Bringing PBL to Scale

Bringing PBL to Scale

Michael McDowell, Ed.D.

Structure of Presentation

• Presentation Launch (20 min.)• Workshop (90)• Know/Need to Know Review (10

min)

Khan

• What are the key findings from the following research?

• What inferences/assumptions emerge for you? (Learning, Teaching, and Professional Development)

• What are the implications from the research to the field?

• What do you see are next steps in relation to the inferences drawn?

http://www.youtube.com/watch?v=eVtCO84MDj8

This is a common reaction to professional development that does not provide teachers with sufficient opportunities to study the difference between their current practice and the alternative that is being proposed by the professional development provider. Robinson, Viviane (2011-06-24). Student-Centered Leadership (Jossey-Bass Leadership Library in Education) (p. 50). Wiley. Kindle Edition.

Driving Question

• How do we bring problem and project based learning to scale within a school or educational system to substantially increase near and far transfer of learning?

Know Need to Know

Connections

• Include your knowledge and skill on our todaysmeet backchannel

• Tweet, handle @mmcdowell13– Hashtag #pblny

• Take the following survey http://mmcdowell13.polldaddy.com/s/effects-on-student-learning-survey-2

http://mmcdowell13.polldaddy.com/s/effects-on-student-learning-survey-2



Theory of Action

• If educators utilized a problem or project based approach within a system-wide professional learning community framework then students will show substantial rates of progress and exceed levels of proficiency within the knowledge, skills, and dispositions areas identified as necessary to be prepared for academic, vocational, societal, and familial expectations.

Our Story

https://www.youtube.com/watch?v=n8r4wFV-jSk&feature=youtu.be

Our Story

Learning System Infrastructure

Daily operation

https://www.youtube.com/watch?v=n8r4wFV-jSk&feature=youtu.be

Clear Message

Why?

How?

What?

Defining Features

Systemic Professional Learning Community Framework

Project Design

Assessment for Learning

Differentiation

Learning Centered Culture and Climate

Expectations

McDowell, Ed.D.

• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”

- Mantle

Few points of reference

- 915 Meta-analysis - 60,155 studies- 245 million students- 159,570 effect sizes reported- This data set is for the purpose of

discussion- There are moderators

Why?

An example

• Homework- effect size = .29• Rank 88th

• Number of Meta-analysis 5• Number of studies 161• Number of effects 295• Number of people 105,282

• Exploring each variable-

• High school twice as large• Short time periods are important• Direct parent involvement had a negative

effect• Lack of monitoring• Difficulty• Prescribing homework does not help in time management skills

What’s the story?

• Teachers are among the most powerful influences on learning

Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning

“Teachers don’t teach.” – They

• Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels

• Teachers and students need to know

Where are we going?, How are you going, and what’s next?

• Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.

• School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.

Factor influence on achievement (Hattie, 2009)Birth weight (.54)Lack of Illness (.23)Diet (.12)Drug interventions (.33)Exercise (.28)Socioeconomic status (.57)Family structure (.17)Home environment (.57)Parental involvement (.51)

teacher student relationships (.72)P.D. (.62)teacher clarity (.75)microteaching (.88)feedback (.73)Goals (.56)Mastery Learning (.58)Providing formative evaluation (.90)Spaced vs. Massed Practice (.71)

Effect sizes from teaching or working conditionsQuality of Teaching (.77)Reciprocal Teaching (.74)Teacher-Student relationships (.72)Providing Feedback (.72)Meta-cognition strategies (.67)Direct Instruction (.59)Mastery Learning (.57)

Ave (.68)

Within class grouping (.28)Adding more finances (.23)Reducing class size (.21)Ability grouping (.11)Multi-grade/age (.04)Open v. trad (. 01)summer vacation (-.09)Retention (-.16)

Ave (.08)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)

Average activator (.63)

Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)

Average facilitator (.17)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)

Average activator (.63)

Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)

Average facilitator (.17)

What are the key difference between these methods?The key is the role of the teacher…We go back to the story

Variables that don’t have a substantial impact- THE POLITICS OF DISTRACTION

• Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18)

• Deep Programs matching styles of learning, inquiry based methods, individualized instruction, distance education (less than .22)

• School and Class Structure Summer school, finance, class size, ability grouping, retention, multi-grade/age classes, changing school calendars (less that .10)

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and responding to that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and

responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform

instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Why PBL?


