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1 The Coach’s Guide Your Academy Plan Academy/School: _______________________________________________________ Participants: __________________________________ __________________________________ __________________________________ __________________________________ © 2011 Thom Markham, Ph.D.

In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

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Page 1: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

1

The Coach’s Guide

Your Academy Plan Academy/School: _______________________________________________________

Participants: __________________________________ __________________________________ __________________________________ __________________________________

© 2011 Thom Markham, Ph.D.

Page 2: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

2

Your Ideal Student…

What would you like to see in students?

The story of Cody… How intelligent are your students? What do you

believe about intelligence?

Can you help students get ‘smarter?’ Does you Academy support the intellectual/emotional growth of your students?

Page 3: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

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Your Academy Graduate… Analyze your specific Academy. What skills, dispositions, and core competencies do you want your academy graduates to demonstrate? The three most important skills:

1. ______________________________________

2. ______________________________________

3. ______________________________________ The three most important dispositions:

1. ______________________________________

2. ______________________________________

3. ______________________________________ The three most important core competencies:

1. ______________________________________

2. ______________________________________

3. ______________________________________ Your 2011 – 2012 students… For incoming or continuing students, how will you teach and train them to master the skills, dispositions, and core competencies that you have identified as critical to your program? Imagine your students at the end of the year. What kind of experiences they have had that helps them become more proficient? What steps can you take to create a high performance culture next year?

1. ______________________________________

2. ______________________________________ 3. ______________________________________

4. ______________________________________

Page 4: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

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5. ______________________________________

6. ______________________________________

From Groups to Teams…

Discuss the tools available for teams. What tools will be most helpful to

your academy?

_______________________________________

_______________________________________

_______________________________________

_______________________________________

How do you implement them? Do you need to write new material? Train

other teachers?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

List the most helpful resources… ___________________________________________________________

___________________________________________________________

___________________________________________________________

The Coach’s Guide and reflections on PBL… How will it help? How can you improve projects? Can you identify gaps in your projects? What projects do you want to plan for next year? Do you want to start with a ‘Project-Project?’

Page 5: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

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___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Your Action Plan for 2011 – 2012… ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Page 6: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

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Critical Friends Protocol feedback on your project…

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Look back on your reflections on your ideal graduate. You’re your plan help your students meet the ideal?

Page 7: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Project Planning Form Name of Project: Creating High Performance Culture and Traditions for AOHT

TJHS Duration:

Class(es): Principles of Hospitality and Tourism, English Semester: Content/Curriculum areas to partner with

Geography and World Cultures, English

Project Idea (investigation, scenario, problem, challenge, issue, etc.)

The challenge is to build a sustainable culture of high academic and workforce performance which will yield high caliber, focused, energized and committed students.

Entry Event (grabber) to launch inquiry and spark curiosity

As class begins, teacher to give following directions: -students with blue pens stand up -students born 1st

-students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I speak

6 months of the year, face the windows

(You can make addl ones of the above as needed to make this fun) Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can make things what I want. So we want you to think about making the Academy “your country”. Take a few moments and scribble down everything you need to develop the culture of the Academy of Hospitality and Tourism as your country.

Page 8: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Entry Event: Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals. Next Event: Individuals to develop personal mission statement.

The Driving Question, Problem or Challenge Statement or Issue

How do we create high performance culture and traditions in AOHT and AOF Academies?

Content and Skills Standards addressed:

Insert link or copy and paste on bottom of planning form

T P T P Partnership for P21 Skills to be taught (T) and practiced (P): Check all that apply

Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural Literacy � � Communication (oral and written) Productivity and Accountability � � ICT Literacy � � Leadership and Responsibility � � Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy � � Information Literacy � � Civic Literacy � � Flexibility and Adaptability � � Health Literacy � � Initiative and Self-Direction � Global Awareness � �

Presentation

Page 9: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Audience Student work

Major group product(s):

Personal Mission Statement; AOHT Mission Statement; Personalized Portfolio (Digital or Hard Copy); Pledge; Uniform Design; Governance or Decorum; Signature Events; Affiliations (DECCA);

Class School Community Experts Web Other

Major individual product(s):

Personal Mission Statement; Personalized Portfolio

Assessment &

Reflection

Rubric(s) I’ll use (check all that apply)

Collaboration/work ethic ξ Content Knowledge Critical Thinking CTE Competencies � Oral Communication Physical Education skills � Written Communication � Visual/Performing Arts � �

Other assessments, benchmarks & checkpoints (check all that apply)

Quizzes/tests � Practice presentations � Self-evaluations � Notes � Peer evaluations � Checklists � On-line tests/exams � Concept Maps �

Reflections Survey � Focus group � Discussion � Learning plan � Journal write/learning log � �

Resources On-site personnel:

Page 10: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Technical (equipment)

Community resources Material resources

P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: Course/Semester:

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

Page 11: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

P R O J E C T C A L E N D A R Project: Start Date:

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

Grabber Event then Brainstorm ideas for Academy culture branding items and develop teams to create items

Continue creation process and make final selections

Create teams to work on selections and begin creation of products

Continue product development

Finalize Product Development

Page 12: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

P R O J E C T W E E K T W O

Present final products

Present final products

Present final products

Present final products

Gallery Walk

P R O J E C T W E E K T H R E E

Revise based on Gallery Walk

Finalize items

Develop Personal Mission Statements

And Present to class

Final Presentations on products and personal mission

statements

Finetuning of products and

personal mission statements

Culminating Event—Induction Ceremony-

Unveiling Academy Mission Statement; Personal Mission

Statements--Candle Lighting Ceremony;

Flag; Logo; Officers. Parents invited. Virtual Tour of students journey in creating items shown

during the ceremony.

Page 13: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

© 2011 Buck Institute for Education

P R E S E N T A T I O N R U B R I C (for secondary and upper elementary grades)

Below Standard Approaching Standard At Standard Above Standard Eye Contact & Physical Presence

• does not look at audience; reads notes or slides

• holds things in hands nervously or keeps hands in pockets

• posture does not show confidence; (fidgets, slouches)

• clothes are not appropriate for the occasion

• makes some eye contact, or scans the room quickly, but reads notes or slides most of the time

• uses a few gestures but they do not look natural, or keeps hands too still to look natural

• posture shows some confidence, with only a little fidgeting or nervous movement

• some attempt to wear appropriate clothing for the occasion

• keeps eye contact with audience most of the time; only reads notes or slides sometimes

• uses hands naturally, making some gestures • confident posture • clothes are appropriate for the occasion

In addition to At Standard criteria: + keeps eye contact all the time, slowly

scanning all of the audience; does not read notes or slides

+ uses gestures smoothly, naturally to emphasize or illustrate points

+ moves with purpose

Speaking

• mumbles or goes too fast or slow • speaks too softly to be heard • frequently uses “filler” words (“uh, um, so,

and, like”) • pronounces several words incorrectly • speaks in a style that is not appropriate for the

occasion

• speaks clearly some of the time; sometimes too fast or slow

• speaks loudly enough for some of the audience to hear, but may speak in a monotone

• occasionally uses filler words • pronounces a few words incorrectly • speaks in a style that is appropriate for the

occasion, most of the time

• speaks clearly; not too fast or slow • speaks loudly enough for everyone to hear;

changes tone to maintain interest • rarely uses filler words • pronounces words correctly • speaks in a style that is appropriate for the

occasion

In addition to At Standard criteria: + adds variety to speaking style (lower or

higher volume, change of pace, use of character voices)

+ uses pauses for dramatic effect or to let ideas sink in

Organization

• does not meet requirements for what should be included in the presentation

• selects too much or too little information or the wrong kind of information

• gets ideas mixed up • time is not used well; the whole presentation,

or several parts of it, are too short or too long • does not have an introduction and/or

conclusion

• meets most requirements for what should be included in the presentation

• sometimes selects too much or too little information, or the wrong kind, about some topics

• some ideas are connected, but not all • some parts feel too short or too long; too

much or too little time is spent on one topic, slide, or idea

• has an introduction and conclusion, but they are not clear or interesting

• meets all requirements for what should be included in the presentation

• selects the right amount and kind of information to present

• states main idea & moves from one idea to the next clearly, in an order that makes sense

• time is well spent; no part feels too short of too long

• has a clear and interesting introduction and conclusion

In addition to At Standard criteria: + has a memorable introduction and conclusion + connects introduction and conclusion (returns

to a story, theme, or metaphor) + effectively uses humor, stories, or metaphors

Audio/Visual Aids

• does not use aids (pictures, drawings, objects, posters, maps, recordings, slides, other electronic media, etc.)

• uses aids but they do not add much to, and may distract from, the presentation

• aids are hard to read or hear, or are messy (writing or graphics are not neat or sound is not clear)

• aids are not ready to use and are not smoothly brought into the presentation

• aids add to the presentation • aids are easy to see and/or hear, and are neat • aids are ready to use and included smoothly

into the presentation

In addition to At Standard criteria: + aids are especially creative and/or powerful + shows skill in creating aids and/or using

technology + smoothly handles problems with aids and

technological glitches, if they occur

Response to Audience Questions

• does not address the audience’s questions; says little or goes off the topic

• may answer some of the audience’s questions, but not clearly and/or completely

• may try to answer a challenging question by faking it

• answers audience’s questions clearly and completely

• when asked a question he or she does not know the answer to, says “I don’t know” or explains how the answer could be found

In addition to At Standard criteria: + answers questions in a way that adds details,

examples, or new points to the presentation + smoothly handles questions that are unclear,

off the topic, distracting, or challenging

Page 14: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

GROUP CONTRACT

Dustin, Cooney, Voudy, Jessica, Stephen, Anthony Members

Block 3 Block

Nature of Man Project

John & Voudy – Filming and Video Editing Task List

Stephen, Anthony, Jessica, Dustin– script writing Anthony – driving Everyone- individual research on specific philosophers

Group Constitution

Forward: This contract is a binding legal document and governs the group until the assigned project deadline. If the group separates, or a member is fired, the basic contract laws remain intact for both parties. However, being fired may cause work responsibilities to shift. Article I: Absence Policy a. If a group member will be absent on a day in which work is due, they must tell another group member a day in advance and have all work that they are responsible for turned in. All group members must stick to the provided agenda to have the assignments completed on time. If there will be an unexpected absence, the group member is to complete the work from home and email another group member to let them know they are gone for the day.

Page 15: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

b. Group members will contact one another if they are absent for any amount of period during the time allotted for working on the projects. Article II: Work Policy a. Any member that is mentally or physically disabled and can prove that they cannot complete the work assigned to them alone they may acquire assistance from other group members to help complete it. This will only apply for work that is group work and not individual work, and work will only be finished by that group member, and the assisting group member will not write it. b. Each group member will work to the best of their ability, making sure to complete the work is up to standards, and that they completed it with punctuality. c. If a group member commits plagiarism, they are solely responsible and incur the punishment on their own. Article III: Leadership a. At the beginning of the project, a leader will be voted upon democratically. If a group member is absent at the time of voting, they waive their right to participate in voting. The person who wins the most votes becomes the leader. If there is an unclear outcome (same number of votes for different people), the group will have no leader until one can be chosen by a revote. b. By being elected leader, the person must perform the

following duties: 1. Organize group meetings. 2. Create and enforce a group agenda to govern group progress. 3. Organize any out of school project efforts. 4. Provide communication between group members in order to

help individuals work towards the project goal.

Page 16: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

If they fail to perform these duties, or another person is also carrying them out, a revote may be taken to determine whether to obtain a new leader. c. If a leader fulfills his or her duties, they will receive the 20 extra credit leadership points at the end of the project. The current group leader will receive these points, regardless of how long they lead the group for. If no leader has been assigned, a majority vote will decide who receives the leadership points. Article IV: Work Ethics a. If a group member does not complete work they were assigned, the punishment for the infringement will be of detriment solely to the group member at fault. No negative grading shall be given to any other group members. b. At the end of the project, ‘hard workers’ will be designated by means of a democratic vote. The people voted as the top two will each receive the ten bonus points. If one candidate is voted as hard worker by a margin of 75%, they will receive 20 points. If there is a tie, the group will discuss and come to resolution or else no points will be granted to the disputed individuals. Article V: Member Dismissal a. The following conducts will result in a group member being able to be dismissed;

i. Incomplete or missing group work. ii. Plagiarism or any form of cheating. iii. If group member decides to leave under his or her own

will.

b. Any group member leaving under their own will be able to submit all their own work, while the other group members may not. Any group member fired for breaking any of the conducts

Page 17: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

under Article V-a (i-iii). will have their work taken from their possession to be used at the discretion of the original group, but not for the individual being fired. In addition, any fired member may not use any work completed by other group members, subject to punishment under Article 2-c. c. If a group member leaves under the stipulation of Article V-a (iv), they retain all the work they have already provided for the group. The original group cannot use this work or it is subject to punishment under Article 2-c. Article VI: Signature By signing this contract the following group members abide to the articles above. If any member fails to abide by the articles of this contract, they may be fired from the group given at least a 50% vote in favor of firing the individual.

