pbl 101: the pbl experience day 1 presentation

PBL 101:The PBL Experience

DAY 1

Restroom Code: 2015

Get Up And Move

Snacks & Drinks

Use The ResourcesAnd Space

Housekeeping

1. Workshop Overview

2. Snowball Fight

3. Project Launch

4. Break

5. PBL Process: What Is PBL?

6. Project Components

7. Lunch

8. Palate Cleanser

9. Identify The Challenge

10. Break

11. Start With The End In Mind

12. NTK Check-In

13. Self-Evaluation w/Six A’s Rubric

PBL 101: Day 1 Itinerary

● Gain an understanding of Project Based Learning (PBL) and how it can be used to engage students in your classrooms.

● Understand the difference between PBL and doing projects.

● Develop a project idea to be used for the 2016-2017 school year.

● Build a portfolio of PBL resources and tools to use in your classroom.

● Network with other teachers striving to incorporate PBL in their classrooms.

PBL 101: Objectives

ESTABLISH

NORMSGrowth MindsetWork As Allies

Have Fun!

No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.Carol Dweck

SNOW CONE

FIGHT!

LET’SLAUNCH

APROJECT

Whatta Ya KNOW?Whatta Ya

NEED TO KNOW?

How can we as… (identify role)

Do… (task you will be accomplishing)

So That… (purpose for doing it)

Problem Statement

BREAK!SEE YOU IN A FEW MINUTES

STEP 15 min

Whole group watches video. As you are watching, individually take notes using the 3-2-1 graphic organizer.

STEP 210 min

At your table, break into groups of 2 or 3 and take turns asking each other the 3-2-1 questions and sharing responses with your partner(s).

STEP 310 min

Each table uses chart paper to create one page of visuals that represents their answers to 3-2-1 questions.

STEP 45 min

Whole group report out: Tables share their responses and visuals to the 3-2-1 questions with everyone.

3-2-1WORKSHOP

STEP 2:At tables, form groups of 2 or 3.

Take turns asking each other 3-2-1 questions and sharing responses.

STEP 3:At your table, use chart paper to create visual representations of your responses.

STEP 4:Share out responses to the 3-2-1 questions and/or visuals.

What are 3 things you learned?

What are 2 things you found

interesting?

What is 1 question you still have?

DOING PROJECTSvs.

PROJECT BASEDLEARNING

SCAFFOLDING!

REFLECT LEARNINGON

HOW LONG DOES IT TAKE?

HOW LONG DOES IT TAKE?TeacherPlanning

&Prep

Everyone has done a project at some point.

How can you take a project from being the dessert to being a tool that drives student knowledge, creates

inquiry, and enhances engagement?

PAUSE & REFLECT

LUNCH!SEE YOU IN 60 MINUTES

1. Workshop Overview

2. Snowball Fight

3. Project Launch

4. Break

5. PBL Process: What Is PBL?

6. Project Components

7. Lunch

8. Palate Cleanser

9. Identify The Challenge

10. Break

11. Start With The End In Mind

12. NTK Check-In

13. Self-Evaluation w/Six A’s Rubric

PBL 101: Day 1 Itinerary

BUILD ASCENE

IDENTIFY THE

CHALLENGE

IDENTIFY THE

CHALLENGE

● Has A “Reason To Learn”○ Why is it important?

○ Why should we spend time and energy investigating this topic or question?

● Projects That Matter

Authentic, Creative Idea

IDENTIFY THE

CHALLENGE

● Look Within A Mile Of Your School

● Read The Headlines

● Review Standards/Texts

● Discipline, Not Subject

● Steal From Others

Where To Find One?

IDENTIFY THE

CHALLENGE

● Brainstorm Project Ideas

● Research Project Examples

● Project Planning Form

● Optional Brainstorm Session

● Help Each Other!

WORK TIME

BREAK!SEE YOU IN A FEW MINUTES

BEGINWITH THE

ENDIN MIND

BEGINWITH THE

ENDIN MIND

What do my students need to know when they leave this class?

What standards do I need to cover?

Are my students college and career ready?

Determine Results Needed

STEP 110 min

Everyone reads the article “Education That Means Something.”

STEP 218 min

Facilitator will pose a question. 1 min prep. Each person has 1 minute to talk about the question when it’s their turn.

While person is speaking, other group members simply listen. When time is up, the next person speaks, and so on.

Facilitator will tell you when to switch. Talk stops when he calls time. If you’re done speaking before your time is up, all others sit in silence, using time to reflect.

MICROLAB:

EDUCATIONTHAT MEANS

SOMETHING

QUESTION 1:Think about what students have learned in your class.

How did you incorporate College & Career

Readiness Standards into your lesson?

MICROLAB:

EDUCATIONTHAT MEANS

SOMETHING

QUESTION 2:Think about what students have learned in your class.

What connections did they have to adults

outside the classroom or their community?

MICROLAB:

EDUCATIONTHAT MEANS

SOMETHING

QUESTION 3:Think about what students have learned in your class.

How do you truly know they learned what you

wanted them to?

MICROLAB:

EDUCATIONTHAT MEANS

SOMETHING

BEGINWITH THE

ENDIN MIND

Determine Results Needed:● Planning Form Page 3

● Course & State Standards

● College & Career Readiness

● Optional Brainstorm Session

● Help Each Other!

WORK TIME

REVISITWhatta Ya

NEED TO KNOW?

Six A’s Rubric Quick Check

Ticket Out The Door:Understanding, Effort, and Interest

Self-Evaluation

GO HOME!SEE YOU TOMORROW...HOPEFULLY