Curriculum Design and PBL

Curriculum Design and PBL

A guaranteed and viable curriculum is the number one factor impacting student achievement. (Marzano - What Works in Schools. 2003)

A Pre-Assessment on Beliefs

http://goo.gl/FO0fO

Definition of PBL

a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

Five Criteria to be PBL

PBL projects are central, not peripheral to the curriculum.

PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.

.

Projects involve students in a constructive investigation.

Project NOT Exercise

Projects are student-driven to some significant degree.

Projects are realistic, not school-like

Sense vs Meaning“Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….

Of the two criteria, meaning has the greater impact ….”

Sousa

Curriculum

Intentionally Designed

Designing Curriculumusing UbD

THINK!

Stop-Light Differentiation

Essential QuestionWhat are the

attributes that define and

structures that support a 21st

century curriculum?

Essential Question

How do I design contemporary

curriculum that best meets the

learning needs of my students?

Assesment

Types of Assessment • Diagnostic• Formative• Peer/Self/Metacognitive• Portfolio• Summative

Tools for Assessment• Moodle

• Google Forms

• Google Sites Portfolios

• Quia

• Socrative

• Blog Prompts

Black and Wiliam•Frequent short tests are better than infrequent long ones. 

•New learning should be tested within about a week of first exposure. 

•Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones.

•Comments alone have more impact on student achievement than comments and grades or grades only.

Draft In Progress not Rough Draft

Performance Assessment

GRASPSGoalsRole

AudienceSituation

Product/PerformanceStandards and Criteria for Assessment

Standards Essential Questions

Assessments Rubrics

Is it a Rubric?Rubric vs Checklist vs Point

Sheet

Pre-Skill Developing Proficient Accomplished

Exemplary

Rubistar

Design the Learning Activities (Part 3)

Be Collaborative• Design on a Wiki

• Design on Google Docs

Design the Learning Activities

WHERETO

Where and Why?

Hook

Equip students with skills

Rethink and

Revise with

Students

self Evaluat

e

Tailor to

student

needs

Organize and

Sequence

The PBL ProcessREFLECTION

Driving Questions

Characteristics of a Driving Question• are provocative• are open ended• go to the heart of a discipline or

topic are challenging• can arise from real world

dilemmas that students find interesting

• are consistent with curricular standards and frameworks

Entry Event

Authentic Project

The ProjectsHistory Museum with Documentaries and What-If Exhibit (US History)

Graphic Novel History Text and a Warm-Up

Sharing your Passion

Frederick Douglas Speaker Series

Non-Fiction Writing/Blogging 1 2 3

Global Action Project

Author Project and LitFest

Global Issues Symposium (AP Environmental Science/Capstone 11th Grade Science)

It’s My Brain, Do I know how to care for it? (9th Grade Tablet and Portfolio Intro) 

PBL or Project?

PBL Assessment• Assess Your Project

• Use clear Rubrics

• Set clear expectations (let kids contribute to this)

• Provide lots of Feedback – Use Feedback Loops (Tech is GR8 for this!)

• Use Peer Review

• Use Self Reflection and Assessment

A Quote:Our job as

educators is to make explicit that

which we had hoped would be

implicit.

Designing the Curriculum

QuickTime™ and aBMP decompressor

are needed to see this picture.

What are the essential questions?

How is what we’re teaching relevant to the student’s life?

How do they extend the learning to demonstrate true understanding?

When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned?

When do they get to self-reflect? Do they have a metacognitive vocabulary?

Find a Partner

STAGE TWO

ASsessments

Blooms and Six Facets

Grasps

Rubrics

Stage Three

WHERETO

Key Processes and Questions for 21st Century Learning

1.Purpose–Is the task “Just in Time” or “Just in Case” learning?

2.Outcomes and/or solutions–As a result of this investigation, will the students be lead to a solution?

3.Time Frame–What is the time frame? Can students come to a conclusion in the time allotted?

4.Collaborative–Will students have the opportunity and the need to work together to solve the problem?

5.Real World Context–Is the task relevant to the learner?

6.Audience–Who will be the intended audience of this investigation? How will the results be reported?

7.Reflection–How will the students engage in self-critique and reflect/utilize feedback from others?

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are needed to see this picture.

Stop-Light Differentiation

http://www.flickr.com/photos/dkuropatwa/3747619480/sizes/o/in/photostream/Working Together Teamwork Puzzle Concept -http://www.flickr.com/photos/22177648@N06/2137737248/

CheckMarks -http://www.flickr.com/photos/9411503@N07/3192311442/

Question Mark- http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/o/

Light Bulb- http://www.flickr.com/photos/alancleaver/2279694390/sizes/o/in/set-72157606825074174/

FOlders- http://www.flickr.com/photos/30231516@N00/399354425/

Curriculum - http://www.flickr.com/photos/7200789@N06/1460025318/

WOrld/Yellow Dude- http://www.flickr.com/photos/crystaljingsr/3915514240/in/photostream/

Multiple Stopsigns- http://www.flickr.com/photos/69616736@N00/22205084/

Stop Stick with Plan- http://www.flickr.com/photos/33124677@N00/56803146/

THinking Man- http://www.flickr.com/photos/22177648@N06/2136947623/

stoplight final page-http://www.flickr.com/photos/51035555243@N01/2379132152/