LearningCenteredCultureand Climate

IMPACT

Backwards Design

Differentiation

System-Wide PLC Framework

Systemic Professional Learning Community Framework

Professional Learning Community Framework

• Quality project or problem based learning as an instructional approach to enhance learning is developed, implemented, and improved upon only when anchored in a system-wide professional learning community framework that routinely reviews and acts upon student progress and proficiency data with respect to content literacy and 21st Century outcomes.

#vlconf2014

• Developing a backbone

• Embracing Customization

• Developing a support system

Know thy Impact

What do we want all students to know and be able to do?

How do we know when students are learning?

What do we do based on such results?

How do we work together to review and respond to student learning?


What do we do based on these results?


Common Outcomes

Common Scales

Common Intervention Criteria

Common Culture and Work


Common Outcomes

Common Scales



High Reliability Educational Organization

“Backbone”

Our approach

Culture and Climate

Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)

Where are we?

What’s next?

Where are we going?

Where are we?

What’s next?

Where are we going?

How are we ensuring voice and choice?

What’s working? What needs improvement?

Where are we going?

Build a Guaranteed and Viable Curriculum• Identify key criteria• Select possible content outcomes that meet

criteria• Select possible skill outcomes that meet

criteria

Example Criteria

• Endurance. Standard includes the knowledge, skills, and dispositions students are expected to retain over time as opposed to those they merely learn for a test (Reeves, 2002).

• Curriculum Leverage. Standard includes the skills, knowledge, and dispositions that will assist the student in becoming proficient in other areas of the curriculum and other academic disciplines (Reeves, 2002).

• Essential learning. Standard includes the critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction.

Assessment Exercise

• Section A: Ten multiple choice items that are factual in nature but important to the topic

• Section B: Four short constructed-response items that require students to explain principles or give examples of generalizations as presented in class.

• Section C: Two short constructed-response items that require students to make inferences and applications that go beyond what was presented in class

• Points for Section A:_______• Points for Section B: _______• Points for Section C:_______• Total: __100___

Student Performance

• The student...• Answered all of Section A correctly• Answered two of four correctly in Section

B correctly• Answered all questions in Section C

incorrectly• What is the student’s overall score: ____

Proficiency ScaleScore Description

4 More Complex

3 Target

2 Less Complex

1 With Support,

0 Even with support,

Proficiency ScaleScore Description

4 More Complex

3 Target

2 Less Complex

Student Performance

• The student...• Answered all of Section A correctly• Answered two of four correctly in Section

B correctly• Answered all questions in Section C

incorrectly• What is the student’s overall score: ____

Assessment UseRight/Wrong -3

provide correct answer 8.5

Criteria understood by student v. not understood 16

explain 20

student reassessed until correct 20

Public viewing and discussion 26

Evaluation by rule (Tight Logic) 38

Bangert-Drowns, Kulik, Kulik, & Morgan (1991)

Fuchs and Fuchs(1998)

Marzano (2010)

Creating Progressions: Learning Hierarchies

• Learning progressions (also known as learning sequences and learning hierarchies) are attempts to organize academic content into a progression of increasingly more complex and generalizable knowledge.

• Each element in a learning progression is necessary to understand the next element or a natural developmental stage of understanding subsequent to the next level.

TUHSD

SOLO- Structure of the observed learning outcome

• Extended- Requires a learner to transfer their understand of single, multiple, and relational content to outside contexts.

