Relinquishing Control

Using Learning Contracts in the AIG Classroom

Presented by: Dr. Tisha Duncan, Meredith College&

Lauren Boucher, Beth Broadhurst-Webb, and Heather Kulickowski, Pitt County Schools

Relinquishing Control: Allowing Students to Design their Learning

Relinquishing Control at the Elementary Level

Beth Webb

"Project-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a time line and milestones, and other aspects of formative evaluation as the project proceeds."

Dr. Dave Moursund

Teacher Education, COE

University of Oregon

What does that look like at the Elementary Level?

·Project-based learning is learner centered.

·Students have a significant voice in selecting the content areas and nature of the projects that they do.

·There is considerable focus on students understanding what it is they are doing, why it is important, and how they will be assessed.

·Students may help to set some of the goals over which they will be assessed and how they will be assessed over these goals.

General ideas about Project-Based Learning:What does that mean?

It is an opportunity for the student to show what they have learned, not give the teacher what they want as a final product.

Student is given a menu of choices they may choose from to establish ownership AND responsibility.

The CONTENT of the assessment should be the focus, not the presentation of what it looks like.

Students work with the teacher to create a RUBRIC for assessment.

Has authentic content and purpose.·Uses authentic assessment with measurable goals.

·Is teacher facilitated (for classroom management)--but the teacher is much more a "guide on the side" rather than a "sage on the stage."

·Has explicit educational goals (We are required to follow Common Core/NCSCS).

·Is designed so that the teacher will be a learner - provide student an opportunity to share knowledge.

·Teacher plays a major role in setting the learning goals of the project - the WHAT. The HOW role can be relinquished .

·Teacher and students provide formative evaluation.

·Teacher, students, and others may help in the summative (final) evaluation.

·Rubrics

"Your report is totally without merit. Add a color cover and some clip art then resubmit it."

Project or Content Assessments?

Beth's Class Weebly

QUESTIONSQUESTIONSThere are objectives I am responsible for teaching. How do I know my students have learned what they need to if I relinquish control?

What about the parents? They want to know WHAT has to be in the project for a good grade.

I have to set guidelines so my students will know what to do for their grade. How do I do this and still make sure I am assessing content, not just product?

Rubrics

Lauren Boucher

A student said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were

supposed to do."

Why Use Them?

· They help students and teachers define "quality."

· When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?" questions.

· Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve.

· Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework. As one teacher says: "They know exactly what their child needs to do to be successful."

Types of Rubrics

Holistic Rubrics Analytic Rubrics

Holistic Rubric4 Excellent—Communicative; reflects awareness of

sociolinguistic aspects; well-organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.

3 Good—Comprehensible; some awareness of sociolinguistic aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.

2 Fair—Somewhat comprehensible; little awareness of sociolinguistic aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.

1 Poor—Barely comprehensible; no awareness of sociolinguistic aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.

Analytic Rubrics (partial rubric)

ContentScore Range Criteria

30 to 27 Excellent to Very Good — •.addresses all aspects of the prompt •.provides good support for and development of all ideas with range of detail •.substantive

30 to 27 Good to Average — •.prompt adequately addressed •.ideas not fully developed or supported with detail, though main ideas are clear •.less substance

21 to 17 Fair — •.prompt may not be fully addressed (writer may appear to skirt aspects of prompt) •.ideas not supported well, main ideas lack detailed development •.little substance

16 to 13 Poor — •.doesn’t adequately address prompt •.little to no support or development of ideas •.non-substantive

OrganizationScore Ran

geCriteria

20 to 18

Excellent to Very Good — •.well-framed and organized (with clear introduction, conclusion) •.coherent •.succinct •.cohesive (excellent use of connective words)

17 to 14

Good to Average — • adequate, but loose organization with introduction and conclusion (though they may be limited or one of the two may be missing) •.somewhat coherent •.more wordy rather than succinct •.somewhat cohesive (good use of connective words)

What Will You Use?

Make the Kids D

o the W

ork!!!

But...

Scaffold!!

Using Menus to Increase Student Motivation

Heather Kulickowski

I have worked with young people for more than thirty years now—as an educator, a parent, a mentor, and an employer. Until fairly recently, I have remained quite optimistic about their future. But these days I’m feeling something different. I am frightened about what the world may look like in years to come and angry at how we have failed the generation who will be running that world.

They are your kids. They are your neighbor’s kids. They are your students. They are your athletes. They are your young employees. They are your future. Our future.

They are Generation iY. And I believe they’re in trouble.

Tim Elmore, Generation iY

Dr.Tim Elmore: CEO of Chick-fil-A

“iY”er’s: The newest Generation Y with the tangible impact of “I” on their lives – the Internet. They have grown up in

the world of online technology and connections.

practice 4

practice 4

practice 4

practice 4

practice 4

practice 4

practice 4 practice 4 practice 4

practice 4 practice 4

practice 4

Game 3:30away

Game 3:30away

Game 3:30home

Game 3:30home practice 4

church 7

church 7

church 7

church 7

church 9:30youth 6:30

youth 6:30

youth 6:30

youth 6:30

church 9:30

church 9:30

church 9:30

church 9:30

club 3:30

club competition 10-4

chorus trip friday - sat pick up at 4:30

club 3:30

club 3:30

club 3:30

birthday party 2-6, Joey

Grandma and Grandpa's in Raleigh

Game 3:30home-make up

Dinner atUncle Jimmy's

http://blogs-images.forbes.com/stevedenning/files/2011/08/principles-reinvented-education.jpg

As a Guide on the Side...

Guide on the SideWe'll TEACH the children to...

set their own goalsresearch independentlyself monitornot regurgitate or memorize for just a short timeHOW to become a lifelong learner

WE USE many different methods:

Exploratory activitiesFields tripsGuest SpeakersShort VideosMini Lessons

Marie Curie

Marie Curie

Tecumseh

I see a lot of value in this. In our industry ( Geotechnical, Environmental Engineering and Construction Materials Testing & Inspections) we are looking for self motivated individuals that can also think beyond the task at hand. Don’t get me wrong every business needs task oriented individuals. What I mean by this is: Individuals that you give them a list of action items for the day and they complete them (usually in order) and they come back for more.

The individual that we seek for long term employment/careers are the type that can see the big picture and we can give them the larger task of completing a project and with little or no direction they figure out the smaller tasks on their own and complete the project. Most all of our field assignments are completed by one individual interacting with many other individuals from other companies. Our staff has to be able t think on their feet. These individuals are harder and harder to find at a younger age (post high school/college). As a senior manager I find it rewarding and I also learn from these types of individuals they bring a fresh look at situations and I’m more likely to accept maybe more mistakes along the way if they take ownership of their work/ideas.

I’ve told my children, Zach & Abby, from the day they walked into High School to be leaders, I tell them the world is full of followers and most people want to be led. I tell them its okay to put themselves and their ideas out there, make some mistakes along the way, learn from them, learn from others and never sit back and wait for someone to give you the answer.

Michael Heller, PrincipalNational Energy Sector LeaderTerracon Consultants, Inc.

www.relinquishingcontrol.wikispaces.com

Attachments

final project.doc

Rubric Character Glog.docx

Animal Rubric.docx