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PBL Visions Attachment #2
This document will give you a window in how we are thinking and developing projectbased learning at our school.
Our Learning Consider Highly Effective Learning Environments:
From Teachthought PBL is an idea, a way of thinking, a process, and it doesn’t exist in a box.
It is work that matters. It mirrors the world. It creates different access points for students. “A PBL project is the entire learning process—from the summative and formative
assessments to the lessons and activities that scaffold the learning.” Real work, Real Audience, Relevant to Students ProjectBased Learning Explained Video by BIE
PBL is highly successful coupled with customized learning.
Six Strategies for Differentiated Instruction in ProjectBased Learning Personalized Learning Defined
Relevant and Engaged Learning by all members of the community Deeper Learning “Visible teaching and learning occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate, and engaging people (teacher, students, peers) participating in the act of learning.” Hattie
Gold Standard (BIE) The Hattie Effect and PBL Report Find Deeper Learning Model Improves Student Outcomes Redesigning School to Graduate Capable, Confident Learners PBL in Science Education
Writing Workshop: embed writing for purpose.
Form follows Function: is a principle associated with modernist architecture and industrial design in the 20th century. The principle is that the shape of a building or object should be primarily based upon its intended function or purpose.
Authentic genres: We don’t write narratives as adults, we write memoirs, blog posts,
autobiographies, or talks (thinking TED or PD or even books.) We research and
explore and reflect and muse on subjects that interest us. We write about what matters to us.
We don’t write persuasive papers as adults, but we write oped pieces, proposals, presentations/talks, and arguments. We write what about matters to us.
We don’t write just write summaries, we write reviews, recommendations, and analyses. We write about what matters to us.
Take aways from PBL In the ELA Classroom PBL and Assessment:
John Lamar for Edutopia Andrew Miller for Edutopia 10 Tips for assessing PBL Formative Assessments and PBL Using Formative Tools for Better Project Results Smart Blogs
Where to Start?
Main Course vs. Dessert: examples compared, video examples 8 Essentials : jigsaw article, visual, project video analysis
Eight Essentials Checklist : selfanalysis? Driving Question: A project without a driving question is like an essay without a
thesis. Real Product Examples Real Audience
Start in houseadministrator, custodian, parents, high school partnership
How Can We Connect School to Real Life (Will Richardson) Voice and Choice: We create from our interests.
Directly connects to real products Possibilities
Resources:
PBL Workshop : This workshop houses a variety of resources on PBL from forms to online sites to video examples.
BIE Video Playlist: How to do PBL The Five Keys to Projectbased Learning from Edutopia Video Playlist How to Reinvent Project based learning to be more meaningful
Our Work in Development
Project Design: Overview
Name of Project: We Uncover Grade Level: Fourth
Subjects: Reading, Writing, Social Studies, Math Duration: 6 weeks
Other subjects to be included, if any Teachers: Habs & Schwandt
Defining the Project: What is the Big Idea with RealLife Application?
Project Summary: Describe your project idea. Include student role, issue, problem or challenge, action taken and purpose/beneficiary)
Students will uncover what motivates people to take a risk. By studying what motivated pioneers to travel west, students will transition into what risk motivated their family to come to Liberty. With those understandings of past risks and motivation, students will uncover motivations of people who want to settle in Liberty. EPiC Fourth Graders will work to rebrand Liberty for the future. They will work with the Mayor & City Council of Liberty, City of Liberty GeoMentor Program, innovation and branding companies, and design & video experts to create a product that will motivate the people to take a risk and settle in Liberty,
Focusing the Project: What standards and objectives do you want your students to learn?
Significant Content to be taught and assessed (CCS and GLE’s)
Social Studies Westward Expansion
Sequence and describe the importance of Louisiana Purchase and Lewis and Clark Expedition.
Summarize the events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumpingoff point to the West.
describe how people are affected by, depend on, adapt to and change their environments.
Compare regions (e.g., explain how life in a city region is different from life in a rural region or how landscapes in mountainous regions look different from landscapes in plains regions).
English Language Arts
Narrative of a Pioneer, Motivation Interview & Narrative W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events.
