Project Based Learning Toby Boss ESU 6

dangerouslyirrelevant.org Technology will never replace teachers. However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not. Sheryl Nussbaum-Beach

In an era of ubiquitous interconnection, global awareness does not mean simply learning about other cultures’ foods and holidays. dangerouslyirrelevant.o rg

What are we going to ask on our tests, when our students are walking in with Google in their pocket? Are they going to be better questions than we ask today? David Warlick dangerouslyirrelevant.org

Transfer Apply learning to new situations not only in school, but also beyond it. The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school. Learn now to apply lessons to later challenges.

The Art & Science of Teaching shares nine key ideas (design questions) teachers consider as they plan a unit of instruction.

1.Learning Goals and Feedback 2.Interacting with New Knowledge 3.Practicing and Deepening 4.Generating and Testing Hypotheses (application) 5.Student Engagement 6.Establishing Rules and Procedures 7.Adherence to Rules and Procedures 8.Teacher-Student Relationships 9.High Expectations Page 7, The Art & Science of Teaching The Art and Science of Teaching

Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS 11

Process Determine Learning Goal Plan how to teach new content Plan how to practice and deepen content Plan how to have students generate and test hypothesis

Determine Learning Goal

Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES The Art and Science of Teaching

Design Question One: What will I do to establish and communicate learning goals, track student progress and celebrate success?

“You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction.” Alvin Toffler

Nice to Know Supplemental Essential Adapted from McTighe & Wiggins

Literature Framework Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.

Transfer Apply learning to new situations not only in school, but also beyond it. The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school. Learn now to apply lessons to later challenges.

Enduring Understandings An important inference, drawn from the experience of experts, stated as a specific and useful generalization. Refers to transferable, big ideas having enduring understanding beyond a specific topic. Involves abstract counterintuitive and easily misunderstood ideas.

Enduring Understandings Is best acquired by “uncovering” (i.e., it must be developed inductively, co- constructed by learners) and “doing” the subject (i.e., using the ideas in realistic settings and with real-world problems). Summarizes important strategic principles in skill areas.

Knowledge vs Understanding The facts A body of coherent facts Verifiable claims Right or wrong I know something to be true I respond on cue with what I know The meaning of the facts The “theory” that provides coherence Fallible, in-process theories A matter of degree I understand why it is true I judge when to use what I know

A learning goal (essential learning) is a statement of what students will understand and/or be able to do. For example: Students will understand direct and indirect democracies. Students will be able to do three-column addition. What are learning goals or essential learnings?

Why do we need Essential Standards? So new teachers (or teachers new to a grade level) know what to teach. So we have clear understanding for all teachers of what is essential at each grade level / course. So we don’t rely on programs and supplemental materials to tell us what to teach.

Why do we need Essential Standards? So students have the opportunity to gain deeper, connected understandings of Essential Standards. So we stop talking “about” teachers at other grade levels and begin talking, planning, and teaching WITH them! So teachers don’t simply pick what they like, and students end up with gaps in learning.

What are the criteria for essential? Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?) Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?) –Inquiry, critical thinking, inferences, problem solving Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.) Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

cutting-edge research concrete strategies sustainable success Example: Larry Ainsworth describes a powerful illustration in “Unwrapping” the Standards, 2003 –Two students leaving college history class –Comparing results from essay exam about the Asian Revolution –One student=recalled nothing –Other student =recalled the common attributes noted in all revolutions he’d learned in high school (Essential Learnings)

Processing Think of no more than 5 big things you want your students to know or be able to do this semester. Remember the criteria: –Endurance –Leverage –Readiness Be ready to share at your table

Process Determine Learning Goal Plan how to teach new content Plan how to practice and deepen content Plan how to have students generate and test hypothesis

Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS 30

Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS 31

Process Determine Learning Goal Plan how to teach new content Plan how to practice and deepen content Plan how to have students generate and test hypothesis

Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES Interacting with New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS

Please think about the look fors…  Previewing activities  Info presented in small chunks  Students processing each chunk in small groups  Students summarizing and taking notes after content has been introduced  Students reflecting on their learning  Personal story shared

Discuss Choose one learning goal you listed. Share how you might provide new knowledge.

Process Determine Learning Goal Plan how to teach new content Plan how to practice and deepen content Plan how to have students generate and test hypothesis

Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting With New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS

If the segment involves knowledge practice and deepening activities, what do you expect to see?

Students Engaged in: Practicing skills, strategies, and processes Examining similarities and differences –Comparing/contrasting, –Classifying, –Creating analogies and metaphors Identifying Errors in Thinking Using homework –Guided and independent practice Cooperative learning activities Revising knowledge –Reviewing/revising notes so they are useful to students and add clarity to understanding.

Discuss Choose one learning goal you listed. Share how you might practice and deepen content.

Process Determine Learning Goal Plan how to teach new content Plan how to practice and deepen content Plan how to have students generate and test hypothesis

Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting With New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS

Different Lessons and Expected Behaviors

Moving to Application Effective support –Valid claims –qualifiers Experimental inquiry Problem-solving Investigations Decision-making P. 14

So what does it look like? Audri’s Rube Goldberg MachineAudri’s Rube Goldberg Machine

Invention Convention

Problem-Solving Invention Convention Students read about famous inventors and how they got ideas…including how patents were obtained. Considered a problem they would like to solve—used scientific method. Researched if there was a market. If a market, began creating a prototype. Create the real thing and test it out. Showcase the invention.

Think of it, construct it, test it

The Rotating Tree for Ease in Applying Holiday Lights

cutting-edge research concrete strategies sustainable success The Process of Invention

Discuss Choose one learning goal you listed. Share how you might help kids generate and test hypotheses.

Process Take a unit –Determine Learning Goal –Plan how to teach new content –Plan how to practice and deepen content –Plan how to have students generate and test hypothesis