1. Mockingbird Elementary Coppell ISD Coppell, Texas 75019 pmitchell@coppellisd.com http://www.coppellisd.com/mockingbird

2. While laying a foundation for a lifetime of service and genuine compassion for others, Mockingbird Elementary empowers learners with authentic, purposeful learning experiences to make their dreams and aspirations a reality.

3. Constructivism is reflected in Project Based Learning by creating an environment where learners collaboratively solve real-world problems, and make meaning of their learning through authentic projects or presentations. Learner voice and choice is encouraged in different phases of the PBL. All stakeholders are engaged in authentic learning experiences in an atmosphere that honors individual beliefs and values. The educator learns as well as facilitates and guides. Learners will have a deeper understanding of concepts and be able to apply new learning in all situations.

4. “…a systematic teaching method that engages students in learning important knowledge and 21 st century skills through an extended, student- influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks.” - PBL in the Elementary Grades, by Sara Hallermann and John Larmer Project Based Learning: Explained http://www.youtube.com/watch?v=LMCZvGesRz8&, Buck Institute for Education http://www.youtube.com/watch?v=LMCZvGesRz8&

5.  Learner-centered  Collaborative environment  Educator as facilitator  Learner voice and choice encouraged  Small groups  Hands-on  Must use critical thinking skills  Develops a sense of pride and ownership

6.  Educators create interest and start inquiry process

7.  Learners share what they know and need to know at the beginning of the project

8.  The purpose of the project is stated to guide the PBL planning for educators; serves as the conceptual understanding which the educator hopes the learners will be able to answer at the end of the project How can we teach other students at Mockingbird about the history of Texas?

9. Learners refer back to the driving question throughout the project.

10.  Setting the expectations for learner interactions

12.  Scoring guide designed to provide feedback

13.  Mini workshops to teach concepts and skills as needed

16.  Individuals who provide feedback to improve the project

17.  Presentation with results of PBL

20.  Designed to assess learner’s growth CRITERIA IPS Insufficient Progress on Standard AS Approaching the Standard MS Mastered the Standard Content The students will:  Create a visual representation of a barn owl which includes at least 5 features that help the animal survive.  Each feature is labeled with: *1 or less completely different reasons why it helps the animal survive.  Diagram of Barn Owl is not labeled correctly using scientific format.  Diagram is not labeled using correct grammar features.  Product is not visually appealing and easily understood. 0-------------------35--------------------69 The students will:  Create a visual representation of a barn owl which includes at least 5 features that help the animal survive.  Each feature is labeled with: *2 or less completely different reasons why it helps the animal survive.  Diagram of Barn Owl is labeled correctly using scientific format.  Diagram is labeled using correct grammar features.  Product is visually appealing and easily understood. 70----------------80-------------------89 The students will:  Create a visual representation of a barn owl which includes at least 5 features that help the animal survive.  Each feature is labeled with: *3 completely different reasons why it helps the animal survive.  Diagram of Barn Owl is labeled correctly using scientific format.  Diagram is labeled using correct grammar features.  Product is visually appealing and easily understood. 90-------------------95-----------------100 “OWL ” will they Survive? Rubric

21. Entry Document Knows and Need to Know Driving Question Social Contracts and Collaboration Introduce Rubric(s) Critical Friends Scaffolding Activities and Benchmarks Final Product Assessment

23. Entry Document Knows and Need to Know Driving Question Social Contracts and Collaboration Introduce Rubric(s) Critical Friends Scaffolding Activities and Benchmarks Final Product Assessment

24. Kindergarten Fairytale Launch - http://www.youtube.com/watch?v=4BBKVvox_z4&feature=youtu.be http://www.youtube.com/watch?v=4BBKVvox_z4&feature=youtu.be First Grade Island Launch - http://t.co/NxroGdHwx0 http://t.co/NxroGdHwx0 Second Grade Mealworm PBL - http://www.coppellisd.com/Page/6015 http://www.coppellisd.com/Page/6015 Third Grade Zoo Mania - https://sites.google.com/a/g.coppellisd.com/3b-mkb/pbl-project-based-learning/zoo-mania https://sites.google.com/a/g.coppellisd.com/3b-mkb/pbl-project-based-learning/zoo-mania Fourth Grade Texas Program Blog - https://sites.google.com/a/g.coppellisd.com/braafladt/pbl-blog https://sites.google.com/a/g.coppellisd.com/braafladt/pbl-blog Fifth Grade Transforming Mars YAKK - https://sites.google.com/a/g.coppellisd.com/mr-noel-s-website/ https://sites.google.com/a/g.coppellisd.com/mr-noel-s-website/

25.  Buck Institute, www.bie.org/PBLwww.bie.org/PBL  Mind Missions Learning Systems  PBL in the Elementary Grades – Buck Institute by Sara Hallermann and John Larmer  Problems as Possibilities: Problem-Based Learning for K-16 Education by Linda Torp and Sara Sage  Project-Based Learning With Young Children by Deborah Diffily and Charlotte Sassman  Thinking Maps, http://thinkingmaps.com/http://thinkingmaps.com/  Thinking Maps, A Language for Leadership by Larry Alper, David Hyerle and Chris Yeager  Thinking Maps, A Language for Learning by David Hyerle and Chris Yeager