• Relational- Requires a learner to relate single/multiple ideas together to further understand core content

• Single/Multiple- Requires a learner to understand single or multiple ideas related to the core content standards

TUHSD

A tale of two toolsRubric 1.0 Rubric 2.0 (scale)

Multi-dimensional Uni-dimensional

Context-rich Context-poor

Task oriented Learning orientedSubstantial criteria per

level minimal criteria per level

Progression levels dictated by rubric

purpose

Progression levels dictated by learning

taxonomy

Limits autonomy Enhances autonomy

Compliance orientation Performance orientation* This is typical , not always the case

#vlconf2014

- Where is the learner now?

http://www.stonefields.school.nz/page/Vision/

“If we are to understand how teaching relates to learning, we have to begin at the closest point to that learning, and that is

students’ experience.”- Nuthall (2001)

http://www.stonefields.school.nz/page/Vision/

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

Proficiency

Not Yet Proficiency

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

DEEP

SURFACE

Connections

Limited Growth (0.0-0.39)

Expected Growth (.40 +)

Not Yet Proficient (0.0-2.25)

Proficient (2.5-4.0)

Limited Growth (0.0-0.39) Expected Growth (.40 +)


Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising


Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Limited Growth (0.0-0.39) Expected Growth (.40 +)


Make A Change!


Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising


Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Capture Success/Replicate

Change

What? So What? Now What?

Moving from Data Analysis to Response

Common Outcomes

Common Scales



Customized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

• Driver of customization is impact• Impact is identified through progress and

proficiency• Impact is discussed by all stakeholders• All stakeholders have degrees of voice and

choice in showing, celebrating, and improving upon their impact.





Innovation



What do we do based on such results?



What do we do based on these results?


Common Outcomes

Common Scales




Common Outcomes

Common Scales



Common Outcomes

Common Scales



Learning System “Backbone”

Common Outcomes

Common Scales







Professional Development

“Backbone” Innovative Leadership

• Year I New Teacher Professional Development

• Grading P.D. • Facilitative

Support

• ITTC• New Tech

Network • Buck Institute

of Education

• TL Bootcamp• TLC on-going

P.D. • Administrative

Support (personal, team, organizational)

Tipping Point

August 2012 - March 2014• ITTC- 5 Teachers enrolled to approximately 98 (33

SLC)• Student Impact- (direct= 810) (indirect= 1,500)• Teacher request for additional support creating a

collaborative learning environment, teaching and assessing content and 21st century skills through SBG, utilizing PBL, and effectively using technology grew exponentially.

• Demand for a community of practice

How?

• Defined Autonomy• Distributed Leadership • Boundary Management• Culture and Climate• Leadership Competency (Model, Model,

Model)

What?

• Five Defining Features– Professional Learning Community Framework– Project Design– Assessment for Learning– Differentiation– Learning Centered Culture and Climate

Systemic PLC Framework

Sub-Features Steps

LSI

•Establish a Guaranteed and Viable Curriculum•Establish reliable and valid assessment instruments•Establish intervention criteria•Develop and improve upon an instructional model•Develop and improve upon critical friends teams

Support System

•Align board priorities•Align and allocate resources•Establish a leadership team

Customization

•Implement high yield approaches•Align to LSI features

Project Design

# 2 Project Design

• Project based learning orients the learner to transfer or application level problems or challenges at the beginning of the learning process and provides opportunities to learn and time to learn pertinent content and 21st Century knowledge and skills along a learning progression to meet such demanding learning expectations. Therefore, teachers must utilize a backwards design process to effectively design projects.