The group has elected __________________________ as the project leader under Article III.

Project Leader

Signature

Page 18: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

1

The Coach’s Guide

Your Academy Plan Academy/School: _______________________________________________________

Participants: __________________________________ __________________________________ __________________________________ __________________________________

© 2011 Thom Markham, Ph.D.

Page 19: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

2

Your Ideal Student…

What would you like to see in students?

The story of Cody… How intelligent are your students? What do you

believe about intelligence?

Can you help students get ‘smarter?’ Does you Academy support the intellectual/emotional growth of your students?

Page 20: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

3

Your Academy Graduate… Analyze your specific Academy. What skills, dispositions, and core competencies do you want your academy graduates to demonstrate? The three most important skills:

1. ______________________________________

2. ______________________________________

3. ______________________________________ The three most important dispositions:

1. ______________________________________

2. ______________________________________

3. ______________________________________ The three most important core competencies:

1. ______________________________________

2. ______________________________________

3. ______________________________________ Your 2011 – 2012 students… For incoming or continuing students, how will you teach and train them to master the skills, dispositions, and core competencies that you have identified as critical to your program? Imagine your students at the end of the year. What kind of experiences they have had that helps them become more proficient? What steps can you take to create a high performance culture next year?

1. ______________________________________

2. ______________________________________ 3. ______________________________________

4. ______________________________________

Page 21: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

4

5. ______________________________________

6. ______________________________________

From Groups to Teams…

Discuss the tools available for teams. What tools will be most helpful to

your academy?

_______________________________________

_______________________________________

_______________________________________

_______________________________________

How do you implement them? Do you need to write new material? Train

other teachers?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

List the most helpful resources… ___________________________________________________________

___________________________________________________________

___________________________________________________________

The Coach’s Guide and reflections on PBL… How will it help? How can you improve projects? Can you identify gaps in your projects? What projects do you want to plan for next year? Do you want to start with a ‘Project-Project?’

Page 22: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

5

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Your Action Plan for 2011 – 2012… ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Page 23: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

6

Critical Friends Protocol feedback on your project…

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Look back on your reflections on your ideal graduate. You’re your plan help your students meet the ideal?

Page 24: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Project Planning Form Name of Project: Creating High Performance Culture and Traditions for AOHT

TJHS Duration:

Class(es): Principles of Hospitality and Tourism, English Semester: Content/Curriculum areas to partner with

Geography and World Cultures, English

Project Idea (investigation, scenario, problem, challenge, issue, etc.)

The challenge is to build a sustainable culture of high academic and workforce performance which will yield high caliber, focused, energized and committed students.

Entry Event (grabber) to launch inquiry and spark curiosity

As class begins, teacher to give following directions: -students with blue pens stand up -students born 1st

-students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I speak

6 months of the year, face the windows

(You can make addl ones of the above as needed to make this fun) Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can make things what I want. So we want you to think about making the Academy “your country”. Take a few moments and scribble down everything you need to develop the culture of the Academy of Hospitality and Tourism as your country.

Page 25: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Entry Event: Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals. Next Event: Individuals to develop personal mission statement.

The Driving Question, Problem or Challenge Statement or Issue

How do we create high performance culture and traditions in AOHT and AOF Academies?

Content and Skills Standards addressed:

Insert link or copy and paste on bottom of planning form

T P T P Partnership for P21 Skills to be taught (T) and practiced (P): Check all that apply

Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural Literacy � � Communication (oral and written) Productivity and Accountability � � ICT Literacy � � Leadership and Responsibility � � Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy � � Information Literacy � � Civic Literacy � � Flexibility and Adaptability � � Health Literacy � � Initiative and Self-Direction � Global Awareness � �

Presentation

Page 26: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

Audience Student work

Major group product(s):

Personal Mission Statement; AOHT Mission Statement; Personalized Portfolio (Digital or Hard Copy); Pledge; Uniform Design; Governance or Decorum; Signature Events; Affiliations (DECCA);

Class School Community Experts Web Other

Major individual product(s):

Personal Mission Statement; Personalized Portfolio

Assessment &

Reflection

Rubric(s) I’ll use (check all that apply)

Collaboration/work ethic ξ Content Knowledge Critical Thinking CTE Competencies � Oral Communication Physical Education skills � Written Communication � Visual/Performing Arts � �

Other assessments, benchmarks & checkpoints (check all that apply)

Quizzes/tests � Practice presentations � Self-evaluations � Notes � Peer evaluations � Checklists � On-line tests/exams � Concept Maps �

Reflections Survey � Focus group � Discussion � Learning plan � Journal write/learning log � �

Resources On-site personnel:

Page 27: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Technical (equipment)

Community resources Material resources

P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: Course/Semester:

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

Page 28: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

P R O J E C T C A L E N D A R Project: Start Date:

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

Grabber Event then Brainstorm ideas for Academy culture branding items and develop teams to create items

Continue creation process and make final selections

Create teams to work on selections and begin creation of products

Continue product development

Finalize Product Development

Page 29: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Suggestions: -Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc. -Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.

P R O J E C T W E E K T W O

Present final products

Present final products

Present final products

Present final products

Gallery Walk

P R O J E C T W E E K T H R E E

Revise based on Gallery Walk

Finalize items

Develop Personal Mission Statements

And Present to class

Final Presentations on products and personal mission

statements

Finetuning of products and

personal mission statements

Culminating Event—Induction Ceremony-

Unveiling Academy Mission Statement; Personal Mission

Statements--Candle Lighting Ceremony;

Flag; Logo; Officers. Parents invited. Virtual Tour of students journey in creating items shown

during the ceremony.

Page 30: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

© 2011 Buck Institute for Education

P R E S E N T A T I O N R U B R I C (for secondary and upper elementary grades)

Below Standard Approaching Standard At Standard Above Standard Eye Contact & Physical Presence

• does not look at audience; reads notes or slides

• holds things in hands nervously or keeps hands in pockets

• posture does not show confidence; (fidgets, slouches)

• clothes are not appropriate for the occasion

• makes some eye contact, or scans the room quickly, but reads notes or slides most of the time

• uses a few gestures but they do not look natural, or keeps hands too still to look natural

• posture shows some confidence, with only a little fidgeting or nervous movement

• some attempt to wear appropriate clothing for the occasion

• keeps eye contact with audience most of the time; only reads notes or slides sometimes

• uses hands naturally, making some gestures • confident posture • clothes are appropriate for the occasion

In addition to At Standard criteria: + keeps eye contact all the time, slowly

scanning all of the audience; does not read notes or slides

+ uses gestures smoothly, naturally to emphasize or illustrate points

+ moves with purpose

Speaking

• mumbles or goes too fast or slow • speaks too softly to be heard • frequently uses “filler” words (“uh, um, so,

and, like”) • pronounces several words incorrectly • speaks in a style that is not appropriate for the

occasion

• speaks clearly some of the time; sometimes too fast or slow

• speaks loudly enough for some of the audience to hear, but may speak in a monotone

• occasionally uses filler words • pronounces a few words incorrectly • speaks in a style that is appropriate for the

occasion, most of the time

• speaks clearly; not too fast or slow • speaks loudly enough for everyone to hear;

changes tone to maintain interest • rarely uses filler words • pronounces words correctly • speaks in a style that is appropriate for the

occasion

In addition to At Standard criteria: + adds variety to speaking style (lower or

higher volume, change of pace, use of character voices)

+ uses pauses for dramatic effect or to let ideas sink in

Organization

• does not meet requirements for what should be included in the presentation

• selects too much or too little information or the wrong kind of information

• gets ideas mixed up • time is not used well; the whole presentation,

or several parts of it, are too short or too long • does not have an introduction and/or

conclusion

• meets most requirements for what should be included in the presentation

• sometimes selects too much or too little information, or the wrong kind, about some topics

• some ideas are connected, but not all • some parts feel too short or too long; too

much or too little time is spent on one topic, slide, or idea

• has an introduction and conclusion, but they are not clear or interesting

• meets all requirements for what should be included in the presentation

• selects the right amount and kind of information to present

• states main idea & moves from one idea to the next clearly, in an order that makes sense

• time is well spent; no part feels too short of too long

• has a clear and interesting introduction and conclusion

In addition to At Standard criteria: + has a memorable introduction and conclusion + connects introduction and conclusion (returns

to a story, theme, or metaphor) + effectively uses humor, stories, or metaphors

Audio/Visual Aids

• does not use aids (pictures, drawings, objects, posters, maps, recordings, slides, other electronic media, etc.)

• uses aids but they do not add much to, and may distract from, the presentation

• aids are hard to read or hear, or are messy (writing or graphics are not neat or sound is not clear)

• aids are not ready to use and are not smoothly brought into the presentation

• aids add to the presentation • aids are easy to see and/or hear, and are neat • aids are ready to use and included smoothly

into the presentation

In addition to At Standard criteria: + aids are especially creative and/or powerful + shows skill in creating aids and/or using

technology + smoothly handles problems with aids and

technological glitches, if they occur

Response to Audience Questions

• does not address the audience’s questions; says little or goes off the topic

• may answer some of the audience’s questions, but not clearly and/or completely

• may try to answer a challenging question by faking it

• answers audience’s questions clearly and completely

• when asked a question he or she does not know the answer to, says “I don’t know” or explains how the answer could be found

In addition to At Standard criteria: + answers questions in a way that adds details,

examples, or new points to the presentation + smoothly handles questions that are unclear,

off the topic, distracting, or challenging

Page 31: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

GROUP CONTRACT

Dustin, Cooney, Voudy, Jessica, Stephen, Anthony Members

Block 3 Block

Nature of Man Project

John & Voudy – Filming and Video Editing Task List

Stephen, Anthony, Jessica, Dustin– script writing Anthony – driving Everyone- individual research on specific philosophers

Group Constitution

Forward: This contract is a binding legal document and governs the group until the assigned project deadline. If the group separates, or a member is fired, the basic contract laws remain intact for both parties. However, being fired may cause work responsibilities to shift. Article I: Absence Policy a. If a group member will be absent on a day in which work is due, they must tell another group member a day in advance and have all work that they are responsible for turned in. All group members must stick to the provided agenda to have the assignments completed on time. If there will be an unexpected absence, the group member is to complete the work from home and email another group member to let them know they are gone for the day.

Page 32: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

b. Group members will contact one another if they are absent for any amount of period during the time allotted for working on the projects. Article II: Work Policy a. Any member that is mentally or physically disabled and can prove that they cannot complete the work assigned to them alone they may acquire assistance from other group members to help complete it. This will only apply for work that is group work and not individual work, and work will only be finished by that group member, and the assisting group member will not write it. b. Each group member will work to the best of their ability, making sure to complete the work is up to standards, and that they completed it with punctuality. c. If a group member commits plagiarism, they are solely responsible and incur the punishment on their own. Article III: Leadership a. At the beginning of the project, a leader will be voted upon democratically. If a group member is absent at the time of voting, they waive their right to participate in voting. The person who wins the most votes becomes the leader. If there is an unclear outcome (same number of votes for different people), the group will have no leader until one can be chosen by a revote. b. By being elected leader, the person must perform the

following duties: 1. Organize group meetings. 2. Create and enforce a group agenda to govern group progress. 3. Organize any out of school project efforts. 4. Provide communication between group members in order to

help individuals work towards the project goal.

Page 33: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

If they fail to perform these duties, or another person is also carrying them out, a revote may be taken to determine whether to obtain a new leader. c. If a leader fulfills his or her duties, they will receive the 20 extra credit leadership points at the end of the project. The current group leader will receive these points, regardless of how long they lead the group for. If no leader has been assigned, a majority vote will decide who receives the leadership points. Article IV: Work Ethics a. If a group member does not complete work they were assigned, the punishment for the infringement will be of detriment solely to the group member at fault. No negative grading shall be given to any other group members. b. At the end of the project, ‘hard workers’ will be designated by means of a democratic vote. The people voted as the top two will each receive the ten bonus points. If one candidate is voted as hard worker by a margin of 75%, they will receive 20 points. If there is a tie, the group will discuss and come to resolution or else no points will be granted to the disputed individuals. Article V: Member Dismissal a. The following conducts will result in a group member being able to be dismissed;

i. Incomplete or missing group work. ii. Plagiarism or any form of cheating. iii. If group member decides to leave under his or her own

will.

b. Any group member leaving under their own will be able to submit all their own work, while the other group members may not. Any group member fired for breaking any of the conducts

Page 34: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

under Article V-a (i-iii). will have their work taken from their possession to be used at the discretion of the original group, but not for the individual being fired. In addition, any fired member may not use any work completed by other group members, subject to punishment under Article 2-c. c. If a group member leaves under the stipulation of Article V-a (iv), they retain all the work they have already provided for the group. The original group cannot use this work or it is subject to punishment under Article 2-c. Article VI: Signature By signing this contract the following group members abide to the articles above. If any member fails to abide by the articles of this contract, they may be fired from the group given at least a 50% vote in favor of firing the individual.

