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Project Based Learning Toby Boss ESU 6

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Project Based Learning

Toby Boss

ESU 6

dangerouslyirrelevant.org

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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

In an era of ubiquitous interconnection, global awareness does not

mean simply learning about other cultures’ foods and holidays.

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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 Warlick

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Transfer

• Apply 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.

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses

(application)5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and Learning Goals and FeedbackFeedback

Rules and ProceduresRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student EngagementStudent Engagement

High ExpectationsHigh Expectations

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Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

11

Process

• Determine Learning Goal

• Plan how to teach new content

• Plan how to practice and deepen content

• Plan how to have students generate and test hypothesis

Determine Learning Goal

Learning Goals and Learning Goals and FeedbackFeedback

Rules and ProceduresRules 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?

“You’ve got to think about ‘big things’ while you’re doing small

things, so that all the small things go in the right direction.”

Alvin Toffler

Nice to Know

Supplemental

Essential

Adapted from McTighe & Wiggins

Literature Framework

Wiggins, 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.

Transfer

• Apply 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 Understandings

• An 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 Understandings

• Is 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 Understanding

• The facts• A body of coherent

facts• Verifiable claims• Right or wrong• I know something to be

true• I respond on cue with

what I know

• The meaning of the facts

• The “theory” that provides coherence

• Fallible, in-process theories

• A matter of degree • I understand why it is

true• I 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 don’t 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 don’t 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 success

Example:• Larry Ainsworth describes a powerful

illustration in “Unwrapping” the Standards, 2003– Two students leaving college history class– Comparing results from essay exam about the

Asian Revolution– One student=recalled nothing– Other student =recalled the common

attributes noted in all revolutions he’d learned in high school (Essential Learnings)

Processing

• Think of no more than 5 big things you want your students to know or be able to do this semester.

• Remember the criteria:– Endurance– Leverage– Readiness

• Be ready to share at your table

Process

• Determine Learning Goal

• Plan how to teach new content

• Plan how to practice and deepen content

• Plan how to have students generate and test hypothesis

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and Learning Goals and FeedbackFeedback

Rules and ProceduresRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student EngagementStudent Engagement

High ExpectationsHigh Expectations

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Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

30

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

Content Segments

ADDRESSES CONTENT IN SPECIFIC WAYS

31

Process

• Determine Learning Goal

• Plan how to teach new content

• Plan how to practice and deepen content

• Plan how to have students generate and test hypothesis

Learning Goals and Learning Goals and FeedbackFeedback

Rules and ProceduresRules and Procedures

INVOLVES ROUTINES

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Please think about the look fors… Previewing activities Info presented in small chunks Students processing each chunk in small

groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning Personal story shared

Discuss

• Choose one learning goal you listed.

• Share how you might provide new knowledge.

Process

• Determine Learning Goal

• Plan how to teach new content

• Plan how to practice and deepen content

• Plan how to have students generate and test hypothesis

Learning Goals and FeedbackLearning Goals and FeedbackRules and ProceduresRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student EngagementStudent Engagement

High ExpectationsHigh Expectations

T

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her/

Stud

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Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The 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 processes• Examining similarities and differences

– Comparing/contrasting, – Classifying, – Creating analogies and metaphors

• Identifying Errors in Thinking• Using homework

– Guided and independent practice

• Cooperative learning activities• Revising knowledge

– Reviewing/revising notes so they are useful to students and add clarity to understanding.

Discuss

• Choose one learning goal you listed.

• Share how you might practice and deepen content.

Process

• Determine Learning Goal

• Plan how to teach new content

• Plan how to practice and deepen content

• Plan how to have students generate and test hypothesis

Learning Goals and FeedbackLearning Goals and FeedbackRules and ProceduresRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student EngagementStudent Engagement

High ExpectationsHigh Expectations

T

each

er/S

tude

nt R

elati

onsh

ips

Teac

her/

Stud

ent R

elati

onsh

ips Adherence to Rules and Procedures

Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Different Lessons and Expected Behaviors

Different Lessons and Expected Behaviors

New Knowledge– Preview– Small chunks– Students process

chunks.– Summarize and take

notes.– Students reflect.

Generating or Testing Hypotheses (application)

– Brief review– Students work

individually or in groups, applying content.

– Teacher as facilitator/resource provider

Moving to Application• Effective support

– Valid claims– qualifiers

• Experimental inquiry

• Problem-solving

• Investigations

• Decision-making

P. 14

Invention Convention

Problem-Solving Invention Convention• Students read about famous inventors

and how they got ideas…including how patents were obtained.

• Considered a problem they would like to solve—used 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 success

The Process of Invention

Discuss

• Choose one learning goal you listed.

• Share how you might help kids generate and test hypotheses.

Process

• Take a unit– Determine Learning Goal– Plan how to teach new content– Plan how to practice and deepen content– Plan how to have students generate and

test hypothesis