Sub-Features Steps

Outcome IdentificationIdentify all facts, ideas, and concepts that are related to content expected within each essential standard and/or 21st Century skill

Rubric Development•Classify all facts, ideas, and concepts for each outcome into appropriate progression levels•Assign appropriate verbs for each progression level•Develop a scoring scheme that aligns with progression levels and enhances reliability

Driving Question•Identify questions that can be used to guide the students thinking•Identify contexts that can be used to extend student learning within and across disciplines

Assessment Development

•Identify sample tasks that illustrate student knowledge across all progression levels•Identify potential sample obtrusive assessment items that align with all progression levels

Entry Event Planning Construct entry event content

Lecture Activity Quiz Lecture Activity Quiz Review Exam

Project Launch

Entry Event and Rubric Create

“Need to Knows” and Next Steps

PBL Redefined

The Microbial Jungle

http://www.npr.org/blogs/health/2014/04/23/305890574/dirty-money-a-microbial-jungle-thrives-in-your-wallet

Driving Question

Would changing the material of our currency reduce or inhibit the amount of drug-resistant microbe DNA found on dollar bills?

Project-Based Learning Unit:

Project Launch



Activities

Workshops

Lectures

Homework

Benc

hmar

k

Research

Labs

Simulations

Discussions

Modeling

Reading

Benc

hmar

k

Interviews

Quiz

Refle

ction

on

Lear

ning

PRESENT

Creating

Feedback

Building

Writing

Preparing

Drafts

Lecture Activity Quiz Lecture Activity Quiz Review Exam Project

PBL is NOT the Same as "Doing Projects"

Traditional Unit With Project:

Project-Based Learning Unit:

Project Launch



Activities

Workshops

Lectures

Homework

Benc

hmar

k

Research

Labs

Simulations

Discussions

Modeling

Reading

Benc

hmar

k

Interviews

Quiz

Refle

ction

on

Lear

ning

PRESENT

Creating

Feedback

Building

Writing

Preparing

Drafts

Verizon Operator Problem

• Provide a clear rationale for whether the operator or the customer is correct in the following situation.

http://www.youtube.com/watch?v=ANDk0SWzplo

A recent web release on Wikipedia reports that 8 % of all Americans eat at McDonald’s every day. Current data reveals that there are approximately 310 million Americans and 12,800 McDonald’s restaurants in the United States. Make a conjecture as to whether or not you believe the web release to be true, and then create a mathematical argument that justifies your conclusion

Which line would you take and why?

Mathematics

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover%23t-260033

Mathematical Practices

• Make sense of problems • Persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments • Critique the reasoning of others • Model with Mathematics• Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

PBL vs. DOING PROJECTS

PBL: Students are pulled through the curriculum by a driving question or realistic problem that provides a “need to know”. Lectures, readings, and skill building are integrated into the problem as the students need the information.

Know/ Need to Know

WHAT DOES PBL LOOK LIKE?

PROJECTINFORMATION

RESEARCH ANDINVESTIGATIONFORMAL

TEACHING

DRAFT SOLUTIONS

REFLECTION

FINALPRESENTATIONS

GROUPPLANNING

Teachers develop problems based on content standards

that students, working in teams, develop solutions to. Teachers provide coaching,

assignments and direct instruction to address

student needs.

Project Essentials

• Confront significant content and authentic issues• Develop 21st Century skills• Conclude with a public presentation• Organize activities around a driving questions or challenge• Establish a Need to Know or do• Engage students in inquiry• Require innovation• Encourage student voice and choice• Incorporate critique and revision

Project Essentials

• Confront significant content and authentic issues• Develop 21st Century skills• Conclude with a public presentation• Organize activities around a driving questions or challenge• Establish a Need to Know or do• Engage students in inquiry• Require innovation• Encourage student voice and choice• Incorporate critique and revision

Backbone

Customization

Project

Design (content & products)

• Confront significant content and authentic issues

• Develop 21st Century skills• Conclude with a public

presentation• Organize activities around a

driving questions or challenge

Implementation- “habits of practice”

• Establish a Need to Know or do

• Engage students in inquiry• Require innovation• Encourage student voice

and choice• Incorporate critique and

revision

THE OTHER BUMPS IN THE ROAD

Bumps in the road

• Students are rarely involved in the assessment process

• Curriculum design rarely introduces questions, criteria, and tasks for students to solve that require a range of surface and deep level knowledge

• Student thinking is dramatically influenced by context (rubrics and project expectations)

• Voice and Choice in tasks and assessments are rarely accessible or limited in scope to students due, in large part, to clarity.

