Project Based LearningToby BossESU 6

dangerouslyirrelevant.orgwww.flickr.com/photos/uncultured/2499688353/in/photostream

Technology will never replace teachers. However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not.

Sheryl Nussbaum-Beach

dangerouslyirrelevant.orgwww.flickr.com/photos/leokan/3763908747

What are we going to ask on our tests, when our students are walking in with Google in their pocket? Are they going to be better questions than we ask today? David Warlickwww.flickr.com/photos/katiew/2300035809dangerouslyirrelevant.org

TransferApply learning to new situations not only in school, but also beyond it.The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.Learn now to apply lessons to later challenges.

The Art & Science of Teaching shares nine key ideas (design questions) teachers consider as they plan a unit of instruction.

Learning Goals and FeedbackInteracting with New KnowledgePracticing and DeepeningGenerating and Testing Hypotheses (application)Student EngagementEstablishing Rules and ProceduresAdherence to Rules and ProceduresTeacher-Student RelationshipsHigh Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable successLearning Goals and FeedbackRules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOTGenerating/ Testing HypothesesPracticing and DeepeningInteracting with New KnowledgeThe Art and Science of TeachingADDRESSES CONTENT IN SPECIFIC WAYS*

ProcessDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Determine Learning Goal

Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINES The Art and Science of Teaching

Design Question One:

What will I do to establish and communicate learning goals, track student progress and celebrate success?

Youve got to think about big things while youre doing small things, so that all the small things go in the right direction.

Alvin Toffler

Adapted from McTighe & Wiggins

Literature FrameworkWiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development.Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.

TransferApply learning to new situations not only in school, but also beyond it.The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.Learn now to apply lessons to later challenges.

Enduring UnderstandingsAn important inference, drawn from the experience of experts, stated as a specific and useful generalization.Refers to transferable, big ideas having enduring understanding beyond a specific topic.Involves abstract counterintuitive and easily misunderstood ideas.

Enduring UnderstandingsIs best acquired by uncovering (i.e., it must be developed inductively, co-constructed by learners) and doing the subject (i.e., using the ideas in realistic settings and with real-world problems).Summarizes important strategic principles in skill areas.

Knowledge vs UnderstandingThe factsA body of coherent factsVerifiable claimsRight or wrongI know something to be trueI respond on cue with what I knowThe meaning of the factsThe theory that provides coherenceFallible, in-process theoriesA matter of degree I understand why it is trueI judge when to use what I know

A learning goal (essential learning) is a statement of what students will understand and/or be able to do.For example:Students will understand direct and indirect democracies. Students will be able to do three-column addition.

What are learning goals or essential learnings?

Why do we need Essential Standards?So new teachers (or teachers new to a grade level) know what to teach.So we have clear understanding for all teachers of what is essential at each grade level / course. So we dont rely on programs and supplemental materials to tell us what to teach.

Why do we need Essential Standards?So students have the opportunity to gain deeper, connected understandings of Essential Standards.So we stop talking about teachers at other grade levels and begin talking, planning, and teaching WITH them! So teachers dont simply pick what they like, and students end up with gaps in learning.

What are the criteria for essential?Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?)

Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)Inquiry, critical thinking, inferences, problem solving

Readiness for next level of learning (Will this provide students will the tools they need for success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). Unwrapping the Standards. Englewood, CO. Advanced Learning Press.

cutting-edge research concrete strategies sustainable successExample:Larry Ainsworth describes a powerful illustration in Unwrapping the Standards, 2003Two students leaving college history classComparing results from essay exam about the Asian RevolutionOne student=recalled nothingOther student =recalled the common attributes noted in all revolutions hed learned in high school (Essential Learnings)

ProcessingThink of no more than 5 big things you want your students to know or be able to do this semester.Remember the criteria:EnduranceLeverageReadinessBe ready to share at your table

ProcessDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable successLearning Goals and FeedbackRules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOTGenerating/ Testing HypothesesPracticing and DeepeningInteracting with New KnowledgeThe Art and Science of TeachingADDRESSES CONTENT IN SPECIFIC WAYS*