The group has elected __________________________ as the project leader under Article III.

Project Leader

Signature

Page 35: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Developing Your Academy

Creating a high performance, collaborative, PBL-friendly culture

National Academy Foundation Annual Conference

July 18 – 19, 2011 San Francisco, CA

Thom Markham, Ph.D. [email protected] www.thommarkham.com

© Thom Markham 2011

Page 36: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

East Career & Technical Academy STUDENT: ____________________________ Work Ethic Rubric ~

BLOCK/PERIOD: _______

Criteria Weight EMERGING (1)

STANDARD (2)

MASTERY (3)

Work Ethic 100 points

The student is FREQUENTLY late to class (two of the five days bi-weekly) The student FREQUENTLY (3 out of five days bi-weekly) comes to class WITHOUT required materials (paper, pen or pencil, homework, etc) The student turns in LESS THAN 70% of their work in on time. 0-------------50-----------69

The student is SOMETIMES LATE to class (once biweekly) The student USUALLY comes to class with the required materials (paper, pen or pencil, homework, etc) 80% of the time or 4 of the 5 days bi-weekly. The student is USUALLY focused on their work (roughly 80% of the time), but has a tendency to become off task and distract others. The student turns in 80% of their work on time. 70-----------80------------89

The student is NEVER late to class. The student ALWAYS comes to class with the required materials (paper, pen or pencil, homework, etc) The student is focused throughout class (at least 90% of the time) and DOES NOT distract from the learning of other students. The student turns in ALL work on time. 90-----------95-----------100

*Adapted from New Technology High School & New Technology Foundation

Page 37: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Envision Schools Leadership Skills Rubric

Think critically

Manage Projects Effectively

Express themselves creatively

Communicate effectively and persuasively Collaborate productively Solve problems

resourcefully Breakthrough

Excellent

Includes all of the criteria included in

capable, and:

Reasoning is clear, logical, and thorough; interprets or calculates information accurately and creatively; supports statements with evidence

• Advanced understanding and use of project planning skills

• Meets goals in advance of deadlines

• Acquires and uses effectively original information.

• Evaluation provides new insights to project management and leanring

• Integrates concepts in previously unimagined ways

• Employs media innovatively

• Evokes emotional response from the audience

• Self and ideas “come alive” to audience

• Ideas are complex and creative

• Communication is clear and well organized

• Work is accurate and complete with consistent and superior development; shows attention to detail

• Almost no language errors are evident

• Initiates opportunities for collaboration

• Manages and resolves conflicts to achieve consensus

• Inspires groups to increase their potential

• Assumes leadership roles

• Identifies relationships between problems

• Invents new tools for solving problems

• Proposes and evaluates multiple solutions

Capable

Reasoning is clear and logical; interprets or calculates information accurately; supports statements with explanation

• Demonstrates an understanding of and uses project-planning skills.

• Sets goals and developed strategies to meet those goals in a timely manner.

• Acquires and use information and resources to implement their strategies.

• Evaluates the effectiveness of their approach.

• Develops and expresses a point of view, opinion, or idea in a unique way

• Employs artistic processes and skills using appropriate media

• Student effectively presents self and ideas to audience

• Ideas are complex • Communication is

clear and organized • Work is accurate and

fully developed • Though minor

language errors are evident, ideas are understandable

• Works well in diverse groups

• Employs personal strengths and skills for the team

• Assumes some leadership roles

• Approaches problem creatively and flexibly

• Identifies and organizes needed information

• Proposes reasonable and workable solutions

Emerging

Reasoning is unclear, illogical, or superficial; interprets or calculates information inaccurately; makes statements with little explanation

• Demonstrates lack of understanding and struggles to use project-planning skills

• Project misses deadlines

• Does not access sufficient information

• Fails to evaluate effectiveness of approach

• Produces work that is unoriginal

• Does not develop processes and skills

• Student needs greater awareness of the audience

• Ideas are not complex; copies others

• Communication is disorganized

• Work needs to be more accurate and complete

• Errors in language make ideas difficult to understand

• Participates minimally and superficially

• Rarely utilizes contributions of others

• Struggles to define collaborative role

• Approaches problems from only one perspective

• Does not take advantage of available resources

• Proposes limited or impractical solutions

Unacceptable

Page 38: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Envision Schools Leadership Skills Rubric

Page 39: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

National Academy Foundation Conference Workshop ‘Developing Your Academy’

July 18 – 19, 2011

Agenda

Time

Task

Activity Monday, 7/18 9:30 – 10:15 am Welcome/Agenda/Teams

The story of Cody

10:15 – 10:30 am The Academy Plan

What do you believe? Need to Knows

10:30 – 10:45 am Break

10:45 – 11:15 am The D&T culture: Education, Youth Development, and PBL

Thom presents Team exercise

11:15 – 12:15 pm The Academy Plan: Draft a Graduate Profile The 2011 – 2012 student

Identify your vision Core skills Core dispositions

12:15 – 1:15 pm Lunch

1:15 – 2:15 pm Share your goals Teams/whole group

2:15 – 2:45 pm The D&T culture: Creating a collaborative, high-performing culture

Review tools: Norming to performing Groups to teams Contracts and norms Skills rubrics

2:45 – 3:00 pm Break

3:00 – 4:00 pm The Academy Plan: Decide/adapt tools

Review Coach’s Guide Resource Hunt

Page 40: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Tuesday, 7/19 8:30 – 9:30 am The D&T culture:

Opening the Year How PBL fits Project Planning Process

Thom presents

9:30 – 10:15 am (includes break)

The Academy Plan: Project Planning

Teams

10: 15 – 11:00 am The D&T culture: Increasing performance

Thom Tools

11:00 – 12:00 pm The Academy Plan: The ‘Open the Year’ Plan The ‘Project-Project’ Spiraling projects

AOHT sample

12:00 – 1:00 pm Lunch

1:00 – 1:30 pm The Academy Plan: Finalize plan

Teams

1:30 – 2:30 pm The Academy Plan: Protocol and debrief

Teams

2:30 – 2:45 pm

Break

2:45 – 3:15 pm The Academy Plan: Protocol and debrief

3:15 – 4:00 pm Action planning

Thom/teams

Page 41: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

PEER COLLABORATION AND WORK ETHIC NAME OF PERSON BEING EVALUATED

CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED LEADERSHIP 25% Group member played a passive role,

generating few new ideas; tended to only do what they were told to do by others, or did not seek help when needed.

Group member played an active role in generating new ideas, took initiative in getting tasks organized and completed and sought help when needed.

In addition to the “Acceptable” qualities, the group member provided leadership to the group by thoughtfully organizing and dividing the work, checking on progress, or providing focus and direction for the project.

0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE:

FACILITATION AND SUPPORT

25% Group member seemed unable or unwilling to help others, made non-constructive criticisms toward the project or other group members or was distracted other members.

Group member demonstrated willingness to help other group members when asked, actively listened to the ideas of others, and helped create a positive work environment.

In addition to the “Acceptable” qualities, the group member would actively checked with others to understand how each member was progressing and how he or she may be of help.

0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE:

CONTRIBUTIONS AND WORK ETHIC

50% Group member was often off task, did not complete assignments or duties, or had attendance problems that significantly impeded progress on project. May have worked hard but on relatively unimportant parts of the project.

Group member was prepared to work each day, met due dates by completing assignments/duties, and worked hard on the project a most of the time. If absent, other group members knew the reason and progress was not significantly impeded.

In addition to the “Acceptable” qualities, the group member made up for work left undone by other group members, demonstrated willingness to spend significant time outside of class/school to complete the project.

0 - - - - - - - - - - - - 15 - - - - - - - - - - - - 30 34 - - - - - - - - - - - - 38 - - - - - - - - - - - - 42 44 - - - - - - - - - - - - 46 - - - - - - - - - - - - 50 EXAMPLE:

PROJECT INFORMATION PROJECT NAME: COURSE: TEACHER: DATE: / /

ADDITIONAL COMMENTS:

Page 42: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Developing Your Academy

Creating a high performance, collaborative, PBL-friendly culture

National Academy Foundation Annual Conference

July 18 – 19, 2011 San Francisco, CA

Thom Markham, Ph.D. [email protected] www.thommarkham.com

© Thom Markham 2011

Page 43: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

East Career & Technical Academy STUDENT: ____________________________ Work Ethic Rubric ~

BLOCK/PERIOD: _______

Criteria Weight EMERGING (1)

STANDARD (2)

MASTERY (3)

Work Ethic 100 points

The student is FREQUENTLY late to class (two of the five days bi-weekly) The student FREQUENTLY (3 out of five days bi-weekly) comes to class WITHOUT required materials (paper, pen or pencil, homework, etc) The student turns in LESS THAN 70% of their work in on time. 0-------------50-----------69

The student is SOMETIMES LATE to class (once biweekly) The student USUALLY comes to class with the required materials (paper, pen or pencil, homework, etc) 80% of the time or 4 of the 5 days bi-weekly. The student is USUALLY focused on their work (roughly 80% of the time), but has a tendency to become off task and distract others. The student turns in 80% of their work on time. 70-----------80------------89

The student is NEVER late to class. The student ALWAYS comes to class with the required materials (paper, pen or pencil, homework, etc) The student is focused throughout class (at least 90% of the time) and DOES NOT distract from the learning of other students. The student turns in ALL work on time. 90-----------95-----------100

*Adapted from New Technology High School & New Technology Foundation

Page 44: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Envision Schools Leadership Skills Rubric

Think critically

Manage Projects Effectively

Express themselves creatively

Communicate effectively and persuasively Collaborate productively Solve problems

resourcefully Breakthrough

Excellent

Includes all of the criteria included in

capable, and:

Reasoning is clear, logical, and thorough; interprets or calculates information accurately and creatively; supports statements with evidence

• Advanced understanding and use of project planning skills

• Meets goals in advance of deadlines

• Acquires and uses effectively original information.

• Evaluation provides new insights to project management and leanring

• Integrates concepts in previously unimagined ways

• Employs media innovatively

• Evokes emotional response from the audience

• Self and ideas “come alive” to audience

• Ideas are complex and creative

• Communication is clear and well organized

• Work is accurate and complete with consistent and superior development; shows attention to detail

• Almost no language errors are evident

• Initiates opportunities for collaboration

• Manages and resolves conflicts to achieve consensus

• Inspires groups to increase their potential

• Assumes leadership roles

• Identifies relationships between problems

• Invents new tools for solving problems

• Proposes and evaluates multiple solutions

Capable

Reasoning is clear and logical; interprets or calculates information accurately; supports statements with explanation

• Demonstrates an understanding of and uses project-planning skills.

• Sets goals and developed strategies to meet those goals in a timely manner.

• Acquires and use information and resources to implement their strategies.

• Evaluates the effectiveness of their approach.