Suggestions:

1. Create discipline centered questions for surface and deep level understanding

2. Identify a myriad of contexts that can be used to extend student learning across disciplines

3. Determine degree of autonomy related to context and tasks.

Art ExampleGoal- Student understands the relationship between historical events and artistic expression

Extended- Understand how art represents human behavior that stands the test of time.

Relational- Understands the relationship between the creation or expression of art and the events of the time.

Single/Multiple- Understand how compositional principles are identified in famous pieces of art

TUHSD

Art Example

TUHSD

Goal- Student understands the relationship between historical events and artistic expression

Academic Question




How does this painting relate to contemporary time?

How does this piece connect to the time of its creation? Or, What do you consider the author was saying through his painting?

Who created the following piece? What is the name of the piece? What are two compositional principles that the artist used in the piece?

Identify a myriad of contexts that can be used to extend student learning across disciplines

McDowell, Ed.D.

Art ExampleGoal Academic Question Application

Questions




How does this painting relate to human behavior as expressed in contemporary events?



Should we use art as a way to understand the causes and effects of violent acts in the middle east?

• The student will initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (SL. 11-12.1)

• The student will draw skillfully across various sources of influence to motivate and enable vital behaviors so that important personal, social, and organization goals are accomplished.

Determine degree of autonomy related to context and tasks.

Units of StudyStage I Desired Results - Where are we going?

Established Goals Driving Question

Stage II Assessment Evidence – Where are we?

Scale2.03.04.0

Tasks

Stage III Learning Plan- What’s next?

Steps Days

Looking at a particular unit

Creating a Driving Question

TUHSD

Crafting a Driving Question

• Problem: Curriculum design rarely introduces questions for students to solve that require ALL levels of knowledge in relevant disciplines AND connects to authentic contexts

• Solution: Develop questions that require learning at ALL levels AND requires students to think about how the subject matter relates to various contexts.

McDowell, Ed.D.

Driving Question 1 2 3 4

Provocative Initial: “How do the beliefs of people influence and impact the rights of others?”Emerging: “How do conservative policies influence women’s rights related to abortion?”

AnswerableInitial: “How has technology affected world history?”Emerging: “Does technology make war more or less humane?”

RelationalInitial: “How does the author use voice and perspective in The House on Mango Street to reflect on his childhood and community?”Emerging: “How can childhood memories show who we are today?

Concrete and challengingInitial: “How do architects use geometry?”Emerging: “How can we design a theater that meets specification with the greatest number of seats?”

Academic & ApplicableInitial: How can changes in the protein synthesis process alter protein development? What treatments enhance patient survival rates with HIV?Emerging: What, if any, antiviral drug treatments increase and maintain normal protein development in patients with HIV over time? Explain the most effective strategy to date.

McDowell, Ed.D.

Science Example

• Questions

Goal- Students are able to describe the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes.

Academic Question

Extended- Understand how various factors may influence protein creation.

Relational- Understands how transcription and translation relate to one another to create proteins

Single/Multiple- Understands that transcription, translation, RNA, and DNA are involved in creating proteins.

How can changes in the protein synthesis process alter protein development?

How are proteins made through the transcription and translation process?

What is translation? What is transcription? What is RNA?

McDowell, Ed.D.

21ST Century Skills

• QuestionsGoal: Student builds relational trust with peers while addressing technical project issues

Academic Question

Extended- Understands how open to learning conversation strategies can be used in closed to learning environments

Relational- Understands the relationship between between open to learning conversation values and strategies

Single/Multiple- Understands how values are expressed in open to learning conversation

How do facilitators create the conditions necessary to engage participants who are unfamiliar with open to learning conversations?

