Looking for Rigor? Try Project-Based Learning Ramsey JHS Media Center June 1, 2012 Deborah Chapman Ines Robles Michele Walker

CCSS = Rigor!! Students require wide-ranging, rigorous academic preparation and approaches to learning. Standards define what all students are expected to know and be able to do, not how teachers should teach. Standards leave room for teachers to determine how those goals should be reached and what additional topics should be addressed.

Key Features of Common Core Reading: Text complexity and the growth of comprehension Writing: Text types, responding to reading, and research Speaking and Listening: Flexible communication and collaboration Language: Conventions, effective use, and vocabulary

Best Practices GOAL: Students are taught to at least grade-level standards in ways that enable them to see the usefulness of their studies. Responsibility rests with middle grade schools to prepare students for rigorous high school studies that, in turn, prepare them for further studies and careers. 10 Best Practices in the Middle-Grades –from SREB: Making Middle Grade Work (March, 2012)

Ten Steps for Creating Standards-Based Units Planning Standards-Based Units – takes time and effort BUT –can result in engaging, grade-level instruction –improved student achievement –applies knowledge and skills to real-world projects THEREFORE Students see the connections to day-to- day living through the application of information.

Step 1: Choose topic Addresses a major issue of your discipline Fits the standards for which you are responsible Makes sense as a subject to teach during the weeks you are planning to schedule the task.

Step 2: Choose & Chunk Standards Several standards can be addressed by a single rich task. The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. RESULT: Students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms.

Combine Literacy & Content Standards Social Studies –H Describe the development of the Renaissance –H Examine contributions of Renaissance artists and writers. –H Discuss the rise of absolute rules and the divine right of kings –C Analyze forms of government... Literacy CCSS –CC.6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources. –.6-8.RH.7 Integrate visual information with other information in print or digital texts –CC.6-8.WHST.1 Write arguments focused on discipline-specific content. –CC 6.8.WHST.7 Conduct short research projects to answer a question ….

Step 3: Essential Questions Are framed to provoke and sustain student interest Have no obvious right answer Engage students in real-life applied problem-solving Recur through-out one’s learning

Step 4: Choosing Template Task & Rubric Select a task that is argumentative, informational or explanatory, or narrative. Use your topic, reading texts, and writing text choices to complete template Require sustained writing and effective use of ideas Share the rubric with students from the beginning

Task Development Requires teachers to create an assignment that asks students to Think, in ways that prepare students for success in college and workplace Read, analyze, and comprehend texts as specified by Common Core Write products as specified by Common core Apply Common Core Literacy Standards to content

Develop & Share Rubric Communicates your expectations to your students Lets students know what they need to accomplish for a given assignment and the grade they will receive Makes the job of grading easier by outlining specific factors for assessment in advance

Step 5: Resources Textbook Primary Resources Secondary Resources Digital Resources Don’t forget…. Art, Photographs, Maps, Graphs, Music & More

Teacher OR Student-Selected Resources --- LiteratureMusicVideo Games Websites/ Blogs/ Apps TOPIC Non-fiction PodcastsVideosSocial Media

Step 6. Literacy Strategies Help your readers to develop traits of proficient readers in your content area Focus on 1-2 strategies for student application before moving on

Step 7: Habits for Success Create relationships Study, manage time, organize Improve reading/writing skills Improve mathematics skills Set goals/plan Access resources

Step 8. Structure the lesson Develop a logical structure and sequence for daily lesson plans –Bellwork: Gets students started and engaged –Activity: Explore and Explain –Gradual Release Model Practice together Practice in teams/groups/pairs Practice alone –Evaluate Student Understanding –Closure/Summation

Step 9. Teach & Reflect on the Unit Intense planning allows teachers to move easily through instructional cycle –Greater student engagement –Improved mastery of material Now…Reflect …. Determine what works and what needs to be refined Identify what content and skills the students failed to master Determine additional resources and strategies to address non-mastered content and skills Make notes for next year’s lesson revision

Step 10. Increase Student Proficiency Assess the rigor of the assessments and evaluate student work Collaborate with colleagues to discuss strengths & weakness of unit Revise the unit to increase effectiveness

Resources SREB Planning for Improved Student Achievement: Ten Steps for Planning and Writing Standards-Based rg/2008/08V05_SBU_Int ro.pdf rg/2008/08V05_SBU_Int ro.pdf The 1.0 Guidebook to LDC: Linking Secondary Core Content to Common Core State Standards based on the work of the LDC Design Team, Sample LDC collaborative.org/resourc es/sample-modules/ collaborative.org/resourc es/sample-modules/

Project-Based Learning