Projects, Performances AND College and Career Ready MICHELLE SWANSON Swanson & Cosgrave Consulting, LLC October 2011

1)Persisting 2)Managing Impulsivity 3)Listening With Understanding and Empathy 4)Thinking Flexibly 5)Thinking About Thinking (Metacognition) 6)Striving for Accuracy 7)Questioning and Posing Problems 8)Applying Past Knowledge to New Situations COSTA’S HABITS OF MIND

9)Thinking & Communicating With Clarity & Precision 10)Gathering Data Through All Senses 11)Creating, Imagining, Innovating 12)Responding With Wonderment & Awe 13)Taking Responsible Risks 14)Finding Humor 15)Thinking Interdependently 16)Remaining Open to Continuous Learning HABITS OF MIND, CONTINUED…

21 st Century Skills

CONTEXTUAL SKILLS & AWARENESS COLLEGE & CAREER READY ACADEMIC BEHAVIORS KEY CONTENT KNOWLEDGE KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley

COLLEGE & CAREER READY KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley

KEY COGNITIVE STRATEGIES From the work of David Conley

COLLEGE & CAREER READY KEY CONTENT KNOWLEDGE KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley Problem formation Research Interpretation Communication Accuracy

What they studied: What do students need to know and be able to do in order to succeed in entry-level university courses? STANDARDS FOR SUCCESS What they found:  Discrete content standards identified in English, Math, Natural Sciences, Social Sciences, Second Languages, and the Arts.  The HABITS OF MIND are ESSENTIAL to success in college!

COLLEGE & CAREER READY KEY CONTENT KNOWLEDGE KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley Problem formation Research Interpretation Communication Accuracy Read/write, English, math, science, social sciences, world languages, arts

COLLEGE & CAREER READY ACADEMIC BEHAVIORS KEY CONTENT KNOWLEDGE KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley Problem formation Research Interpretation Communication Accuracy Metacognition Study skills Time manage Read/write, English, math, science, social sciences, world languages, arts

CONTEXTUAL SKILLS & AWARENESS COLLEGE & CAREER READY ACADEMIC BEHAVIORS KEY CONTENT KNOWLEDGE KEY COGNITIVE STRATEGIES From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley Problem formation Research Interpretation Communication Accuracy Metacognition Study skills Time manage College culture Admissions Forms, aid, etc. Read/write, English, math, science, social sciences, world languages, arts

LIFELONG LEARNER HABITS OF MIND THINKING SKILLS CONTENT ACTIVITIES Adapted from the work of Art Costa and Bena Kallick SIMULTANEOUS OUTCOMES

COLLEGE & CAREER READY PROGRAM OUTCOMES COURSE STANDARDS PROJECT ACTIVITIES Adapted from the work of Art Costa and Bena Kallick SIMULTANEOUS OUTCOMES

“There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is they’re studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as needed, the ideas just disappear.” -- Howard Gardner, Harvard University PBL RESEARCH BASE

WHERE TO BEGIN?STANDARDSOPPORTUNITIES

STANDARDS MAPPINGStandard Project grouping

INTEGRATED PROJECT DESIGN English Science Elective

English Science Elective

STANDARDS MAPPING SEPTEMBER OCTOBERNOVEMBER

STANDARDS MAPPING SEPTEMBER OCTOBERNOVEMBER

STANDARDS MAPPING SEPTEMBER OCTOBERNOVEMBER

STANDARDS MAPPING SEPTEMBER OCTOBERNOVEMBER

STANDARDS MAPPING SEPTEMBER OCTOBERNOVEMBER

PERFORMANCE MAPPING

PERFORMANCES TOPICSSTANDARDS PERFORMANCE MAPPING

INITIAL LOGIN CODES

PERFORMANCE VERBS

Table Talk: What is performance assessment— characteristics, elements—craft a definition for your team. What are the benefits for students (and teachers?) What are the cautions?

DEGREES OF CURRICULAR ALIGNMENT TRADITIONAL PARALLEL INTEGRATED INTERRELATED

WHAT IS A PROJECT? Well-designed projects ask students to:  Tackle real problems and issues that have importance to people beyond the classroom.  Actively engage in their learning and make important choices during the project.  Demonstrate in tangible ways that they have learned key concepts and skills.