How do facilitators utilize strategies to express their understanding of the embedded values of open to learning conversation?

What are two values that are common in “open to learning” conversations?

Art ExampleGoal- Student understands the relationship between historical events and artistic expression

Academic Question




How do painting relate to contemporary time?

How do paintings connect to the time of their creation? Or, What do you consider the painter was saying through their paintings?


TUHSD

TUHSD

McDowell, Ed.D.

SOLO

• Questions

Goal Academic Question Application Questions

Extended- Understand how various factors may influence protein creation.

Relational- Understands how transcription and translation relate to one another to create proteins

Single/Multiple- Understands that transcription, translation, RNA, and DNA are involved in creating proteins.

How can changes in the protein synthesis process alter protein development?

How are proteins made through the transcription and translation process?

What is translation? What is transcription? What is RNA?

What is the most effective antiviral drug treatment to increase and maintain normal protein development in patients with HIV over time? Explain.

How do immune cells relate to the HIV virus?

What is the structure and function of HIV? What is the structure and function of T-Cells?

McDowell, Ed.D.

21st Century Skill ExampleGoal: Student builds relational trust with peers while addressing technical project issues

Academic Question ApplicationQuestions

Extended- Understands how open to learning conversation strategies can be used in closed to learning environments

Relational- Understands the relationship between between open to learning conversation values and strategies

Single/Multiple- Understands how values are expressed in open to learning conversation

How do facilitators create the conditions necessary to engage participants who are unfamiliar with open to learning conversations?

How do facilitators utilize strategies to express their understanding of the embedded values of open to learning conversation?

What are two values that are common in “open to learning” conversations?

How do we handle the following group situations using appropriate facilitative strategies?

McDowell, Ed.D.

Art ExampleGoal Academic Question Application

QuestionsExtended- Understand how art represents human behavior that stands the test of time.



How does this painting relate to human behavior as expressed in contemporary events?



Should we use art as a way to understand the causes and effects of violent acts in the middle east?

Teaser

• What elements are critical for developing and implementing problems?

• What stood out for you in the film?

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

Review a Problem

• http://threeacts.mrmeyer.com/tacocart/

http://threeacts.mrmeyer.com/tacocart/

Three Acts: Act One

• Act One- Introduce the central conflict of your story/task clearly, visually and viscerally.

Three Acts: Act Two

• Act Two: The protagonist overcomes obstacles, looks for resources, and develops new tools

Three Acts: Act Three

• Act Three: Resolve the conflict and set up a sequel.

Design: Develop Assessments

• Problem: Assessments rarely address ALL progression levels AND are rarely diverse in type to represent student progress and proficiency.

• Solution: Design assessments that represent the varying progression levels AND represent a diversity in typology to ascertain student progress and proficiency.

Does it have to be paper and pencil?

• Student interviews (probing)• Performance based tasks• Unobtrusive assessments• Student generated• Observation • Projects• Re-do of specific items on a test• And….

Assessment Types

Unobtrusive Obtrusive Student Generated

Applying Understanding

Making Meaning

Building Knowledge

Assessment Types

Unobstrusive Obtrusive Student Generated

Applying Understanding

Making Meaning

Building Knowledge

ExampleAssessment

More Complex

Target

Less Complex

Design: Craft an Entry Event

• Problem: When introducing curriculum to pupils we rarely focus student learning on the driving question & the essential learning outcomes

• Solution: Introduce curriculum with a driving question that requires student understanding and application within and across disciplines.


Assessment for Learning• To meet project expectations, teachers

utilize targeted inquiry to articulate expectations, identify current progress, and enable learners and teachers to co-construct next steps in the learning process.


Sub-Feature Steps

Targeted Inquiry

•Clarify learning intentions•Identify progress and proficiency•Provide targeted feedback•Leverage self, peer, and teachers in AfL process•Review and respond to efficacy of AfL practices

Where we are going? Where we are? Where to next?