• Develops and expresses a point of view, opinion, or idea in a unique way

• Employs artistic processes and skills using appropriate media

• Student effectively presents self and ideas to audience

• Ideas are complex • Communication is

clear and organized • Work is accurate and

fully developed • Though minor

language errors are evident, ideas are understandable

• Works well in diverse groups

• Employs personal strengths and skills for the team

• Assumes some leadership roles

• Approaches problem creatively and flexibly

• Identifies and organizes needed information

• Proposes reasonable and workable solutions

Emerging

Reasoning is unclear, illogical, or superficial; interprets or calculates information inaccurately; makes statements with little explanation

• Demonstrates lack of understanding and struggles to use project-planning skills

• Project misses deadlines

• Does not access sufficient information

• Fails to evaluate effectiveness of approach

• Produces work that is unoriginal

• Does not develop processes and skills

• Student needs greater awareness of the audience

• Ideas are not complex; copies others

• Communication is disorganized

• Work needs to be more accurate and complete

• Errors in language make ideas difficult to understand

• Participates minimally and superficially

• Rarely utilizes contributions of others

• Struggles to define collaborative role

• Approaches problems from only one perspective

• Does not take advantage of available resources

• Proposes limited or impractical solutions

Unacceptable

Page 45: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Envision Schools Leadership Skills Rubric

Page 46: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

National Academy Foundation Conference Workshop ‘Developing Your Academy’

July 18 – 19, 2011

Agenda

Time

Task

Activity Monday, 7/18 9:30 – 10:15 am Welcome/Agenda/Teams

The story of Cody

10:15 – 10:30 am The Academy Plan

What do you believe? Need to Knows

10:30 – 10:45 am Break

10:45 – 11:15 am The D&T culture: Education, Youth Development, and PBL

Thom presents Team exercise

11:15 – 12:15 pm The Academy Plan: Draft a Graduate Profile The 2011 – 2012 student

Identify your vision Core skills Core dispositions

12:15 – 1:15 pm Lunch

1:15 – 2:15 pm Share your goals Teams/whole group

2:15 – 2:45 pm The D&T culture: Creating a collaborative, high-performing culture

Review tools: Norming to performing Groups to teams Contracts and norms Skills rubrics

2:45 – 3:00 pm Break

3:00 – 4:00 pm The Academy Plan: Decide/adapt tools

Review Coach’s Guide Resource Hunt

Page 47: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

Tuesday, 7/19 8:30 – 9:30 am The D&T culture:

Opening the Year How PBL fits Project Planning Process

Thom presents

9:30 – 10:15 am (includes break)

The Academy Plan: Project Planning

Teams

10: 15 – 11:00 am The D&T culture: Increasing performance

Thom Tools

11:00 – 12:00 pm The Academy Plan: The ‘Open the Year’ Plan The ‘Project-Project’ Spiraling projects

AOHT sample

12:00 – 1:00 pm Lunch

1:00 – 1:30 pm The Academy Plan: Finalize plan

Teams

1:30 – 2:30 pm The Academy Plan: Protocol and debrief

Teams

2:30 – 2:45 pm

Break

2:45 – 3:15 pm The Academy Plan: Protocol and debrief

3:15 – 4:00 pm Action planning

Thom/teams

Page 48: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

PEER COLLABORATION AND WORK ETHIC NAME OF PERSON BEING EVALUATED

CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED LEADERSHIP 25% Group member played a passive role,

generating few new ideas; tended to only do what they were told to do by others, or did not seek help when needed.

Group member played an active role in generating new ideas, took initiative in getting tasks organized and completed and sought help when needed.

In addition to the “Acceptable” qualities, the group member provided leadership to the group by thoughtfully organizing and dividing the work, checking on progress, or providing focus and direction for the project.

0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE:

FACILITATION AND SUPPORT

25% Group member seemed unable or unwilling to help others, made non-constructive criticisms toward the project or other group members or was distracted other members.

Group member demonstrated willingness to help other group members when asked, actively listened to the ideas of others, and helped create a positive work environment.

In addition to the “Acceptable” qualities, the group member would actively checked with others to understand how each member was progressing and how he or she may be of help.

0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE:

CONTRIBUTIONS AND WORK ETHIC

50% Group member was often off task, did not complete assignments or duties, or had attendance problems that significantly impeded progress on project. May have worked hard but on relatively unimportant parts of the project.

Group member was prepared to work each day, met due dates by completing assignments/duties, and worked hard on the project a most of the time. If absent, other group members knew the reason and progress was not significantly impeded.

In addition to the “Acceptable” qualities, the group member made up for work left undone by other group members, demonstrated willingness to spend significant time outside of class/school to complete the project.

0 - - - - - - - - - - - - 15 - - - - - - - - - - - - 30 34 - - - - - - - - - - - - 38 - - - - - - - - - - - - 42 44 - - - - - - - - - - - - 46 - - - - - - - - - - - - 50 EXAMPLE:

PROJECT INFORMATION PROJECT NAME: COURSE: TEACHER: DATE: / /

ADDITIONAL COMMENTS:

Page 49: In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

WORK ETHIC RUBRIC -- Polaris High School/Prospect Middle School STUDENT: __________________________________

Criteria Weight EMERGING

STANDARD

MASTERY

Work Ethic

100 points

• FREQUENTLY late to class

• FREQUENTLY comes to class WITHOUT required materials

• LESS THAN 70% of work turned in on time.

• ABSENT two or more days per week.

• RARELY works in class and distracts learning of other students.

• SHOWS no or little initiative in helping other students achieve.

• SHOWS little ability to work in team.

• REGUARLY requests hall pass during class.

• RARELY does any work outside of class.

0-------------50-----------69

• SOMETIMES LATE to class

• USUALLY comes to class with the required materials.

• TURNS in 80% of their work on time.

• USUALLY attends class. • FOCUSED on work

during class roughly 80% of the time.

• REGULARLY assists other students.

• ABLE to work in team when necessary.

• OCCASIONALLY requests hall pass.

• WILLING to do work outside of class.

70-----------80------------89

• NEVER late to class. • ALWAYS comes to class with

the required materials. • TURNS in ALL work on

time • ALWAYS attends class,

except when sick. • FOCUSED throughout class

at least 90% of the time. • ALWAYS assists other

students. • WORKS WELL in team. • RARELY requests hall pass

during class. • ALWAYS willing to do work

outside of class to meet goals.

90-----------95-----------100 *Adapted from New Technology High School & New Technology Foundation

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The Coach’s Guide

The Project Design Cycle

A planning guide for your project Project title: __________________________________________________________

Participants: __________________________________ __________________________________ __________________________________ __________________________________

Date: ______________ School: __________________________________________

© 2011 Thom Markham, Ph.D.

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Overview of the Project Design Cycle

Plan Backwards

Build the Assessment

Facilitate the Teams

Keep the End in Mind

Identify the Challenge

Craft the Driving

Question

Enroll and Engage

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The Design Cycle begins with generating an authentic challenge. Start with big ideas, not standards. Then capture the challenge in the form of a Driving

Question that will guide and engage students during the project.

Identify the Challenge

1. Summarize the authentic challenge in this project: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Share your ideas with a colleague. Discuss the following: Can you make the challenge more authentic and more likely to lead to deeper learning?

Review the scope of the challenge. Do you need to make it more manageable? Can students refine the challenge? Put a ‘soft focus’ on your standards. Does the challenge help students learn the content of your course? How will students ‘solve’ the challenge and present their solutions at the end of the project? 3. What concepts will students learn in the project? _____________________________________________________________________ _____________________________________________________________________

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Craft the Driving Question Draft a Driving Question for the project:

Using a Project Development rubric, discuss your draft question with colleagues. Refine and redraft the question as necessary.

Preliminary Driving Question for the project:

The final Driving Question may change as you proceed in your planning. Keep the

space below blank until you complete your planning. Final Driving Question for the project:

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Start outlining the project

Plan Backwards – Section 1 Imagine your student sat the end of the project. What will they know? How will they behave? How will they be different? 1. Describe the skills that students will learn in the project.

2. Describe the personal strengths or habits of mind that students will learn in the project.

3. List or describe the key concepts that students will learn in the project.

4. List critical content gaps that must be taught in the project.

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Plan Backwards – Section 2 1. How will the project involve the community or allow students to interact with other adults?

2. Fill in the Project Schedule. Share your schedule with a colleague. What did they notice?

3. If necessary, prune and revise the Project Schedule.

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Use the next two boxes to focus on evaluation and grading

Build the Assessment – Section 1

1. Define the products and artifacts for the project:

Product or

artifact

Early

Middle

End

Graded?

Assessment Tool

2. Choose and refine the rubrics for the project. Attach the rubrics to the Project Design Cycle form. 3. How will you evaluate personal strengths? ______________________________________________________________________________________________________________________________________ ___________________________________________________________________

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outcomes for the project?

Build the Assessment – Section 2

4. Fill in a grading matrix for the project.

Product

Tool

Weight

5. How will students answer the Driving Question? _________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Notes on grading. _________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________

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Use the next three planning boxes to guide the PBL process.

Enroll and Engage 1. Plan the first two days of the project. Check tools to be used to begin the project. Entry event _____ Handouts _____ Need to know _____ Review rubrics _____ Contract _____ Refine DQ _____ Set norms _____ Protocol _____ Review timeline ___ Form teams _____ Exemplars _____ 2. Create the Entry Event for the project. Attach to the Project Design Cycle form.

Facilitate the Teams 1. How will you form teams? ____________________________________________________________________ 2. List team building/training plans: ____________________________________________________________________ ___________________________________________________________________ 3. Other considerations for effective teams: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Keep the End in Mind

1. Plan for exhibition or public event. ________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________ 2. How will student work be shared publicly? ________________________________________________________________________________________________________________________________________________________________________________________________ 3. How will students reflect on their performance? ________________________________________________________________________________________________________________________________________________________________________________________________ 4. How will students celebrate their success? ________________________________________________________________________________________________________________________________________________________________________________________________

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NEW TECHNOLOGY FOUNDATION PROJECT DEVELOPMENT RUBRIC

PROJECT: _____________________________ AUTHOR: _____________________________

CRITERIA UNSATISFACTORY

(Below Performance Standards) PROFICIENT (Minimal Criteria)

ADVANCED (Demonstrates Exceptional Performance)

Goals

• Goals of the project do not seem to be tied to any specific content area standards or are not rigorous enough to challenge the students

• Goals of the project seem to address only the lowest levels of critical thinking

• The goals of the project are tied to specific content area standards and 21st

• Goals are rigorous enough to challenge all students. Century Skills

• Goals of the project require the students to use high-order critical thinking skills.

In addition to meeting the PROFICIENT criteria … • Goals of the project are clearly defined and successfully

integrate content standards from multiple subject areas

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

Entry Doc or Event

• Entry document or event seems unlikely to engage the student’s curiosity.

• Entry document or event fails to create a realistic role or project for the students

• Task seems unclear and does lead to a list of content-based “need to knows” or next steps.

• Entry document or event fails to establish a timeline

• Entry document or event fails to externalize the enemy

• Entry document or event seems likely to engage the student’s curiosity in a realistic scenario

• Entry document or event establishes a clear role and task for the students.

• Entry document or event leads to a list of content-based “need to knows” and next steps

• Entry document or event establishes a clear timeline and assessment criteria

• Entry document or event successfully externalizes the enemy

In addition to meeting the PROFICIENT criteria … • Entry document or event engages the students in a real

world problem that they can help solve • Entry document creates a thorough list of relevant,

content specific “need to knows” • Project is launched with the help of outside person or

entity

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

Planning

• The project plan may be a good idea, but little thought has been put into how to implement the idea in the classroom

• No thought has been put into the resources and materials required for this project

• The project has a general outline including the various phases and student activities

• Some thought has been put into resources and materials that are required for this project

• The project has a list of student products

• The project plan includes a detailed description of the various phases with progress checks and benchmarks

• The project has a complete list of resources and materials • The project has a well thought out plan for implementation • The project includes a description of student products and

how they will be evaluated against the project goals 0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

Scaffolding

The project lacks appropriate activities designed to help students… • work as an effective team on a long term project • reflect on their “need to knows” and to develop next

steps • understand the content and make use of the

resources available (including any necessary remediation that might be needed)

The project has appropriate activities designed to help students… • work as an effective team on a long term project (time

management, collaboration, etc) • reflect on their “need to knows” and to develop next steps • understand the content and make use of the resources

available (including any necessary remediation that might be needed)

The project has differentiated activities designed to help individual students and groups … • work as an effective team on a long term project • reflect on their “need to knows” and to develop next steps • understand the content and make use of the resources

available (including any necessary remediation that might be needed)

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

Assessment

• Rubrics are not developed, don’t seem tied to the goals of the project, or are unusable by students

• Evaluation does not include use of school-wide rubrics

• The rubric is designed to clearly lay out expectations of the final product as defined by the goals of the project

• Evaluation includes the use of school-wide rubrics • Rubrics are easy for students to use in self- and peer-

assessment activities.

• Several rubrics are used to evaluate multiple individual and group products based on the stated content and 21st

• Assessment includes input from outside sources

Century goals of the project.

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

End Product

• End product does not demonstrate understanding and application of content standards

• End product is not authentic • End product is not age level appropriate

• End product clearly demonstrates understanding and application of content standards

• End product is authentic and reflects real world work • End product is tailored to age and skill level of students

• End product is composed of multiple opportunities for students to demonstrate their learning (multiple products)

• End product will be used by an outside person or entity • End product incorporates the use of a variety of media

0 - - - - - - - - - - - - 8 - - - - - - - - - - - - 16 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - -24 - - - - - - - - - - - - 25

COMMENTS: New Technology Foundation 2001-2005

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Using Professional Learning Community Protocols to Launch and Sustain Project Based Learning

Six Key Protocols...

Collaborative

Project Design

...to help PBL blossom at your

school.

Project Peer

Reviews using Critical

Friends

Inquiry Circles

Post Project Reviews

Looking at

Student Work

Sessions

Lesson Study

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PLC Protocol # 1 - Collaborative Project Design

Overview To sustain project based learning, school leaders should provide collaboration time for teachers to continue to design and fine-tune projects. It is helpful to designate a person to support teachers in this process on an ongoing basis. If grade level, subject area, or interdisciplinary teams are expected to collaboratively plan projects, they should be scheduled to meet together. Shared file systems, including Google documents, can be very helpful in the planning process.