PROJECTDESIGN  Simultaneous Outcomes  Mapping to Standards  Six A’s of PBL PROJECTDESIGN  Simultaneous Outcomes  Mapping to Standards  Six A’s of PBL KEY PBL COMPONENTS PROJECTIMPLEMENTATION  Scaffolding  9 Steps of PBL  Marzano’s Essential 9 PROJECTIMPLEMENTATION  Scaffolding  9 Steps of PBL  Marzano’s Essential 9 PROJECTASSESSMENT  Products & Performances  Feedback Strategies  Authentic Audiences PROJECTASSESSMENT  Products & Performances  Feedback Strategies  Authentic Audiences Learning Community Real World Context

 AUTHENTICITY  ACADEMIC RIGOR  APPLIED LEARNING  ACTIVE EXPLORATION  ADULT RELATIONSHIPS  ASSESSMENT PRACTICES Developed by Adria Steinberg, Jobs For the Future. Used by permission. THE SIX A’S OF DESIGNING PROJECTS

High-order thinking skills and methods of inquiry from academic and professional fields Aligned with state content standards ACADEMIC RIGOR

Adult mentors Experts in the field Guest artists Community panels ADULT RELATIONSHIPS

Real world context Issues that matter to students Real and appropriate audience AUTHENTICITY

Experiences beyond the classroom Field-based investigations Community exploration Expert interviews Internships ACTIVE EXPLORATION

Teamwork Communication Product design Problem-solving Self-management skills Information collection, organization and analysis APPLIED LEARNING

Exhibitions of work Variety of assessment tools Professional standards of performance Student involvement in creating criteria for project (rubric) ASSESSMENT PRACTICES

RESEARCH PAPER Required Elements:  Select a disease to study  Go to library and do research  Write ten pages  Use proper essay form  Include a bibliography TRADITIONAL VS. PBL

HEALTH PROJECT Required Elements:  Develop family medical histories  Write proposal to study health issue of personal or community interest  Keep research log, including citations  Produce a newsletter  Develop lesson plans and materials for underserved population  Present to real audience TRADITIONAL VS. PBL

DEGREES OF CURRICULAR ALIGNMENT TRADITIONAL PARALLEL INTEGRATED INTERRELATED

INTEGRATED UNIT DESIGN STEPS 1. Identify themes through curriculum mapping 2. Decide on topic of integrated unit 3. Craft the essential question 4. Identify topical or key questions 5. Assign responsibilities 6. Review and revise the curriculum map 7. Set the learning scenario 8. Establish learning assessments 9. Check alignment with standards 10. Connect with industry and postsecondary partners 11. Write lesson plans 12. Evaluate the unit From ConnectEd

THEMES AND DRIVING QUESTIONS Two approaches to focusing project content: – Themes – Driving or Essential Questions

THEMES AND DRIVING QUESTIONS How can we, as _____ do ______ so that ______?

THEMES AND DRIVING QUESTIONS How can we, as _____ (who) do ______(action) so that ______? (result)

PROJECT SCAFFOLDING Structure Organizing features like groups, benchmarks, and timelines Content Academic foundation for work Training Explicit skill-building in all required production areas Expertise Professional-level training and consultation provided by experts

PROJECT SCAFFOLDING Oversight Structured times for teacher to meet, motivate, and mentor student teams Documents Handouts to help explain and organize project Tools The technological resources necessary to produce products & performances Time In-class opportunities for students to meet, research, produce, exhibit, evaluate

Jigsaw Pages Overview – Pg. 14 #1 – pg 15 #2 – pg #3 – pg #4 – pg #5 – pg 24 #6 – pg 25-26

ASSESSMENT vs. EVALUATION ASSESSMENT Latin root “assidere” = to sit beside  Formative  Along the way  GuidingEVALUATION Latin/Old French “valere” = to value  Summative  At the end  Judgment

TYPES OF ASSESSMENT JUDGEMENT UNDERSTANDING (Application of knowledge) REFLECTION (Growth over time) KNOWLEDGE (Mastery) Tests, Quizzes, Reports, Recitations Portfolios, Journals, Observations Exhibitions, Demonstrations

In-Process Feedback: WHEN? WHO? Key considerations:  Frequency, Timing, & Who Gives Feedback START END FORMATIVE ASSESSMENT

How To Evaluate Content & Skill Mastery? Key Considerations:  Which content and skills warrant evaluation?  What constitutes evidence?  Will groups or individuals be evaluated?  Which assessment tools will be used?  Who is interested in results and how will data be reported? SUMMATIVE EVALUATION

RUBRICS 101 What is a Rubric? A = B = C = 70-79

RUBRICS 101 “A rubric is not a grading system. It is a lesson in what constitutes quality. It is a declaration of expectations and a means of self-assessment for the student.” -- Heidi Hayes Jacobs, Ed.D., in “Redefining Assessment”

What do these levels of performance look like?

RUBRIC TIPS  Build rubrics with students  Show work samples along with rubrics  Criteria: Less is more!  Indicators: Describe what it looks like  Levels: Even number

4 levels left side student check box right side teacher check box scoring line allows for weighting of elements

FACTORS THAT SUPPORT PBL In the Classroom:  Safe, respectful learning environments  Personalized teacher-student relationships  Productive peer relationships  Transformed teacher roles  Intensified teacher engagement and commitment  Best practices of daily instruction

FACTORS THAT SUPPORT PBL At the School:  Supportive school structures (SLCs/Academies/Pathways)  Professional collaboration  Administrative support

FACTORS THAT SUPPORT PBL In the Community:  Engaged employer partners  Parent involvement in learning