Where are we?

What’s next?

Where are we going?

Where are we?

What’s next?

Where are we going?



Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.

Be open to struggling. What I said above encompasses this. Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):

My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.

Where are we?

What’s next?

Where are we going?



Differentiation

# 4 Differentiation

• Implementation of a project-based learning approach is complex due to the range of instructional strategies and resources that are utilized to substantially impact student learning across a learning progression. Throughout the project process, instructors must utilize progress and proficiency data to target instruction in order to enhance student learning.

Differentiation

Sub-Feature Steps

Targeted Instruction

•Develop workshops for content and skill progression levels•Align workshops to problem solving process•Develop a project calendar

Resource Utilization

Access technology, maximize adult connections, and utilize collaborative tools

Questions to consider:

• What strategies yield a high effect at the far transfer “applying understanding” level?

• What strategies yield a high effect at the near transfer level?

• How do we arrange workshops to match student learning needs

• Identifying efficiency and effective means for leveraging teacher practice

Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.

Outcome Questions Activities

Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Experimental-inquiry tasksProblem-solving tasks

Making meaning What do I typically do to organize students and deepen knowledge?

Venn diagramsComparison matrix

Building knowledge What do I typically do to identify critical information?

Identifying critical input experiences

Progression Level

Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to other contexts

Next Steps- Teachers

Single/Multiple Ideas- What strategies am I using that will support me in building knowledge and skills (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What approaches appear to be working or I should attempt to connect and contrast ideas? How am I going as related to making generalizations and principles? Extending ideas- What approaches support me in applying the learning outcomes to other contexts?

Next Steps- Students

Math StrategiesBelow Average

• Counting all 22%• Counting on 72%• Known facts 6%• Derived facts/Number

Sense 0%

Above Average

• Counting all 0%• Counting on 9%• Known facts 30%• Derived facts/Number

Sense 61%

Simplistic Model

Project Launch/PreAss

essment

“Building Knowledge”

Workshops/AfL

“Making Meaning”

Workshops/AfL

“Applying Understanding

” Project Presentation

Sequel- Context Switch

More realistic “messy” model

• All models are wrong, some are useful- George Box


# 5 Learning Centered Culture and Climate

• Project based learning requires a unique set of classroom strategies to support all students in meeting content and 21st Century skill knowledge and skill based transfer level requirements.


Sub-Feature Steps

Group Parameters

•Create and implement agreements, roles and intervention processes•Establish a language of learning and empathy•Inspect culture and climate through an intervention process•Structural devices and processes for conversations

Organization Organize room, meetings, and teams to leverage collaboration

Relational

Tactical

Project

Relational

• “We are change agents”• Talk more about learning

than teaching• Engage in dialogue not

monologue• Enjoying the challenge• Positive relationships

Tactical

• Evaluate the effects of their teaching

• Assessment as feedback regarding their impact

• Inform all about the language of learning

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• “We are change agents”

• Talk more about learning than teaching

• Engage in dialogue not monologue

• Enjoying the challenge

• Positive relationships

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• Hiring Practices• Creating a CIA defined

autonomy Infrastructure• Meeting Structure and

Function• Codifying Capacity

Building• Developing a

Distributed Leadership Team

Model, Model, Model

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Mental Models

https://www.youtube.com/watch?v=eVtCO84MDj8

Ready, Fire, Aim

Ideal

Professional culture

Existing

• Create an agreed upon decision-making process• Use that process to check for disagreements and to discuss

“undiscussables”• Use questions to address potential conflicts and to explore ideas• Always check in on each member of the group to make sure they

understand group process• Each group member will explain their actions or beliefs to the group• Each group member is responsible for all other group members in

understanding the task and coaching each other to perform at a high level• Each group member will explain important words and provide specific

examples when needed• All group members will question other members when they encounter

“jump to conclusion” comments• When sharing ideas all members will advocate their ideas and ask

questions about other ideas.