Resources BIE Project Planning Form

BIE Project Teaching and Learning Guide

BIE Project Calendar

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Project Planning Form

Name of Project: Duration: Class(es): Semester: Content/Curriculum areas to partner with

Project Idea (investigation, scenario, problem, challenge, issue, etc.)

Entry Event (grabber) to launch inquiry and spark curiosity

The Driving Question, Problem or Challenge Statement or Issue

Content and Skills Standards addressed:

Insert link or copy and paste on bottom of planning form

T P T P Partnership for P21 Skills to be taught (T) and practiced (P): Check all that apply

Critical Thinking/Problem Solving � � Social Literacy and Cross/Multi-Cultural Literacy � � Communication (oral and written) � � Productivity and Accountability � � ICT Literacy � � Leadership and Responsibility � � Collaboration � � Financial, Economic and Entrepreneurial literacy � � Information Literacy � � Civic Literacy � � Flexibility and Adaptability � � Health Literacy � � Initiative and Self-Direction � � � �

Presentation

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Audience Student work

Major group product(s):

Class School Community Experts Web Other

Major individual product(s):

Assessment &

Reflection

Rubric(s) I’ll use (check all that apply)

Collaboration � Content Knowledge � Critical Thinking � CTE Competencies � Oral Communication � Physical Education skills � Written Communication � Physical Education skills � Visual/Performing Arts � �

Other assessments, benchmarks & checkpoints (check all that apply)

Quizzes/tests � Practice presentations � Self-evaluations � Notes � Peer evaluations � Checklists � On-line tests/exams � Concept Maps �

Reflections Survey � Focus group � Discussion � Learning plan � Journal write/learning log � �

Resources

On-site personnel: Technical (equipment) Community resources Material resources

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P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: Course/Semester:

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

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P R O J E C T C A L E N D A R Project: Start Date:

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

P R O J E C T W E E K T W O

P R O J E C T W E E K T H R E E

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PLC Protocol #2 - Project Peer Reviews using Critical Friends

Overview

On the second day of the BIE PBL 101 session, the teachers engage in a project peer review using the Critical Friends protocol. This powerful experience provides teachers with helpful information to revise their project plans, but it also cultivates a positive, reflective culture among the teachers. To sustain project based learning after the session, school leaders should schedule and facilitate additional project peer review sessions. During the review session, teachers form a circle and the facilitator reviews the protocol steps, facilitates the review session, and serves as the time keeper. If the group is a reasonable size, all members can participate in the session. If the group is too large, the facilitator can utilize a fishbowl format and form an inner and outer circle for the session. There are two format options for project peer reviews using Critical Friends. One option is to have the group provide general feedback about any aspect of the project plan. In schools in more advanced stages of PBL implementation, it can be helpful to identify a few qualities of project design on which to focus during the project peer review. This way, participants can provide more focused feedback based on identified qualities that teachers can use in making revisions. Examples of qualities on which to focus during a peer review are authenticity and alignment between the learning targets, driving question, products, and teaching and learning activities.

Resources

Project Peer Review Agenda Template

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Project Peer Review Agenda Template Date: Time: Location: Facilitator: Project Plan Presenter: Learning Targets: *I can review a project plan and evaluate the degree to which:

The driving question, end products, rubrics, and key learning experiences are aligned and linked to standards. The project is authentic. The directions for products and performances are clear. The project is structured so that students can work in high-performance teams. The project is effectively scaffolded and incorporates research-based instructional strategies. The rubric clearly articulates the criteria for success to enable students to easily use the rubric to evaluate their work during the

revision process. *These are only examples of learning targets. Include learning targets on which you intend to focus during the peer review. It can be powerful to “zero in on” one or two aspects of the plan instead of attempting to provide feedback about all facets of the project plan. Remember: The purpose of the review is to provide concrete, helpful feedback that the teacher can use to make revisions. Report (5 minutes): Teacher/s provide details on the driving question, project overview, hook and student products.

1. What is the driving question for your project? 2. What key standards and 21st

3. What will the students create? Describe both group and individual performances and products. century skills will you address in your project?

4. What is the duration of the project? 5. How will you launch the project to spark student curiosity and propel students into learning? 6. What strategies will you use to scaffold instruction?

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7. What tool/s will you use to evaluate student work. (Share the rubric/s.) 8. How will you structure collaborative inquiry? How will students work in teams to find answers to questions and create high-quality

products? Clarifying the air (2 minutes): Audience asks short, clarifying questions. Good stuff (3 minutes): Audience shares details of what they liked about project. Wondering stuff (3 minutes): Audiences shares details of their concerns and unanswered questions. Next stuff (3 minutes): Audience shares their thoughts on resources and improvements. Reflection(3 minutes): Audience and group talk. Optional - Participants score the project with a project design rubric and give copies to the presenters.

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PLC Protocol # 3 - Looking at Student Work Sessions

Overview

Looking at Student Work sessions are a common component of a lesson study process. However, they can be facilitated separately as a professional professional development activity. A Looking at Student Works session can be a wonderful next step after a PBL 101 session for many reasons. The experience provides teachers with an opportunity to look at the outcome of a first project – authentic student work. It also provides teachers the opportunity to have healthy discussions about what, in fact, constitutes “high quality” work. Products can be formative or summative assessments, but should be authentic and have a performance continuum that makes it possible to score the assessment with a rubric. Teachers can be grouped by grade level or subject area, but work samples from one grade level or course should be selected to review during the session. In small schools in which only one person teaches a grade or course, it might be necessary to form teams across grade levels or interdisciplinary teams.

Examples:

1st, 2nd, and 3rd grade teachers look at 2nd

6

grade project work. th -12th

9

grade Math teachers look at Algebra 1 project work. th -12th grade English and History teachers look at English work from a 10th

grade interdisciplinary project.

Many PBL schools schedule and facilitate 4 to 6 looking at student work sessions annually – some with even greater frequency.

Resources Looking at Student Work Process Looking at Student Work Chart Looking at Student Work Reflection Sheet

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Looking at Student Work Process Materials:

1. Authentic student work samples from each teacher. (Cover student name; number pages; 1 packet for each teacher) 2. Directions and rubric for the assignment 3. Chart Paper – Record the following on chart paper:

# At

Standard Not at

Standard Evidence for the Judgment

1 2 3 4 5 6 7

Purpose of Looking at Student Work session:

Reflect on success of the use of an instructional protocol or practice. Refine learning targets. Make sure that your rubric really defines standards mastery.

STEPS:

1) Distribute student work packets. 2) Review the standard addressed and the directions for the assessment. (If the assessment identified more than one standard, identify one standard on

which to focus during the Looking at Student Work session.) 3) Working with student work item # 1, review the student work and decide whether it is “at standard” and provides evidence for the judgment. (Record

notes on chart.) 4) Continue with all student work items. 5) Share findings 6) Discuss student work items on which the group lacks consensus. 7) Discussion item:

a) What are the strengths for all of these products?

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b) What are the weaknesses for all of these products? c) What are the implications for instruction? (Do we need to revise the task? Do we need to re-instruct any or all aspects of the standard?)

8) Review the rubric. a) Review the proficient strand. b) Is the language that describes proficiency accurate?

*Adapted from Lesson Study Protocol by Mary Camezon.

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Looking at Student Work Chart

# At Standard

Not at Standard

Evidence for the Judgment

1

2

3

4

5

6

7

*Adapted from Lesson Study Protocol by Mary Camezon.

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Looking at Student Work Reflection Sheet

What are the strengths for all of these products?

What are the weaknesses for all of these products?

What are the implications for instruction? (Do we need to revise the task? Do we need to re-instruct any or all aspects of the standard?)

*Adapted from Lesson Study Protocol by Mary Camezon.

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PLC Protocol # 4 - Lesson Study

Overview In Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad, the authors address the importance of creating professional learning systems to bolster teaching quality and student achievement. One professional development strategy described in the report that has proven to be effective in high-achieving countries is Japan's lesson study approach. The lesson study approach, when used to review scaffolded lessons in a project, can be very helpful in sustaining project based learning. The following excerpt from the report provides an overview of the lesson study process:

Japan’s Lesson Study Approach to Professional Development In Japan kenkyuu jugyou (research lessons) are a key part of the learning culture. Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve a specific goal (e.g., students becoming active problem-solvers or students learning more from each other) in collaboration with other colleagues. A group of teachers observe while the lesson is taught and usually record the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or checklist observations that focus on areas of interest to the instructing teacher (e.g., how many student volunteered their own ideas). Afterwards, the group of teachers, and sometimes outside educators, discuss the lesson’s strengths and weakness, ask questions, and make suggestions to improve the lesson. In some cases the revised lesson is given by another teacher only a few days later and observed and discussed again (Fernandez, 2002; Pang, 2006; Barber & Mourshed, 2007). Teachers themselves decide the theme and frequency of research lessons. Large study groups often break up into subgroups of 4-6 teachers. The subgroups plan their own lessons but work toward the same goal and teachers from all subgroups share and comment on lessons and try to attend the lesson and follow up discussion. For a typical lesson study, the 10-15 hours of group meetings are spread over 3-4 weeks. While schools let out between 2:40 and 3:45 pm, teachers’

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work days don’t end until 5:00 pm, which provides additional time for collegial work and planning. Most lesson study meetings occur during the hours after school lets out. The research lessons allow teachers to refine individual lessons, consult with other teachers and receive feedback based on colleagues’ observations of their classroom practice, reflect on their own practice, learn new content and approaches, and build a culture that emphasizes continuous improvement and collaboration (Fernandez, 2002).

Source: Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.

In project based learning, teachers facilitate lessons to build background knowledge for inquiry and scaffold the inquiry process. Although PBL teachers use a variety of formats for lesson design, one common lesson planning framework is the workshop model. The following resource, the PBL Workshop Study Protocol, is an adaptation of lesson study concept for schools that use the workshop model. A workshop study can be a next step after a looking at student work session. (We analyzed student work and determined the strengths and weaknesses and implications for instruction. Now what? Design a workshop to respond to student needs!)

Resource PBL Workshop Study Protocol PBL Workshop Planning Template PBL Workshop Study Protocol - Looking at Student Work Process PBL Workshop Study Protocol - Looking at Student Work Chart PBL Workshop Study Protocol -Looking at Student Work Reflection Sheet

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PBL Workshop Study Protocol

Definition of a PBL Workshop: In project based learning, teachers design workshops to build background knowledge for inquiry, teach skills, and guide students through the process of developing high-quality projects. The workshop model is based on the learning theory that knowledge emerges in a community of activity, discourse, and discussion. The workshop model is a lesson planning framework that is compatible with inquiry-based curriculum design models like project based learning because workshops create the conditions for investigating, inquiring, discussing, collaborating, and constructing. In That Workshop Book, Samantha Bennett introduces the workshop model in the following way:

What does it look like when students are doing the work of thinking? The work of learning? The work of achieving? The work of becoming better human beings? Literally and metaphorically, it looks like a workshop, a place where works— concrete demonstrations of understanding—are created.

Components of the Workshop Model: 1. Mini-Lesson Teachers plan a hook to build students’ curiosity and motivation an introduction that clarifies the learning target(s) a model to show students what is expected. Examples:

Think-aloud Interactive conversation Simulation Role-play Critique

2. Practice/Application Students work individually and/or in pairs and/or In small groups (It may be appropriate to bounce back and forth between mini-lessons and practice/application sessions for scaffolding purposes.) 3. Assessment for Learning

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Students and teachers assess progress toward the learning target(s) by: conferring during practice/application keeping running records building an anchor chart teachers can scribe students can scribe students can write sticky notes discussing ideas with a small group recording thoughts on a recording form or in a learning log/journal

Teachers plan their next instructional steps based on the assessment information. Definition of a PBL Workshop study: The process by which a group of teachers who are implementing the same project choose a skill or concept that students are having difficulty mastering, develop a PBL Workshop (or a series of workshops) to uncover the topic or address the skills and ensure that as many students as possible succeed, facilitate the workshop, and review the student work products to determine its effectiveness.

Process

Phase 1: In a collaborative group: Review formative assessment data (authentic student work) 4. Collaboratively review authentic student work. What are the strengths of the student work? What are the areas that prompt further

instruction? 5. Use the results to determine the focus of the workshop to be developed. 6. Review and unpack the focus standards. 7. Create the learning targets.

Phase 2: In a collaborative group: Designing the PBL workshop to teach the learning targets

*See PBL Workshop Planning Template.

Phase 3: In a collaborative group: Review the student work products to determine the degree to which students mastered the skills and knowledge

Gather data or student work samples to bring to the meeting

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Review the item analysis/student work to determine how many students mastered the skills and knowledge Determine the areas of strength and weakness Begin the process of PBL Workshop study again

Many schools offer teachers an opportunity to observe their peers facilitate the workshop either through classroom or videotaped observation.

