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AGENDA
MONDAY
8:30 90 m
Getting to Know You
- Warm up - Life Is a Project exercise, incl. google docs and wordle
- Tapping into Practice - 1) What projects have your students done? 2) What have you wanted to try? 3) List all school traditions, celebrations, civic/public events in Google Site personal page or paper.
- Discuss in groups
Intro to PBL
- Video intro - Cameron
- Introduction to PBL (JK slides) Conceptual/practical shift to constructivist, student-centered learning.
10:00 BREAK, Survey & Tech Tuning 30 m
Make sure everyone's gear, site access works. Others fiddle with Google Site personal pages
10:30 cont., 60 m
- Warm up - What to See and Do in Mitchell (text mssg voting)
- Introduction to PBL cont., Examine a remodeled project and NETS (Mingling)
- PBL in Practice - Examples and discussion, ALICE video
- Terry Smith
- Scan SLA Showcase (HS), Terry's site (ELEM), George Mayo's (MS) (individual)
- Where do you find your support and collaboration? Social networks for teachers - Show Clrm 2.0 others, reg in after hours
11:30 LUNCH 90 m Let's make sure we've packed our own
1:00 30 m Anne
1:30 30 m warm up
Marshmallow challenge - 30 minutes
In teams of four, build the tallest free-standing structure you can out of:
- 20 sticks of spaghetti
- 1 yard of tape
- 1 yard of string
- 1 marshmallow
The marshmallow needs to be on top.
You have exactly 18 minutes. GO!
Debrief: Team work develops with practice and team building is worth the time. Problem solving improves with each cycle. (SUZIE)
2:00 m
Going from here to there
- Describe backward design
- Start with a Conceptual Framework.
- Introduce project template - (form/online doc framework for both project brief and project plan)
- (slide, handout: annotated project brief and project plan) BACK UP to Big Ideas of the discipline(s), determine power standards for discipline(s) (group people by grade level)
- Brainstorm remodeling of existing projects or emerging ideas in subject matter or grade span groups.
-
2:30 BREAK 15 m
2:45 cont., 45 m
Continue
-
- Create a project sketch (or two), making clear 1) how students drive their own learning 2) interdisciplinary/collaboration/real world ties 3) tools in use.
- At the end of the day people complete a project sketch that's been read by at least two others.
3:30 30 m PROJECT SUPPORT I
- Meet Bruce Hammonds on skype, have him serve as a critical friend.
3:30 30 m PROJECT SUPPORT II
TUESDAY
8:30 30 m
Kick Off the Day...
- Wallwisher link - please thank our guests. Be specific, mention something that resonated with you or ask a question.
- Poll:
- Debrief, scale of 1-4 how happy are you with your project brief (Text this in to gotovote. This will make everyone happy that they are not alone in being sketchy.)
- Where to go in Mitchell
- Work time - rRead conceptual framework again. Work 15 on project brief, 15 m
9:00 60 m
- Model, Explain, demonstrate critical friends/tuning protocol using a brave individual's project plan. 15
- GO 45 min
10:00 BREAK 15 m
Breakout A - SUZIE Community-based projects (including remodeling traditional community service into more rigorous, relevant service-learning projects)
Breakout B - JANE Inquiry - How it feels - paper fun.
2) Inquiry processes in the different subject domains, how those relate to projects. Brainstorm: who are adults who work in authentic ways in the allied disciplines?
11:00 30 m
- Set up: How do your projects and the bigger world intersect? This is a table exercise, they aren't committing to anything) - For each project, brainstorm real world, community connections. (Listener takes notes on pwikip.) Do forced answer, go around twice. Encourage them to keep the pace up.
11:30 LUNCH 90 m Let's make sure we've packed our own
1:00 90 m
- Web 2.0 - Exemplars - Diigo and Delicious
- ELFS, guided tools exploration (not sure this goes here, more foundational?)
- Assessment
2:00-3:00 Project Planning
Form, starting with the end in mind.