Seven guideposts:• Be behaviorally specific (e.g. look fors) , e.g. each group member will explain their actions or beliefs to the group.

• Stay small, stay focused: test drive a few agreements, 2-3

Seven guideposts:• Focus on conversational agreements- no need for “be on time”, everyone knows that

• Create roles- create a viewpoint coach (summarizes what folks are saying) and a process observer (reviews agreements and monitors process)

.

Seven guideposts:• Use agreements to intervene: The strategy I’ve seen work the best is the following: state facts, test assumption, ask if assumption is correct, discuss infraction OR move on.

• Call out “critical moments”- think of those moments where the use of agreements are critical, did you or your teammates take action? Process these critical moments, they are usually in the undiscussable range.

• Arrange meetings for tough conversations, nuts and bolts go into memos or in short 5-10 minute sequences.

Seven guideposts:• Be behaviorally specific (e.g. look fors) , e.g. each group member will explain

their actions or beliefs to the group. • Stay small, stay focused: test drive a few agreements, 2-3• Focus on conversational agreements- no need for “be on time”, everyone

knows that• Create roles- create a viewpoint coach (summarizes what folks are saying) and

a process observer (reviews agreements and monitors process)• Use agreements to intervene: The strategy I’ve seen work the best is the

following: state facts, test assumption, ask if assumption is correct, discuss infraction OR move on.

• Call out “critical moments”- think of those moments where the use of agreements are critical, did you or your teammates take action? Process these critical moments, they are usually in the undiscussable range.

• Arrange meetings for tough conversations, nuts and bolts go into memos or in short 5-10 minute sequences.

Unhealthy Motives Motives of Dialogue

Be rightLook good/safe face

WinPunish, blameAvoid conflict

LearnFind the truth

Produce resultsStrengthen

relationships

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SystemsApproach

Leading by understanding the infusion process

Know thy Impact

Leading by modeling/living

Boundary Management

Progress

Proficiency

Novice – short items focused on skills and routines

Apprentice – medium performance tasks with scaffolding

Expert – long tasks with high cognitive load and/or complexity.

Types of Tasks on SBAC

Culture

Review

Stories of Change

• What are the key stories that emerge when facing second order changes?

Stories of Change

I. Look like an extension from the past (We have done this before).

II. Things become worse, people are uncomfortable (e.g. communication has broken down)

III. Ready, fire, aim (what’s needed in process is opposite to the perception of buy in)

IV. Assumptions, mental models, are challenged (sacred cows)

Underlying Assumptions

• The ability to learn at high levels• The actual causal and correlational variables

that influence high levels of learning• The burden of responsibility for learning• The aspects to be learned; the culminating

deliverables of an education• The structure and function of delivery and

inspection

Our perception of material advantage

Reality

How does the conversation shift?

1.We have material advantage (we can reduce class size)2.We have maximized such an advantage yet perpetuate the same story

(we don’t see the U shape curve) 3.We have political, social, and personal investment to reinforce past

practice (we were successful in this game)4. Focusing on finance and class size moves us away from difficult

conversations (we can’t say “we can’t”. We have to say “we won’t” and then provide a rationale)

5.The much more difficult change efforts required (Lawrence of Arabia) is taxing and difficult to execute over time

6. Facts are funny things. Paradoxes (both/ands) exist in student achievement, leadership, and change. These complexities are hard to understand and challenge current many times “collective” thinking.

Stay small

Stay

focused

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Dialogue: https://todaysmeet.com/VLMindframe

Twitter: @mmcdowell13 ; #VLConf2014

Email: [email protected]

https://todaysmeet.com/VLMindframe

"Every teacher needs to improve, not because they are not good enough, but because they can be even better.”- Dylan Wiliam

Eugene o Neil

The people who succeed and do not push on for a greater failure are the spiritual middle classers