Recommended Reading: That Workshop Book by Samantha Bennett Heinemann Publishing Adapted from Lesson Study Protocol by Mary Camezon.

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PBL Workshop Planning Template Concept/Comprehension/ Writing Strategy or Skill to be taught: Learning Target(s): Introduction How will you introduce this strategy? How will you hook the students? Mini Lesson for independent practice – (The teacher models the strategy/ activity with no student interruptions). *Purpose: Prepare kids for truly independent work so teacher can assess, confer, etc.

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Application/Practice – (Students practice what has been modeled by the teacher)

Are students going to work with the same text that was modeled, finishing the text if you did not, or are they going to work with a new text? What are students going to do individually first, and what are they going to do in their small groups? Will they need a response sheet or any other materials? *Teachers confer (individuals or invitational groups) OR do formative assessments.*

Small Group Individual Work

Materials

Share/Debrief (Teacher and students discuss work that was done). How are students going to report out on the work they have done during Application/Practice? How will students’ responses be recorded? Debrief Questions:

Source: Expeditionary Learning Schools

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PBL Workshop Study Protocol

Looking at Student Work Process Materials:

• Student work samples from each teacher. (Cover student name; number pages; 1 packet for each teacher) • Chart

# At

Standard Not at

Standard Evidence for the Judgment

1 2 3 4 5 6 7

Purpose of Looking at Student Work session:

• Reflect on success of the use of an instructional protocol or practice. • Refine learning targets. • Make sure that your rubric really defines standards mastery.

STEPS:

9. Distribute student work packets. 10. Review the standard addressed and the directions for the assessment. (If the assessment identified more than one standard, identify one

standard on which to focus during the Looking at Student Work session.) 11. Working with student work item # 1, review the student work and decide whether it is “at standard” and provides evidence for the judgment.

(Record notes on chart.) 12. Continue with all student work items. 13. Share findings

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14. Discuss student work items on which the group lacks consensus. 15. Discussion item:

1. What are the strengths for all of these products? 2. What are the weaknesses for all of these products? 3. What are the implications for instruction? (Do we need to revise the task? Do we need to re-instruct any or all aspects of the standard?)

16. Review the rubric. 1. Review the proficient strand. 2. Is the language that describes proficiency accurate?

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PBL Workshop Study Protocol

Looking at Student Work Chart

# At Standard

Not at Standard

Evidence for the Judgment

1

2

3

4

5

6

7

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PBL Workshop Study Protocol

Looking at Student Work Reflection Sheet

1) What are the strengths for all of these products? 2) What are the weaknesses for all of these products? 3) What are the implications for instruction? (Do we need to revise the task? Do we need to re-instruct any or all aspects of the standard?)

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PLC Protocol # 5 - Post Project Reviews

Overview After finishing a project, it is important to provide teachers with an opportunity to reflect upon the success of the project. The Post Project Review is a protocol that provides a framework for looking at the success of the project from many different angles. The protocol is very comprehensive and could possibly overwhelm a teacher. For some teachers who are new to PBL, it might be helpful to select a few qualities on which to focus for an initial review. If the project is launched by a team of teachers, it is helpful to reflect on the success of the project as a team. The person designated to support teachers in the PBL process should serve as the facilitator and a teacher should be identified to record the reflection notes. The protocol includes discussion questions that can be used during the post project review and a space to record notes. After facilitating the post project review meeting, the teacher or team should select and archive work samples and upload the project plan, related documents, and reflection notes in a space designated for archiving curriculum documents.

Resource: Teacher's Post Project Review

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Teacher's Post-Project Review

Project: Teacher: Date: *Select the items upon which you would like to reflect. Delete the rows that you do not intend to discuss during the reflection. Project idea, design, and implementation considerations

Sample Discussion Questions Reflections

1. Student engagement

What was the level of student engagement during the project?

What key aspects of the project design or delivery contributed to the level of student engagement?

2. Overall idea for the project

What reflections do you have about the overall idea for the project?

3. Overall results for student learning

What goals did you establish regarding student performance on the culminating products?

To what degree did you achieve your goals? What key aspects of the project design or delivery

contributed to the overall results for student learning?

4. Authenticity of project tasks and products

Did the project focus on actual community issues? If so, what issues? If it did not, could it be refined to focus on actual issues?

Was the project useful to an outside audience? Did

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Project idea, design, and implementation considerations

Sample Discussion Questions Reflections

it meet an authentic need? If it did not, could it be refined to meet an authentic need?

Did students present to an audience beyond families or the classroom teacher? If not, would this enhance the project?

Were students required to consider multiple perspectives on issues? If not, could the project be refined to enable them to do so?

Were experts from the community utilized to help students critique their work against professional standards? If not, would this enhance the project?

5. Quality and Use of Driving Question

Were your students able to easily read and comprehend the driving question?

The driving question should clearly state the purpose of the project and give a focus to all of the tasks students do. To what degree did your driving question accomplish this?

How effectively did your students answer the driving question in completing their products and performances?

What strategies did you use to maintain a focus on the driving question throughout the project?

Do you plan to refine the driving question before launching this project in the future?

6. Scope: Length of time Complexity Number of subjects/people/

Would you adjust the scope of the project before launching this project in the future? Duration? Complexity? Interdisciplinary planning?

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Project idea, design, and implementation considerations

Sample Discussion Questions Reflections

organizations involved Use of technology

Involvement with local experts? Use of technology?

7. Selection of content standards

To what degree did the project demand breadth and depth of specific knowledge of central concepts?

To what degree were the driving question, end products, rubrics, and key learning experiences aligned and linked to the selected standards?

8. Selection of appropriate 21st

What 21

century skills

st

Would you add any additional 21 century skills did you teach and assess?

st

century skills in subsequent projects?

9. Selection of culminating products and performances

How well did your culminating products and performances align with your intended outcomes?

How authentic were the products and performances? (How similar was the student work to the work that people in the professional world would do if they were involved in a similar project?)

10. Effectiveness of entry event

How effective was your entry event in sparking student interest and igniting their curiosity?

Did your entry event cause your students to pose questions about the topic and tasks?

Would you make any revisions to your entry event or adjust your approach when launching the project in the future?

11. Quality of rubrics

Ideally, your rubrics clearly articulate the criteria for success to enable students to easily use the

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Project idea, design, and implementation considerations

Sample Discussion Questions Reflections

rubric to evaluate their work during the revision process. To what degree did your rubrics accomplish this?

Did you use your rubric as a teaching tool? 12. Quantity and mix

of scaffolding and learning activities

How well did you build your students' background knowledge for inquiry?

How effective was your project “scaffolding”. (To what degree did you provide the necessary amount of skill instruction, mini-lessons, and use of models and drafts to build the understanding and skills needed to produce high quality work?)

13. Ability of students to work well in groups

How well did the students work in groups? How did your selected project management

strategies/structures contribute to your students' level of success with team work?

14. Ability of students to work well independently

How well did the students work independently? How did your selected project management

strategies/structures contribute to your students' level of success in working independently?

15. Ability of students to use inquiry skills and think deeply

What did you observe about your students' ability to use inquiry skills and think deeply about the topic of study?

16. My management of the process, coaching of students, and providing of

What role did you play while students were engage in group work?

How did you respond when students needed support?

To what degree did you promote a culture of

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Project idea, design, and implementation considerations

Sample Discussion Questions Reflections

support independence? 17. Involvement of

other adults What role did adults from the community, or other

places beyond the community, play in your project? Were they involved in helping you design the

project? Teaching the students? Critiquing work against professional standards?

Were they helpful? Would you make any adjustments in the way in which you used these resources in the future?

18. Adequacy of resources

Would you make any adjustments to the resources that you provided students to help them engage in inquiry?

Adapted from Teacher's Post Project Review (pg. 134): Larmer, J., Ross, D., Mergendoller, J., Ravitz, J. (2009). PBL starter kit. Buck Institute for Education, Novato, CA.

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PLC Protocol # 6 - Inquiry Circles

Overview

The Inquiry Circles protocol, which replaces the “book club” format used in many schools, enables school leaders to model the inquiry process with teachers. The process could include the entire staff or a group of teachers who have a common challenge or question to explore regarding PBL implementation. The process is powerful because teachers strengthen their understanding of PBL by providing an opportunity to actually engaging in inquiry.

Resource Inquiry Circle Protocol

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PLC Inquiry Circle Protocol Craft a Driving Question for Inquiry Example: What is the most effective way to scaffold inquiry in Kindergarten? Share an Entry Event Example: Watch a compelling video clip. Build Background Knowledge Examples: Distribute (or, post on-line) research journals. Read a common article that introduces the topic. Generate Research Questions Generate individual research questions – What are you wondering about this topic? (Record in research notebooks.) Whole-group Sharing of Research Questions– Record on anchor chart. Form Expert Groups Cluster research questions/topics into subtopics. Shape topics into specific topics for research groups (Umbrella topic – DQ). Share with participants and allow participants to self-select groups Inform group about literature, reading schedule, and final product

Each research group will need to identify their specific key research questions related to

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their topic and the driving question and determine how they will creatively share their findings with the larger group in the form of an authentic product. (Encourage participants to be creative!) Encourage participants to go beyond the selected text to search for answers to their research questions. (Interviews, classroom observations, articles, videos, etc...)

Facilitate Inquiry Facilitate a series of meetings in which participants work in their inquiry groups to discuss the text, search for answers to their research questions, and continue to develop new questions.

Share Knowledge Teams (creatively!) present their findings to one another during a scheduled meeting. Teams determine next steps - How can we incorporate our findings into our practice? Sharing with larger group

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Pulling it all Together – Developing a Plan to Sustain PBL

Overview We know from experience that PBL cannot be parachuted into a teacher's classroom – or into a school. PBL 101 is the first step of a lengthy process of transforming a school into a truly project-based community. The use of protocols in the professional learning community can be very effective in sustaining PBL, but you'll need a written plan to carry this out. It is helpful to involve stakeholders, especially teachers, in crafting the plan. The attached PBL Implementation Planning Template is designed to help you in the process. Like all school plans, it should be developed collaboratively, shared with the people who will be impacted, and the individuals involved should have an opportunity to reflect upon the success of the plan.

Resource PBL Implementation Planning Template

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PBL Implementation Planning Template Name of School: Planning Team Members: Date: Summary of PBL Training/Coaching to Date: (Site visits to PBL schools, participation in PBL 101, etc...) CURRICULUM DEVELOPMENT (For elementary schools) What model will you utilize for PBL implementation? (Full, partial, or separate) How frequently will teachers meet in grade level or subject area teams to collaboratively design projects and related materials? Who will support teams through the ongoing curriculum development process? What technological tools will be used to enable teams of teachers to collaborate on the design of projects? (Google shared documents? Wikis?) Where will project plans and related documents be archived? How many projects would you like the PBL 101 participants to implement next year?

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PROFESSIONAL LEARNING COMMUNITY PLANNING What Professional Learning Community protocols will you incorporate to launch and sustain PBL?

Professional Learning

Community protocol

Tool How frequently will this happen

next year?

Which teams will participate? Who will facilitate?

Collaborative project design

BIE Project Planning form?

Lesson Study Process

Workshop Study Protocol?

Looking at Student Work Sessions

Looking at Student Work Protocol?

Project Peer Review Process

Project Design Rubric and Critical Friends?

Inquiry Circles

Inquiry Circles Template?

*Paste the PLC tools that you plan to use into this document.

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CLASSROOM WALK-THROUGHS How frequently will you observe PBL implementation in classrooms? *What observation tool will you use? How will you share the tool with teachers? *Paste the observation tool that you plan to use into this document. Will teachers have an opportunity to observe PBL implementation in other classrooms? How frequently? How will the observations be structured? STAFF DEVELOPMENT What additional support will your teachers need to launch and sustain PBL? What additional professional development will your teachers receive this year to enhance PBL implementation? CALENDAR OF PLC AND PROFESSIONAL DEVELOPMENT ACTIVITIES Create a calendar of PLC and professional development activities. REFLECTING UPON THE LEVEL OF SUCCESS How will you know if you are successful? *It is helpful to develop or adopt a PBL implementation rubric that defines the criteria for success.

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STEM Scoring Rubric Subject:

Team Members:

21st Century SKILLS Points EMERGING PROFICIENT COMMENDED BREAKTHROUGH

Critical Thinking

• Reasoning is unclear, illogical or

superficial. • Interprets or calculates

information inaccurately. • Makes statements with little

explanation.

• Reasoning is clear and logical. • Interprets or calculates

information accurately. • Supports statements with

explanations.

In addition to meeting the PROFICIENT criteria … • Reasoning is thorough. • Uses creativity. • Supports statements with

evidence.