W.4.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3.e Provide a conclusion that follows from the narrated experiences or events. Language Spelling L.4.2.d Spell gradeappropriate words correctly, consulting references as needed. Grammar L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.2.c Use a comma before a coordinating conjunction in a compound sentence. L.4.1.c Use modal auxiliaries (e.g. can, may, must) to convey various conditions. Reading Key Ideas and Details RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 Describe in detail a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first and thirdperson narrations. Math
21st Century Competencies to be taught and assessed: Creativity Critical Thinking Communication Collaboration Other:
Learning and Innovation Skills Creativity and Innovation
Work and think creatively with others Elaborate, refine, analyze, and evaluate their own ideas to
improve and maximize creative efforts Demonstrate originality and inventiveness in work and
understand the real world limits to adopting new ideas View failures as an opportunity to learn
Critical Thinking & Problem Solving Use systems thinking Make judgements and decisions
Solve problems Communication and Collaboration
Communicate clearly Collaborate with others
Information, Media & Tech Skills Information Literacy
Access and Evaluate Information Media Literacy
Analyze media Create media products
Information, Communications, and Technology Literacy
Apply technology effectively Life and Career Skills Flexibility and Adaptability
Adapt to Change Be Flexible
Initiative and Self-Direction Manage goals and time Work independently Be Selfdirected learners
Social and Cross-Cultural Skills Interact effectively with others Work effectively in diverse teams
Productivity and Accountability Manage projects Produce results
Leadership and Responsibility Guide and Lead others Be responsible to others
Project Summary: Describe your project idea. Include student role, issue, problem or challenge, action taken and purpose/beneficiary)
Students will uncover what motivates people to take a risk. By studying what motivated pioneers to travel west, students will transition into what risk motivated their
family to come to Liberty. With those understandings of past risks and motivation, students will uncover
motivations of people who want to settle in Liberty. EPiC Fourth Graders will work to rebrand Liberty for the
future. They will work with the Mayor & City Council of Liberty, City of Liberty GeoMentor Program, innovation and branding companies, and design & video experts to create a product that will motivate the people to take a
risk and settle in Liberty,
Driving Question: What motivates people to take a
State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry.
risk? Essential Questions:
What motivated the pioneers to risk everything and travel west?
What motivated your family to settle in Liberty? What will motivate people to come to Liberty and
settle?
Entry Event to launch inquiry, engage student, build context
Pioneer Simulation Entry Event PIONEERS starts when students, role-playing family identities on wagon trains, select supplies to take west. The wagon trains then begin the long journey along the Hacker Trail—an imaginative trail patterned after the Oregon and California trails. Along the trail students must make numerous decisions, write diary entries, research and write a paper, and experience various fates. Within each group, students assume a particular identity. Once the students are members of a wagon train, assign them or allow them to choose one of the family identities on that wagon train. If you have only eight members on a wagon train, allow them to choose from only the first eight identities.
Creating Design Boards for Redesign Liberty Project
First grade webmasters who are in charge of the First Grade Health Fair website to show learning. Students teaching each other Google Sites.
Students discovering how technology and circuits create sound. Part of a How Sound tells a Story PBL for second grade.
Kindergarten exploring 2D and 3D shapes using Augmented Reality.
Third graders learn to write for a public audience. Third grade taught writing standards in context of a blog with digital volunteers (parent volunteers who interact and respond to blog posts written by students).
We have 5 garden boxes outside, all donated by businesses in the community. Each grade level can use the garden boxes to integrate into their learning first grade studies plants while 4th grade studies sustainability. Fifth grade helped design the garden as well as plant and harvest vegetables to share with the community.
Example of a first grade Driving Question and Need to Know.
Fifth Grade Experimental Design: fifth graders partnered with high school students and teacher to learn all about experimental design. Students then designed their own experiment and the high schoolers served as mentors offering feedback. Students used Facetime for mentoring times.
Videos highlighting our projectbased learning:
1. Fifth Grade: Hunger Ends with Me Fifth grade PBL on Hunger Awareness in Clay County
2. Second Grade: Artifact Museum: Second grade design artifacts and takes learning on the road to the local Woodneath library
3. First Grade: First graders deliver the weekly recess report to the school 4. First Grade: Digital Narratives (within the first few weeks of school) using Adobe
Voice 5. Fourth Grade: Design Challenges as part of We Uncover PBL 6. Fourth Grade: First PBL of the yearstudents collaborated to create a music
video on how to be changemakers in the world 7. Third Grade: Students share thoughts and feelings about equality for civics PBL
