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South Dakota programming

Page history last edited by jkrauss 13 years, 10 months ago

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Page Contents





8:30 90 m

Getting to Know You

  1. Warm up - Life Is a Project exercise, incl. google docs and wordle
  2. 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.
  3. Discuss in groups 

Intro to PBL

  1. Video intro - Cameron 
  2. 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

  1. Warm up - What to See and Do in Mitchell (text mssg voting)
  2. Introduction to PBL cont., Examine a remodeled project and NETS (Mingling)
  3. PBL in Practice - Examples and discussion, ALICE video
    1. Terry Smith
    2. Scan SLA Showcase (HS), Terry's site (ELEM), George Mayo's (MS) (individual)
  4. 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

  1. Describe backward design
  2. Start with a Conceptual Framework.
  3. Introduce project template -  (form/online doc framework for both project brief and project plan)
  4.  (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) 
  5.  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


  2. 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.
  3. At the end of the day people complete a project sketch that's been read by at least two others.



  1. Meet Bruce Hammonds on skype, have him serve as a critical friend. 




8:30 30 m

Kick Off the Day...

  1. Wallwisher link  - please thank our guests. Be specific, mention something that resonated with you or ask a question.
  2. Poll:
    1. 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.)
    2. Where to go in Mitchell
  3. Work time - rRead conceptual framework again. Work 15  on project brief, 15 m

9:00 60 m

  1. Model, Explain, demonstrate critical friends/tuning protocol using a brave individual's project plan. 15
  2. 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

  1. 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

  1. Web 2.0 - Exemplars - Diigo and Delicious
  2. ELFS, guided tools exploration (not sure this goes here, more foundational?)
  3. Assessment


2:00-3:00 Project Planning

Form, starting with the end in mind.


3:00 - 3:30 What success looks like

  1. 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!
  2. Film - Need to ham it up! 


4:00 END

This should end on a celebratory note.... hmmm...


After hours






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



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 -


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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