Kenya Wilson Lancaster Independent School District STEM Department/ Science Coordinator Join us at:

Project-Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. Buck Institute for Education Bie.org What is Project-Based Learning?

Teaching method ………………………….. strategy Knowledge and skills ……………..……... standards Extended period of time ………………….... pacing Investigate and respond ……....……… engagement Complex question, problem, or challenge. ….. rigor What is Project-Based Learning? Project-Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. -from the Buck Institute for Education

PBL is quality instruction & best practices!!! PBL Workshops On Deck PBL is not: Project time at the end of a unit Extra credit or the dessert of a unit An independent homework assignment “Extra” work that takes time from real instruction Busy-work for students/Grading time for teachers

Lesson Sequencing

The Standards: Dance Level II 2. Creative expression/performance. The student applies body sciences and fitness principles to dance. The student is expected to: (A) communicate using appropriate anatomical and dance terminology; (B) perform with proper skeletal alignment; (C) exhibit strength, flexibility, and endurance in dance training and performances; and (D) incorporate proper conditioning and injury prevention practices.

Unpacking the Standards 2. (A) communicate using anatomical terminology (musculature, bones, frames of reference) dance terminology (positions, movements, French language, various technique forms) ; (B) perform with proper skeletal alignment (spinal curvature, musculature, center of gravity); (C) exhibit strength, flexibility, and endurance in dance training and performances

Lesson Sequencing

The Launch Request for Proposal In conjunction with the American Dance Federation, Under Armor Performance Apparel Company is challenging students across the country to create living museums for Dance Awareness. The museum must answer the question, “How does human structure and function affect dance ability and athleticism?” Submissions should include video, pictures and portfolio entries that communicate the science involved in dance performance. Selected entries will be featured in Dance Fitness Magazine and awarded at the …

The Launch

Lesson Sequencing

What’s a Workshop? Content 21 st Century skills Critical Thinking, Collaboration, Creativity, Communication CCR (career and college readiness) PBL logistics Engineering Design Process Instructional units used to teach and guide the unit. Workshops focus on-

The Design Process

Let’s Play Cards!

PBL Workshop Deck Key Emerging Workshop Cards (5) Critical friends Card (1) PBL Presentation Card (1) PBL Celebration Card (1) Deck Key Cards (2) Launch Card (1) Content Workshop Cards (24) Expert Workshop Cards (4) Assessment Cards (9)

Let’s Practice! 1.Read your PBL Launch document and student expectations. 2.“Play” your yellow cards by placing them on your PBL calendar as the first, last, and closing activities. * The ‘celebration’ card will only be used if it occurs on a different day than the presentations.

Planning Anticipated Workshops 3. With your table team, decide how to best teach the standards provided using the red workshop cards. Write these cards on your calendar. Remember, all small group workshops should have simultaneous PBL project time. Play your red cards by placing them on your imaginary calendar. 2 (A) musculature, bones, frames of reference positions, movements, French language, various technique forms 2(B) (spinal curvature, musculature, center of gravity); 2(C) Strength, flexibility endurance

Planning Formative Assessments 4. Now consider your Assessments. You should assess students every two days, at minimum. Play those cards by placing them on your PBL calendar. 2 (A) musculature, bones, frames of reference positions, movements, French language, various technique forms 2(B) (spinal curvature, musculature, center of gravity); 2(C) Strength, flexibility endurance

Planning Formative Assessments 4. Now consider your Expert Workshops. These are used to teach concepts and skills that are not aligned to your content TEKS. Play those cards by placing them on your PBL calendar. 2 (A) musculature, bones, frames of reference positions, movements, French language, various technique forms 2(B) (spinal curvature, musculature, center of gravity); 2(C) Strength, flexibility endurance

Leaving Space for Emerging Workshops 6. Emerging workshops can now be placed 2 (A) musculature, bones, frames of reference positions, movements, French language, various technique forms 2(B) (spinal curvature, musculature, center of gravity); 2(C) Strength, flexibility endurance

Bell to Bell Instruction Now, evaluate your PBL calendar. a.Do you have activities that address every standard you need to address? b.Is there additional time left on any instructional day? c.Have you placed cards to introduce extended/homework assignments? d.Will students have every experience they need to successfully create their PBL product?

Game Over! Contact me: Get cards: Comments/Questions: