than one billion people go to bed hungry it is not front page news.
Students will create a spreadsheet and charts from their food journals, this and other visual information will be utilized in their service learning project, as well as their final documentation of their project.
Listen to the Walls Talking
Project Description: http://media.iearn.org/projects/wallstalking
Project Plan: http://media.iearn.org/projects/wallstalking
Common Essentials: Listen to the Walls TalkingCommon Core State Standards iEARN Project
Math G-MG 9-12.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Reading RI 9-10. 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Drawing of street art stencil artwork design
Study and analysis of a variety of graffiti/ street art.
Common Essentials: Listen to the WallsCommon Core State Standards iEARN Project
L 9-10.2 & L 11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 9-10.2c Spell correctly.
L 11-12. 2b Spell correctly.
Successful completion of Street Art WebQuest, Protest Art Brainstorm Worksheet and wording/ lettering used (if applicable) in their stencil.
Tim Kubik, Ph.D.
National Faculty Member
Principal Consultant,
Kubik Perspectives, LLC
History/Social Studies Consultant to AS/ISSN (2007-2011) [email protected] @kubikhan on
www.bie.org www.us.iearn.org
THANK YOU for your Interest!
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