catalog h u n t
DESCRIPTION
Study without desire spoils the memory, and it retains nothing that it takes in. Leonardo da Vinci Italian engineer, painter, & sculptor (1452 - 1519). CATALOG H U N T - PowerPoint PPT PresentationTRANSCRIPT
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• Study without desire spoils the memory, and it retains nothing
that it takes in.
Leonardo da Vinci
Italian engineer, painter, & sculptor (1452 - 1519)
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CATALOG HUNTA great aunt you never knew about just left you $20,000 in her will. To avoid inheritance taxes and to honor the terms of her will, you must spend another $20,000, by June 30, on one of the following projects:1.Purchase educational toys for the Ronald McDonald House2.Create a garden and wildlife learning center for your school3.Purchase furniture for a local family of 5 children and 2 adults who lost everything in a fire
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CATALOG HUNTYou have 30 minutes to collaborate with your team members and list all items you will purchase and their costs. Be sure to include shipping costs.
The total must be $20,000, or you will lose your $20,000.
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Learning-Based projects Learning-Based projects vs. Project-Based Learningvs. Project-Based Learning
Traditional (learning-based) projects often:
Are a loose set of activities
Supplement the curriculum
Use big themes
Use broad assessments
Have little management structure
Standards-focused PBL:
Is inquiry-based; uses Driving Question as a focus.
Is Part of the curriculum
Is focused on specific standards, concepts and skills
Aligns assessments with outcomes
Uses project management tools to structure learning
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Project Design
1. Begin with the end in mind
2. Craft the Driving Question
3.Plan the Assessment
4. Map the project
5. Manage the process
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The process...The process...
Establish the right conditions for project based learning
Design authentic academic work
Plan backwards
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The Right ConditionsThe Right ConditionsWhat might be some of the right
conditions for Project Based Learning?
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The Conditions for PBLThe Conditions for PBL
A strong teacher–student relationship
Rigorous standardsOpportunity for student involvement to insure relevance
Under these conditions you will also promote resiliency in students and help build a culture of engagement in your
classroom and school.
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Design Design Authentic Authentic Academic Academic WorkWorkWhat makes schoolwork
authentic?
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A Definition of Authentic Academic A Definition of Authentic Academic WorkWork
Construction of knowledge
Disciplined inquiry◦ Built on prior knowledge◦ In-depth understanding◦ Elaborated communication
Value beyond school- Newmann, 1995
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Plan BackwardsPlan BackwardsWhat does it mean to plan
backwards?
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Backwards PlanningWhat should students know or be able to
do by the end of this project?
Who is the audience for the work?
What products will students create?
How will you assess all student work?
How should activities be organized?
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Begin with the End in MindPlan Simultaneous Outcomes
Personal competencies1 Habit of Mind/EQ
Skills
1 –2 l
ife sk
illsContent
2 – 3 standards
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TOPICTOPICversusversusCONCEPTCONCEPT
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Content/StandardsContent/Standards
Include:
Common Core State Standards
School-wide expectations or
goalsLiteracy
Think about:
• Covering vs. uncovering or discovering
• The “power” standards: What are they and how do you teach them?
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Organize Tasks and Organize Tasks and ActivitiesActivitiesConsider…
Direct instruction: What content knowledge do students need to succeed in this project?
Skill-building: What skills do students need to succeed in the project? How will they learn how to do that?
Culture-building: Are students ready to manage themselves and work with one another? How will they learn to do that?
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The “Lighthouse” for the The “Lighthouse” for the Project: Project:
A Powerful Driving QuestionA Powerful Driving Question Inspiring• Provocative• Open-ended• Authentic
Focused• Concrete• Requires core
knowledge to answer
• Consistent with standards and curriculum
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Refining a Driving QuestionRefining a Driving Question
How is nature interconnected?
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Refining a Driving QuestionRefining a Driving Question How is nature interconnected?
How do the bugs, leaves and water samples collected in our neighborhood show how systems in nature depend on one another?
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Refining a Driving QuestionRefining a Driving QuestionHow do the bugs, leaves and water
samples collected in our neighborhood show how systems
in nature depend on one another?
Re-write this DQ to be more appropriate for YOUR students.
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Refining a Driving Question
What is the history of our community?
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Refining a Driving QuestionWhat is the history of our
community?
How do the memories of people in our neighborhood help us
understand our past and predict the future of our community?
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Refining a Driving QuestionHow do the memories of people in our
neighborhood help us understand our past and predict the future of
our community?
Re-write this DQ to be more appropriate for YOUR students.
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You Do!
Create a driving question that addresses one of your curriculum standards and matches the qualities of a good …
Driving Question
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Use the Driving Question to Focus the Inquiry Process
Multiple perspectives or points of view on the question
“Sub-questions”“Need-to-know” and teachable
momentsKnowledge gaps and formative
assessmentsStudent problem logs or journals to
revisit and reflect on the driving question throughout the project
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KNOW WHAT TO ASSESS
Break down content and skills into specific elements
Establish clear performance criteria & communicate them to students ahead of time
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KNOW HOW TO ASSESSHow many ways can we find
out what & IF our students are
learning?
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RUBRICS
Why use rubrics?
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Use Rubrics to Evaluate Skills and Performance
Rubrics:Fulfill conditions for good assessment
Provide a tool for precise feedback
Increase fairness while decreasing grading time
Reduce quibbling over grades
Give students specific guidelines while working independently or with a parent/tutor
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What is the difference?
PRODUCTS vs.
ARTIFACTS
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Use Core Management Tools• Task lists• Daily goal sheets/briefs• Time sheets• Reflections in journals or problem logs• Debrief with team leaders• Have small groups report out to whole group
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Evaluate and Reflect
Research shows a robust connection
betweenReflection
& Retention
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Need help?
alsoUse the Buck Institute
handbook
orCheck www.bie.org
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Without the possibility of action,
all learning comes to one labeled
“File and forget.” -Ralph Ellison