pbl 101: the pbl experience day 1 presentation
TRANSCRIPT
PBL 101:The PBL Experience
DAY 1
Restroom Code: 2015
Get Up And Move
Snacks & Drinks
Use The ResourcesAnd Space
Housekeeping
1. Workshop Overview
2. Snowball Fight
3. Project Launch
4. Break
5. PBL Process: What Is PBL?
6. Project Components
7. Lunch
8. Palate Cleanser
9. Identify The Challenge
10. Break
11. Start With The End In Mind
12. NTK Check-In
13. Self-Evaluation w/Six A’s Rubric
PBL 101: Day 1 Itinerary
● Gain an understanding of Project Based Learning (PBL) and how it can be used to engage students in your classrooms.
● Understand the difference between PBL and doing projects.
● Develop a project idea to be used for the 2016-2017 school year.
● Build a portfolio of PBL resources and tools to use in your classroom.
● Network with other teachers striving to incorporate PBL in their classrooms.
PBL 101: Objectives
ESTABLISH
NORMSGrowth MindsetWork As Allies
Have Fun!
No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.Carol Dweck
SNOW CONE
FIGHT!
LET’SLAUNCH
APROJECT
Whatta Ya KNOW?Whatta Ya
NEED TO KNOW?
How can we as… (identify role)
Do… (task you will be accomplishing)
So That… (purpose for doing it)
Problem Statement
BREAK!SEE YOU IN A FEW MINUTES
STEP 15 min
Whole group watches video. As you are watching, individually take notes using the 3-2-1 graphic organizer.
STEP 210 min
At your table, break into groups of 2 or 3 and take turns asking each other the 3-2-1 questions and sharing responses with your partner(s).
STEP 310 min
Each table uses chart paper to create one page of visuals that represents their answers to 3-2-1 questions.
STEP 45 min
Whole group report out: Tables share their responses and visuals to the 3-2-1 questions with everyone.
3-2-1WORKSHOP
STEP 2:At tables, form groups of 2 or 3.
Take turns asking each other 3-2-1 questions and sharing responses.
STEP 3:At your table, use chart paper to create visual representations of your responses.
STEP 4:Share out responses to the 3-2-1 questions and/or visuals.
What are 3 things you learned?
What are 2 things you found
interesting?
What is 1 question you still have?
DOING PROJECTSvs.
PROJECT BASEDLEARNING
SCAFFOLDING!
REFLECT LEARNINGON
HOW LONG DOES IT TAKE?
HOW LONG DOES IT TAKE?TeacherPlanning
&Prep
Everyone has done a project at some point.
How can you take a project from being the dessert to being a tool that drives student knowledge, creates
inquiry, and enhances engagement?
PAUSE & REFLECT
LUNCH!SEE YOU IN 60 MINUTES
1. Workshop Overview
2. Snowball Fight
3. Project Launch
4. Break
5. PBL Process: What Is PBL?
6. Project Components
7. Lunch
8. Palate Cleanser
9. Identify The Challenge
10. Break
11. Start With The End In Mind
12. NTK Check-In
13. Self-Evaluation w/Six A’s Rubric
PBL 101: Day 1 Itinerary
BUILD ASCENE
IDENTIFY THE
CHALLENGE
IDENTIFY THE
CHALLENGE
● Has A “Reason To Learn”○ Why is it important?
○ Why should we spend time and energy investigating this topic or question?
● Projects That Matter
Authentic, Creative Idea
IDENTIFY THE
CHALLENGE
● Look Within A Mile Of Your School
● Read The Headlines
● Review Standards/Texts
● Discipline, Not Subject
● Steal From Others
Where To Find One?
IDENTIFY THE
CHALLENGE
● Brainstorm Project Ideas
● Research Project Examples
● Project Planning Form
● Optional Brainstorm Session
● Help Each Other!
WORK TIME
BREAK!SEE YOU IN A FEW MINUTES
BEGINWITH THE
ENDIN MIND
BEGINWITH THE
ENDIN MIND
What do my students need to know when they leave this class?
What standards do I need to cover?
Are my students college and career ready?
Determine Results Needed
STEP 110 min
Everyone reads the article “Education That Means Something.”
STEP 218 min
Facilitator will pose a question. 1 min prep. Each person has 1 minute to talk about the question when it’s their turn.
While person is speaking, other group members simply listen. When time is up, the next person speaks, and so on.
Facilitator will tell you when to switch. Talk stops when he calls time. If you’re done speaking before your time is up, all others sit in silence, using time to reflect.
MICROLAB:
EDUCATIONTHAT MEANS
SOMETHING
QUESTION 1:Think about what students have learned in your class.
How did you incorporate College & Career
Readiness Standards into your lesson?
MICROLAB:
EDUCATIONTHAT MEANS
SOMETHING
QUESTION 2:Think about what students have learned in your class.
What connections did they have to adults
outside the classroom or their community?
MICROLAB:
EDUCATIONTHAT MEANS
SOMETHING
QUESTION 3:Think about what students have learned in your class.
How do you truly know they learned what you
wanted them to?
MICROLAB:
EDUCATIONTHAT MEANS
SOMETHING
BEGINWITH THE
ENDIN MIND
Determine Results Needed:● Planning Form Page 3
● Course & State Standards
● College & Career Readiness
● Optional Brainstorm Session
● Help Each Other!
WORK TIME
REVISITWhatta Ya
NEED TO KNOW?
Six A’s Rubric Quick Check
Ticket Out The Door:Understanding, Effort, and Interest
Self-Evaluation
GO HOME!SEE YOU TOMORROW...HOPEFULLY