0 - - - - - - - -3 - - - - - - - - - 5 6 - - - - - - - - - - - - - - - - - - - - 7 8 - - - - - - - - - - - - - - - - - - - 9 10+

Technology

• Materials detracted from content

or purpose of presentation or were of such low quality as to discredit speaker

• Information shown has substantial inaccuracies

• Materials added, did not detract from presentation.

• Materials used were quality products; easy to see and hear.

• Information shown is mostly accurate.

In addition to meeting the PROFICIENT criteria … • Creatively integrated a

variety of objects, charts and graphs to amplify the message.

• Information shown is all accurate.

0 - - - - - - - -- - - - - - - - - - 2 3 4 5+

Oral Communication

TIME:

• Speaker was hard to hear or

understand. • Voice or tone distracted from

purpose of presentation. • Excessive use of verbal fillers. • Little eye contact with audience. • Poor or slouchy posture. • Attire was inappropriate for

audience. • Time was not used appropriately.

• Speaker was easy to hear and understand.

• Speaks clearly, correctly and without verbal fillers.

• Strong eye contact with entire audience.

• Posture conveyed confidence. • Attire was appropriate for

audience and purpose. • Time requirement was met for

specific assignment (neither too long nor too short.)

In addition to meeting the PROFICIENT criteria … • Speaker was enjoyable to

hear; used expression and emphasis.

• Speaker used voice to create an emotional response in audience.

• Posture was commanding and purposeful.

• Attire was chosen to enhance presentation.

0 - - - - -3 - - - - - -6 - - - - - - 9 10 - - - - - - - - - - 11- - - - - - - - - 12 13 - - - - - - - - - - - - - - - - - 14 15+

Written Communication

• No formal introduction or no

clear thesis statement nor offered any preview of topics to be discussed.

• Main ideas were not separated into a logical progression.

• Important ideas were not supported with references.

• No conclusion or conclusion did not adequately summarize presentation.

• Introduction had clear thesis statement and a preview of topics to be discussed.

• Main ideas were separated into a logical progression.

• Supported important ideas and viewpoints through accurate and detailed references to text or other works.

• Conclusion tied to thesis statement and summarized the ideas presented.

In addition to meeting the PROFICIENT criteria … • Clever attention getting

introduction or an imaginative thesis and preview.

• Ideas connected by original transitions, logical throughout; creative pattern.

• Conclusion tied writing together and left audience with memorable message.

0 - - - - -3 - - - - - -6 - - - - - - 9 10 - - - - - - - - - - 11- - - - - - - - - 12 13 - - - - - - - - - - - - - - - - - 14 15+

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21st Century Skills Points EMERGING PROFICIENT COMMENDED BREAKTHROUGH

Teamwork

• Group members played a passive

role in completion of the project. • Group made unconstructive

criticisms toward the project or other group members; did not add value to the group.

• Group was often off task, did not complete assignments or duties.

• Group had attendance problems that significantly impeded progress on project.

• Group members played an active role in generating new ideas, took initiative in getting tasks organized and completed and sought help when needed.

• Group demonstrated willingness to help each other when asked.

• Group was prepared, managed time well, and worked diligently.

• If absent, other group members knew the reason and progress was not significantly impeded.

In addition to meeting the PROFICIENT criteria …

• Thoughtfully organized and divided the work, checked on progress, or provided focus and direction for the project.

• Actively checked with others to understand how each member was progressing and how he or she may be of help.

• Made up for work left undone by other group members.

• Demonstrated willingness to spend significant time outside of class/school to complete the project.

0 - - - - -3 - - - - - -6 - - - - - - 9 10 - - - - - - - - - - 11- - - - - - - - - 12 13 - - - - - - - - - - - - - - - - - 14 15+

Content Knowledge

0 - - - - - - - - - 7- -- - - - - - 13 14 - - - - -- - - - -22 - - - - - - - - - 27 28 - - - - - - - 34 - - - - - - - - - 39 40+ Project Total:

PROJECT INFOMRATION: Project Name:

Project Evaluators:

Date: / /

Additional Comments:

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Establish a ‘Drive and Thrive’ Culture

Good projects grow out of passion and purpose The last ten years have been the most productive period for project based learning in its short history. Thousands of teachers in many hundreds of schools have helped students carry out impressive, noteworthy projects. In these projects, students often report a qualitatively different experience of education, from one of rote recipient to active partner. Just as often, they demonstrate skills and behaviors associated with success in 21st

century life—a sense of purpose, mastery of concepts, and a positive attitude toward learning. These outcomes cross all demographics and age groups, as well as national boundaries.

Why do carefully-designed projects help students perform so well? Because PBL taps into intangibles that make learning effortless and engaging: Drive, passion, and purpose. That is the core strength of PBL; it can inspire peak performance in students. But other than pointing to ‘relevant’ themes or ‘authentic’ challenges, little discussion has taken place to explain why students enjoy PBL and work hard for good results. This is not surprising, given that education emphasizes curriculum and instruction rather than the natural strengths and innate curiosity of learners. In a learner-centered process like PBL, this equation must be reversed—a task that begins with incorporating the following ideas into your daily routines. 1. Begin with Trust Outside of education, the success of PBL is not a mystery. Over three decades, the field of human performance—blending findings from organizational psychology, positive psychology, and emotional intelligence—has identified the core factors that maximize individual effort and the desire to achieve. Most important for educators, these same findings hold true for research in youth development, adolescent mental health, and developmental psychology. These factors can be condensed into three bullet points:

• Caring relationships. Whether growing up in a household, studying in school, or working in a job, people perform better when they feel cared for and attended to. The central role of a caring relationship in a young person’s ability and desire to perform cannot be overstated. A caring relationship begins with recognizing and respecting the autonomy of the individual.

• The desire for meaning. Human beings work harder—on behalf of themselves or

others—when they have a goal and purpose. The goal must be relevant to the person’s needs and desires.

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• The power of mastery. Achievement is a natural state of being. People enjoy doing tasks well, and feel an intrinsic reward that perpetuates a spiral of further achievement.

Well designed projects offer students significant autonomy, a relevant learning experience, and the opportunity for mastery. Without these factors in place, young people tend to learn the minimum amount necessary to avoid sanctions, such as just getting good enough grades for college rather than working for intrinsic reward. This means, in most cases, they will do the work required for the test, but not much more. Underlying all of these factors is trust. Successful PBL depends very much on your belief that young people desire to learn and will perform well when respected by an adult and guided appropriately. If you hold a secret belief that students are naturally unmotivated, or need to be frightened into learning, you will not get the results you want in PBL. 2. Redefine Rigor The factors essential to performance—caring relationships, mastery, and meaning—match the mantra that drove education reform in the first decade of the 21st

century: rigor, relevance, and relationship. More relevant education attempts to infuse learning with greater authenticity and meaning. Attention to student-centered teaching methods or improved school climate reflect the desire to harness the power of relationships.

Most teachers see evidence that student centered methods and better relationships lead to improved learning. But there is a key reason that these two advances have not fully impacted education: The concept of rigor has remained static. Rigor is still associated exclusively with information mastery and testing. Whether it’s the quantity of problems assigned for homework, the amount of reading required for the next day, or the ‘hardness’ of the test, rigor is defined in industrial terms. In the human performance field, rigor is defined quite differently. It is a measure of personal performance, not a standard to quantify how much information has been learned. As a PBL teacher, you must also make this crucial shift and envision a new goal for students: To become a rigorous person. Think of rigor as the broad capacity to know, apply, communicate, and share information. In the global world, knowing and doing are inseparable parts of the whole. We need to teach both, measure both, and honor both. An updated definition of rigor encompasses three aspects of performance:

• Core knowledge. Students must be able to demonstrate mastery of the central conventions of the discipline and deeply understand a subject. This aspect of rigor is most closely related to the traditional goals of secondary education. However, the information age mandates that educators focus on concepts and principles, rather than facts and data.

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• Skills. Knowledge accumulation, critical thinking, reading, and writing have long been considered the essential skills necessary for preparing students for college entry. But students are now expected to master the key ‘soft’ skills necessary to function at a proficient level in college, a career, and as a citizen, including communication and collaboration skills.

• Dispositions. Navigating a changing world demands a flexible, empathetic,

resilient, and persistent person. These are not skills, but well defined dispositions, personality attributes, habits of mind, or signs of emotional intelligence that lead to better work ethic, more engagement, improved relationships, and greater sense of well being.

One guideline to keep in mind: A performance based world does not distinguish skills, content, and dispositions. Learning always includes an emotional component. Even more, it is not possible to teach to the new definition of rigor without integrating academic, emotional, and behavioral learning. This may require you to expand your skill set as a teacher and think more like a systems planner. Typically, education separates instruction, skills, and behavior into discrete domains. For example, the mastery of content is regarded as a purely cognitive process—the province of a core academic teacher—while attitudes about learning or emotional barriers are shunted to counselors or special education teachers. You will need to work around those barriers and simultaneously address the what, the why, and the how. PBL succeeds when teachers blend instruction, skill building, and the basics of human performance into a powerful project design methodology. 3. Create the Right Conditions Creating a drive and thrive culture that supports PBL begins with an honest admission: Peak performance cannot be taught; rather, much like a plant, it grows under the right conditions. This requires that the PBL teacher design the environment in which peak performance flourishes. Many teachers have their own techniques for connecting and communicating with students. The following guidelines can also set the foundation for performance:

• Use the language of peak performance – Creativity starts with teacher attitudes. For example, research confirms that IQ is malleable and performance is driven by self-fulfilling belief systems. Students who move from a ‘fixed mindset’ to a ‘growth mindset’ will believe in themselves, and in their creative potential.

• Treat ‘soft’ skills as ‘hard’ skills. Common core standards for performance

learning are coming, but there will never be a test or national curriculum for ‘dependability.’ So you will need to judge these ‘soft’ skills by ‘soft’ standards. It’s not that difficult, however. Most teachers and students know what this behavior looks like in practice—and they can identify the necessary levels of performance. Include these assessments in your grade book.

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• Expect mastery. Setting high expectations for academic performance is usual in

good teaching. But setting high expectations for performance is crucial in PBL. Expect students to communicate, collaborate, and manage themselves according to the standards of high performing industries, not to the standards of industrial education. When you stress personal mastery of difficult skills—and hold students to that high standard—they respond by performing like adults.

• Train the imagination. Societies around the world have rapidly focused on a new

goal for education: Teaching innovation, problem solving, and creativity to the global generation. In a world that is clearly trying to reinvent itself, creativity will soon be valued as a basic skill and has been identified as the number one leadership competency of the future. Use proven creativity exercises to help student think divergently.

• Reward ‘wow!’ Currently, we have no measure for peak performance in schools.

But you can design rubrics with a ‘breakthrough’ category—a blank column that invites students to deliver a product that cannot be anticipated or easily defined in words. It’s not the ‘A’ category—that’s Mastery or Commended or a similar high-ranking indicator. The breakthrough column goes beyond the A, rewarding innovation, creativity, and unusual performance—a kind of ‘wow’ column.

• Pass along the 10,000 hour rule. Recent research indicates that mastering a skill

at a very high level takes 10,000 hours of practice. Your students aren’t likely to put those kind of hours into Algebra 1. But let them know that practice works—and the more they practice, the better they will be. Most important, world class educators know that achievement comes from hard work, not a special gene for brilliance.

• Teach to the iceberg. Remember that anything engaging the deeper self—the

domain of creativity—is not immediately accessible or public. Take time and care to surface the process. This applies to all skills. Think in terms of an iceberg. Below the tip of the iceberg is 90% of the human being. If we want skillful creators, we need to pay attention to empathy, bias, and all the normal variations in a young person’s emotional makeup. Creativity requires time and opportunities to reflect, discuss, meditate, brainstorm, and experience the cycle of failure and success.

5. Learn from the Gamers Many students who barely perform in school often experience peak performance on a daily basis—through playing the huge number of multi-level, multi-player games that attract nearly 700 million players worldwide. The reason? Virtually every expert on games points to the feeling of accomplishment and whole-hearted engagement derived from games. Though the results may matter only in virtual reality, games provide an intense, meaningful outlet for using a player’s skills and creativity to the utmost.

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It is too soon to know how games and education will hybridize themselves in the near future. But as a PBL teacher (and perhaps as a game player) I urge you to think futuristically. Not only can lessons be applied to PBL, it is clear that game playing philosophy will affect the design of on-line projects. As you design your projects and seek ways to help you student maximize their performance, consider the following game elements:

• Leveling up. The purpose of a game is to ‘level up’ by becoming more masterful. Increased mastery and pride in accomplishment are noticeable by their absence in many classrooms today—but they are essential to peak performance.

• More ‘ferio.’ As gamers progress, they attain superpowers. The faster they go, the

more powerful they become. As their powers increase, studies show that gamers increasingly enter the ‘flow’ state—the brain state associated with peak performance and effortless achievement. In gameplay, this is known as ‘ferio.’ This cycle of reward also operates quickly, giving players instant feedback and allowing them to change course quickly. The lesson for PBL? Create meaningful rewards for peak performance and allow students to fail as they learn.

