your need to knows - ascdfiles.ascd.org/pdfs/onlinelearning/webinars/webinar-handout4-10-8-2… ·...

ASCD webinar: PBL and the CCSS 10/8/2012

1

© ASCD 2012 | Common Core State Standards

Andrew MillerASCD National Faculty

@[email protected]

Project-Based Learning and the Common Core State Standards


Your Need to Knows

Our Driving Question:

How do we design and implement effective PBL projects that are aligned to the Common Core?


2


By the end of this webinar, we will:

• Review PBL versus “Projects”

• Align PBL best practices with elements of the Common Core

• Examine Sample Common Core Aligned PBL Projects


= “The What”

Source: “The Common Core is the “what.” PBL is the “how.” Experts and NewBIES Blog. Buck Institute for Education 2012.


3


© Buck Institute For Education

= “The How”

Source: “The Common Core is the “what.” PBL is the “how.” Experts and NewBIES Blog. Buck Institute for Education 2012.


Does Not Solve Problems ofEngagement


4


“Main Course, NOT Dessert”

Source: “The Main Course, Not Dessert.” John Larmer and John R. Mergendoller. Buck Institute for Education 2010.

What is PBL?


Essential Elements of PBL

• Significant Content

• In-Depth Inquiry

• Driving Question

• Need To Know

• Student Voice and Choice

• Feedback and Revision

• 21st Century Skills

• Public Audience

Source: “Seven Essentials for Project-Based Learning.” John Larmer and John R. Mergendoller. 2010.


5


Designing PBL

• Start with the standards - The Core

• What standards will be taught and assessed?

• In-Depth Inquiry vs. Breadth

• Application of Content and HOTS

• Real World Connection and Application

• Meets a Need!


• “Include rigorous content and application of knowledgethrough high-order skills.”

• “The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.”

• “The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.”

Source: Common Core State Standards Initiative from “About the Standards” and “Key Points in Mathematics”


6


Ask

Investigate

Create

Discuss

Reflect

Inquiry Process

Source: Community Informatics Initiative, University of Illinois at Urbana-Champaign. 2008


Driving Question

• Student Friendly, Sparks Student Interest

• Open-Ended but focused

• Not “Google-able”

• Pulls Students in the direction of targeted learning

• Challenging and Rigorous


7

The UbD™ Framework

• Backwards Design - “Begin With the End In Mind”

• Driving Questions are “rockstar” essential questions

• Scaffolding Learning

• Formative and Summative Assessment

• Performance Assessment

• Transfer of Learning

• 21st Century Skills

• Common CoreUbD™ is a trademark of ASCD.



PBL CCSS Spotlight #1

“How can we redesign our school courtyard?”

•CC Math– 3 MG - Apply geometric methods to solve

design problems (e.g, designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

– 3 NBT - Use place value understanding and properties of operations to perform multi-digit arithmetic.

– 3 MD - Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.


8



“How can we help our parents pick the best cell phone plan?”

•CC Math – F - IF - Interpret functions that arise in applications in

terms of context

– F - IF - Analyze functions using different representations

– F - BF - Build a function that models a relationship between two quantities.



“How can we help the CDC prepare for a Zombie Apocalypse?”

•CC ELA - Informational Text and Persuasive Writing– R - I - Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

– W - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

(continued)


9


PBL CCSS Spotlight #3, continued

“How can we help the CDC prepare for a Zombie Apocalypse?”

(continued)

•CC Math - Functions– F - BF - Write a function describes a relationship between

two quantities.

– F - LE - Distinguish between situations that can be modeled with linear functions and with exponential functions.



“How can we restore our ocean to help the dolphins?”

•CC ELA – R - Informational - Draw on information from multiple print or

digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

– R - Literature - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

– Speaking and Listening - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

(continued)


10


PBL CCSS Spotlight #4, continued

“How can we restore our ocean to help the dolphins?”

•CC ELA(continued)

– Writing - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

– Writing - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

– Language - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking



“How do we help soldiers return from war?

• CC Literacy in History/Social Studies, Science, and technical Subjects

– W - 1 - Write arguments focused on discipline-specific content.

– W - 7 - Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

– W - 9 Draw evidence from informational texts to support analysis, reflection, and research


11


ELA/Literacy Standards

Source: Clickr http://www.clker.com/clipart-76335.html


PBL and Texts

• Complex Text Lists provided by CCSS

• PBL creates the need to read!

• Differentiate through text level/ complexity.

• Literature and/or Informational

• Targeted standards for the text - NOT EVERY STANDARD!!!


12


21st Century Skills

• Creativity

• Collaboration

• Critical Thinking/ Problem

• Technology Literacy

• and more...

Source: Partnership for 21st Century Skills 2012


Source: Learn NC. 2012

The New Bloom’s Taxonomy


13


Creating

Evaluating

Analyzing

Applying


Critical Thinking and Collaboration

• Grade 3 Speaking and Listening - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

• Grade 7 Reading Literature - Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects


14


Critical Thinking and Collaboration

• Grade 9-10 Reading Informational - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• Grade 9-10 Speaking and Listening - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.



Mathematical Practices as 21st Century Skills

“Make sense of problems and persevere in solving them.”

-> Perseverance

“Construct viable arguments and critique the reasoning of others.”

-> Communication

“Use appropriate tools strategically.”

-> Technology Literacy

Source: Common Core State Standards for Mathematics. 2012


15


“Real Life” Math

• 7 RP - Analyze proportional relationships and use them to solve real-world and mathematical problems.

• 7 G - Solve real-life and mathematical problems involving angle measure, area, surface area, and volume

• 8 G - Understand congruence and similarity using physical models, transparencies, or geometry software.

• 7 BF - Build a function that models a relationship between two quantities

• G MG - Apply geometric concepts in modeling situations

Source: Common Core State Standards for Mathematics. 2012


Technology

• 8th Grade Writing - Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

• 11th Grade Speaking and Listening - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest



16


Voice and Choice

• Geometry - Apply geometric concepts in modeling situations– Google Sketch Up

– PowerPoint

– Collage

– Physical Model

• Grade 4 Writing - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.– Letter

– Proposal

– Podcast Script

– Screenplay


Feedback and Revision

• Writing Literacy in History, SS, Science, Tech Subjects– 5 - Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• ELA Writing– 2nd Grade 5 - With guidance and support from adults and

peers, focus on a topic and strengthen writing as needed by revising and editing.



17


Feedback and Revision

• ELA Writing– 11th -12th Grade 5 - Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

– 8th Grade 5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.



Public Audience

• Make the work matter!

• Bring in experts throughout the project

• Authentic Assessment

• Outside the Four Walls!

• College and Career readiness


18


Resources

• Curriculum In Context Articlehttp://tinyurl.com/CiCarticle

• Common Core and Math Blog http://tinyurl.com/pblccmath

• PBL and Thinking Skills Blog http://tinyurl.com/thinkingskillspbl

• ELA and PBL Blog -http://tinyurl.com/elapbl

Source: Washington State ASCD. 2012Source: Edutopia. 2012Source: ASCD InService. 2012



19


twitter.com/betamiller

[email protected]

www.andrewkmiller.com

Contact Information

your need to knows - ascdfiles.ascd.org/pdfs/onlinelearning/webinars/webinar-handout4-10-8-2… ·...

Documents