Generating/ Testing HypothesesPracticing and DeepeningInteracting with New KnowledgeThe Art and Science of TeachingContent Segments

ADDRESSES CONTENT IN SPECIFIC WAYS*

ProcessDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINESInteracting with New KnowledgeThe Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Please think about the look forsPreviewing activitiesInfo presented in small chunksStudents processing each chunk in small groupsStudents summarizing and taking notes after content has been introducedStudents reflecting on their learningPersonal story shared

DiscussChoose one learning goal you listed.Share how you might provide new knowledge.

ProcessDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOTGenerating/ Testing HypothesesPracticing and DeepeningInteracting With New KnowledgeThe Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

If the segment involves knowledge practice and deepening activities, what do you expect to see?

Students Engaged in:Practicing skills, strategies, and processesExamining similarities and differencesComparing/contrasting, Classifying, Creating analogies and metaphorsIdentifying Errors in ThinkingUsing homework Guided and independent practiceCooperative learning activitiesRevising knowledgeReviewing/revising notes so they are useful to students and add clarity to understanding.

DiscussChoose one learning goal you listed.Share how you might practice and deepen content.

ProcessDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Learning Goals and FeedbackRules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOTGenerating/ Testing HypothesesPracticing and DeepeningInteracting With New KnowledgeThe Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Different Lessons and Expected Behaviors

Moving to ApplicationEffective supportValid claimsqualifiersExperimental inquiryProblem-solvingInvestigationsDecision-making

P. 14

So what does it look like?Audris Rube Goldberg Machine

Invention Convention

Problem-Solving Invention ConventionStudents read about famous inventors and how they got ideasincluding how patents were obtained.Considered a problem they would like to solveused scientific method.Researched if there was a market. If a market, began creating a prototype.Create the real thing and test it out.Showcase the invention.

Think of it, construct it, test it

The Rotating Tree for Ease in Applying Holiday Lights

cutting-edge research concrete strategies sustainable successThe Process of Invention

DiscussChoose one learning goal you listed.Share how you might help kids generate and test hypotheses.

ProcessTake a unitDetermine Learning GoalPlan how to teach new contentPlan how to practice and deepen contentPlan how to have students generate and test hypothesis

Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0

Scott McLeod, J.D., Ph.D. scottmcleod.net/contactdangerouslyirrelevant.orgschooltechleadership.org

Technology will never replace teachers. However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not.

http://www.flickr.com/photos/uncultured/2499688353/in/photostream/

http://21stcenturylearning.typepad.com/blog/2008/06/letter-to-my-co.html

*http://www.flickr.com/photos/leokan/3763908747/

Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0

Scott McLeod, J.D., Ph.D. dangerouslyirrelevant.orgschooltechleadership.orgdangerouslyirrelevant.org/contact.html

*http://www.flickr.com/photos/katiew/2300035809/ http://davidwarlick.com/2cents/?p=1592

Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0

Scott McLeod, J.D., Ph.D. scottmcleod.net/contactdangerouslyirrelevant.orgschooltechleadership.org

*OPTIONAL/DONT DO!!!!!!Whole group:Go through each question: STAND UP if you think this works in your system, crouch if youre not sure, stay seated if you doesnt think this works for your system.

Expect to hear some, Yeah, buts

Dialogue: OK, if these all have a place in your system, how might these look DIFFERENT????

Keep that filter on as we continue our work today.

*Summarize where weve been, where were heading: ENGAGEMENTDont do:Graphic Organizer: Draw a circle in the middle of your paper and write: ROUTINE in the middle. Brainstorm the routine components YOU use. For example: Most of you create a shared vision for your classroom in order to determine rules and procedures.

**I have two stories for this, if you like. **Summarize where weve been, where were heading: ENGAGEMENTSummarize where weve been, where were heading: ENGAGEMENTReviewagain

*Pages 7-14*****