3:00 - 3:30 What success looks like
- Share project with two others, in triad prepare one sound bite to present to the media. The project's over, the buzz is big, tell us what made it such a smashing success? IMPROV!
- Film - Need to ham it up!
4:00 END
This should end on a celebratory note.... hmmm...
After hours
MAILED PROPOSAL
Two days (6 hours/day) of facilitated, interactive professional development for a maximum of 60 participants:
- Day one: Understanding PBL basics: Participants embark on a collaborative, 21st-century learning experience to build their understanding of PBL design and implementation, including selection of appropriate technologies to serve their goals. They will learn how to:
- design standards-based projects that engage learners in authentic, inquiry-driven experiences
- select appropriate digital tools for essential learning functions
- connect students with experts SUZIE did you mean participants, kids or both?
- maximize collaboration opportunities with colleagues
- troubleshoot implementation challenges
- fine-tune their practice to maximize success
- Day two: Welcome to the PBL world: Through rich examples, we help participants see how projects can connect students to their community and to the larger world. Participants will learn about:
- Breakout A - Community-based projects (including remodeling traditional community service into more rigorous, relevant service-learning projects)
- Breakout B - A. Inquiry processes in the different subject domains, how those relate to projects. Latest learning, brain, development research, implications for projects
- Global collaboration
- Existing project networks that teachers can join
- Using digital tools to build expand their professional network
- Building a tradition of PBL
PLANNING
Fodder for Session Assets
QUESTIONS, ASSUMPTIONS covered with Sylvia
- Limited to 50 people. Grade spans from 3-up. 34 are part of a Title II part D grant: Grade 5-12. Harrisburg SD identified. 3rd grade and up to high school, 5 or six of them. several districts represented. Develop some core units for their class. Should have a pbl component.
- Dakota State honemichael
- Surveying - OK
- What kind of computers are they using, PC or mac? Predominately PC, some tablets
- What technical infrastructure is in place, are they using (cms, discussion forums, etc.)? - Sarah - SD very wired, digital distance network, Web CT
- What to assume about technical ability? Minimally - assume they can use the internet in basic ways and get email on site, maximally ???
- Can we identify experts to help, (in the cohort or invited)? Shoot for tech capable (2), pbl vets (4) - will have in two forms - 4 staff members identified as coaches/mentors tech integration mentors. In each cohort she can identify some who are strong:
- David Steele, Practical use of wikis in the classroom, video projects. There are others, too. At this conference people are coming back in presenter mode. FOLLOW UP.
- What are state or district constraints on Web 2.0 teacher/student access? Every district gets to determine what they use, don't use.
- Can't get concepts of PBL across, and a project plan fully designed in two days, what might follow up look like w/out us, w/us?
- How many of these people have taken any PD from BIE or Jim Moulton. A few, very brief.
- Any service learning requirement in SD? - Grad requirements starting next year (4 years from now) - Can use one credit of service learning as a CTE/Language/etc. Also, some districts have a self-directed research/action project senior project expectation.
- Teachers self-identified - Taming the Beast -
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JANE - Prep Continuum - Learning Beyond the Classroom
From Interaction to Action
-11:30 - 1:00 six hours of seat time each day, 8:30 a.m. start.
- Prep any paper for Sylvia to print, incl. Appendix A - revised.
- Survey tool - NETS*Aligned first thing, w/in google site, or just as surveymonkey link.
- Conversation, and to identify our assistants/scouts - model the collective work and different assignments in projects.
- Creative icebreaker/team building/programmatic activities that keep things going, like the graphic novel fill ins, paper fun, etc. 25 puzzle pieces, spaghetti and marshmallows
**NOTES 5/24**
Jane - I think we should offer community projects as one of two breakouts (see Breakouts on your draft, day 2 below)
Jane - I think the sequence on what we sent could be adjusted to allow for more head-down project work on each day. Suggest moving day 2 breakouts A, B from start of Day 2 to end of Day 1., what that implies for other work, let's discuss.
End the day with project brief. End of Day 2 a project draft to work on with us the third day.
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