• Creative collaboration. Despite the image of the solitary gamer, millions of

gamers interact globally to form teams, solve problems, offer specific expertise, or otherwise collaborate towards the ultimate goal of leveling up. Many gamers play for this precise experience of melding with others to achieve a meaningful goal. This can translate into effective, high performing teams of students in projects.

• Epic quests. Games allow ordinary humans to accomplish extraordinary acts of

heroism and service. The most popular games offer ‘epic’ quests that traverse daunting environments and strange lands. The challenges encourage heroic actions against ‘boss rule’ opponents and overwhelming odds. In school, the quests for grades are less epic, so it may be difficult to compete with a digital world. But think about the challenges the earth and its inhabitants face over the next century. The challenges are no less daunting—and infinitely more real.

• The right to be wrong. In gameplay failure is considered necessary to success,

and gamers report the ‘fun of failure.’ In fact, games lower the risk of failure so that players will explore, take risks, and seek alternative solutions. Try this: When a student gives a wrong answer, encourage the rest of the class to applaud. Or, use the Japanese solution: Have one student come up to the board and demonstrate his or her solution to a math problem. Engages the rest of the class in a community dialogue on the efficacy of the solution. In general, reward speculation, informed guesses, and well-intentioned mistakes.

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• Narrative and well-ordered problems. Gamers don’t thrive on facts and information. They solve problems, relying on clear goals, good tools, and copious feedback to succeed. Inject those elements into your projects.

6. Design Projects that Matter The primary power of any project can be traced to its authenticity. Does it matter, to the world or the students? Today’s students are less motivated by grades, college entrance, and preparing for the workplace than by resonant themes such as service, change, innovation, or the future. Using these themes and others, beneath every powerful project must lie a big idea or authentic challenge—a stirring foundation that infuses the project with meaning and purpose. This tells us why games that feature epic quests provide important clues to the future of project based learning. They also hint at another important avenue for encouraging top performance: Providing students with meaningful challenges that engage them actively in the world. I call this ‘PBL with a purpose.’ Often, projects use social or environmental issues as central themes around which the project is organized. But as the world enters a stormier, more chaotic period characterized by life-altering issues that will directly affect them as adults, it is likely students will demand a larger role in finding solutions. PBL offers you, as the PBL teacher, an ideal opportunity to blend academic work with sustainability by designing projects that matter to young people. It also opens up the use of the most powerful motivational tool available to educators: The desire of young people to collaborate on behalf of solving local and global issues that directly impact their future. In fact, experts predict that contributing to the social good will constitute the main challenges for future generations. Throughout the Guide, we’ll discuss ways to make projects authentic and meaningful to students. These guidelines include several important ideas for successful PBL in the coming decade: Looking beyond the walls of school is the first step to authentic projects. Whether global or community-based, problems exist—and they need solutions. Turn your students loose on the important issues of the day and they will respond with enthusiasm. Tie the goals of the project to your standards, organize the project around a challenge, and let students present their findings to the public.

• Blend PBL and community service. Service learning is often project oriented, but not directly connected to academic learning. It is possible to do both. Center your project on an important social issue, scientific debate, or pressing local issue.

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• Take on community challenges. Within a three block area of any school can be found an assortment of authentic challenges that students can address. Have students survey their community, assess the needs, and work on solutions. Use PBL to positively impact the local environment.

• Practice planet craft. Don’t be timid about taking on global challenges that

encourage an attitude of sustainable engagement in students. You cannot solve global issues in a classroom—that’s true. But you can define questions in ways that allow students to deeply examine global issues, and then offer their best ideas for solutions. These ideas can then be shared, debated, and discussed in end of project exhibitions.

7. Know the Seven Rules of Engagement Engaging students in learning is not an accident, but an intentional act. PBL takes advantage of the natural inclination to be engaged in meaningful work by relying on the following ‘rules of engagement’ for projects:

1. The learning is active. 2. The concepts arouse passion or invite fascination. 3. The problem mirrors the challenges faced in the adult world. 4. Students learn about their own community. 5. They have ‘choice and voice’ in the project. 6. They bring their own life experiences to the project. 7. They collaborate.

8. Retrain Your Students For PBL to be effective, students must commit to performing at their best. Depending on temperament, emotions, time of day, school background, or home life, this commitment naturally varies. But more difficult is the fact that your students very likely have not been trained to perform. School reinforces passive skills, such as listening and paying attention. Instead, your goal is to teach students to be flexible in their skills (know when not to pay attention). Orienting students to this new expectation takes time, patience, and an insistent focus. Plus, be prepared for some groaning and objection. Performance takes more effort and commitment than listening or taking notes. Some approaches that help:

• Begin the year or semester with a culture-building event. Shaking the perceptions students hold about school is a good place to begin. Prior to introducing the curriculum, begin the year with playful, unusual exercises such as listening, team building, or other activities that stimulate curiosity and reflection.

• Use a ‘project-project.’ If you’ve had experience with PBL, plan a short project

that opens the year with questions such as “Why School?” or “Why Algebra?”

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Teach the basics of teamwork or presentation during the first week. Let them know that projects may be different from what they have experienced in the past

• Use classroom space as your ally. Arrange your classroom to take you away from

the front of the room and set you up visually as a mentor, not a lecturer. Good facilitators use their desks as a workspace, not as a symbol of power or barrier to communication. Keep the desk small and out of the way. Decorate with as much color as you’re allowed. Turn the classroom into a creative workspace. No rows.

• Show them the ‘why.’ Give them data they’ve never seen. For example, recent

research reported that the biggest predictor of college success is a student’s conscientiousness, as measured by dependability, perseverance, and work ethic. The next best predictors were agreeableness, including teamwork, and emotional balance. A ‘drive and thrive’ culture teaches these dispositions and habits.

• Plan a skill building curriculum. Treat skills just like any other curriculum.

Introduce and identify the key skills of 21st

century life, and reinforce this skill building throughout the year. Use scaffolds, such as listening exercises, before teaching teamwork. Teach the ability to hold eye contact with an audience before teaching presentations.

• Go back to the ‘why.’ When students forget their commitments to better performance, go back to basics. Why is performance essential to success? What are the differences between school skills and real-life skills? Never hesitate to stop and have a meaningful, reflective discussion about the commitment to performance. Students know how important these skills are to their life. Just keep working at getting them to buy in.

• Create an intentional community. Good teachers create a welcoming sense of

community in a classroom. In PBL, this becomes paramount. Use the typical tools for building community—ice breakers, games, discussions, and group activities—to build and reaffirm community throughout the year. Institute rituals that reinforce community and connection, like I Love You walls, or Circle Time for sharing ideas and observations.

• Establish norms, not rules. Communities operate under a set of common norms

to guide behavior and interaction. Rules dictate behavior, while norms help internalize behavior. At the beginning of the year, take a class period or two to build and agree on a set of norms. Post and revisit as necessary.

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The Story of Cody

My earliest years of high school teaching were spent in a student support class working with what I called the artists, rebels, and misfits. Included in this group, as a sort of flag bearer, was a boy named Cody, a big, tough 15-year-old with a keen look in his eye. I liked him immediately, but he had a reputation that was probably deserved. If there was a fight in the hallway, Cody was usually there—and he seemed to have something to do with it. The assistant principal never could gain a conviction, though. Back in elementary school, Cody had mastered plausible denial.

In his first year of high school, Cody failed nearly every class, and by his sophomore year, he was completely disengaged. However, in the middle of tenth grade, something caught my eye: Cody always carried a wad of cash in his pocket, usually amounting to more than a hundred dollars. The assistant principal said it was drug money. But I asked Cody about it one day, and he had a surprising explanation: He was the acclaimed master mechanic in his neighborhood. He fixed cars and motorcycles for friends and neighbors—and they paid him in cash.

As the year went on and I gained his trust, Cody also confided to me the reason for his academic failures: he couldn’t read. This was a source of embarrassment to him, a secret from his parents, and the reason he did poorly in school. He and I took on the challenge, embarking on a program to help him pass his GED. Ultimately, he didn’t pass the test. But, in the end, he went on to achieve great success—and he taught me a vital lesson: to question my assumptions about intelligence.

Here’s what happened. Discouraged and angry, in his junior year Cody quit high school and enrolled in a race car mechanics course at a nationally known speedway. It was a big leap—at 17 he became the youngest member of a contingent of aspiring mechanics whose average age was 30. But Cody finished first in his class. Along the way he appeared regularly on ESPN with several of the winning drivers of his cars. Upon completing the 18-week course, he received an offer to join a pit crew at the Indianapolis 500 Motor Speedway—the ultimate accolade.

Cody returned to visit me every so often after that, grateful for the GED help, even calling me the best teacher he’d ever had. Of course, all I had done was to listen respectfully and allow him to share his well-kept secret. His visits gave me the opportunity to probe the reasons for his success and his ability to perform as a really terrific mechanic. He told me, “In my mind, I can see how the engine comes apart and goes back together. It’s like I have a picture to work from—it’s easy.”

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Most educators have similar stories to tell. There are countless tales of kids who don’t fit the mold of school, who demonstrate unusual talents, and who often succeed in spite of expectations. But Cody has stuck with me. I realized that what Cody found easy would leave most valedictorians at a loss. That understanding led me to ask: Who is smarter? Who is more intelligent?

These kinds of questions are at the forefront of education today. Kids are exhibiting a vast array of talents—some related to school, many not. They build Web pages in the second grade and multitask effectively as teens. They share intimacies more freely than any other generation in history, usually on a worldwide network of buddies. They invent, solve, and create at a dizzying pace (just look at the growth of Content sites on the Web). The millennial generation is intelligent, productive, resourceful—and not necessarily easy to work with in the classroom.

On the other side of the coin, many students “do” school quite well. For instance, nearly one in five students in the Pittsburgh, Pennsylvania, area claimed a weighted GPA of 4.6 or better, according to a 2010 report by ASCD. But GPAs hardly reflect the real nature of intelligence. The prevailing reward system favors a certain type of student—the note-takers, textbook readers, and writers. In fact, some educators remarked that the Pittsburgh scores can be attributed to teacher-pleasing behavior—anything done on time and in the right format.

So it’s important to know a bit more about intelligence. Let’s consider a few findings:

Intelligence and genes. Most people, kids included, believe intelligence is a genetic trait—that is, IQ is ”fixed” at birth. But it’s not. To the surprise of psychologists and researchers, IQ scores have been on the rise with each decade. Moreover, recent research shows that students who are told their achievement depends on believing in their ability to get smarter actually do better, while students who leave intelligence to fate and count on their genes do less well.

Measuring IQ. No agreement exists on the varying forms of intelligence, or how to measure IQ. Particularly, we don’t know enough about the brain and mind to settle the dispute between the cognitive scientists (intelligence is “all in brain function”) and social intelligence practitioners (“environment influences intelligence,” a`la Vygotsky).

Emotions and intelligence. The advent of neuroscience makes the intelligence debate even fuzzier. Neurologist Antonio Damasio has shown how the brain and emotions intertwine, giving intelligence a clear emotional component. In fact, Robert Sternberg, a leading authority on intelligence from Harvard, believes that adding wisdom, creativity, personality, and emotional processing to the intelligence picture scrambles the conventional concept of intelligence to the

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extent that it may simply fall apart. Intelligence may be too multifaceted to reduce to one number or one cause.

Where does this leave us as educators? I think it’s essential to keep students like Cody in mind. Some pondering points:

• Just as intelligence isn’t narrowly focused or fixed, neither should education be anchored solely to traditional academic outcomes. To capture intelligent behavior, outcomes must be focused on a triad of performance indicators: 1) academic and content mastery; 2) skills for life, work, and citizenship; and 3) habits of mind or emotional competencies.

• I have consistently questioned the current concept of rigor, arguing that rigor needs to be defined in terms of individual skills and strengths, not by the number of problems assigned for homework or the amount of reading crammed into an AP class. Cody‘s work as a mechanic qualified as ‘rigorous,’ but he failed traditional classes. That increasingly commonplace story describes children who are distractible, don’t read well, and can’t harness themselves to school—but who are highly creative, with great visual skills. It’s likely that in the future, we will need to find ways to measure competency as a blend of creativity, problem-solving, innovation, and self-reliance.

• The fact that intelligent behavior also includes character virtues such as empathy, integrity, collaborative ability, and unbiased communication complicates the picture further. How do we activate these more subtle aspects of intelligence? And, again, how do we measure them?

• In a chaotic global world, the idea that intelligence and environment are related takes on special significance. Will our world make children smarter or less so? And, more to the point, if intelligence is a function of beliefs about one’s abilities, how do we convince every student they can be a genius?