Activity 1: 10 - 11 am Topic - Looking at Student Work Protocol (with gratitude to High Tech High) The list below (the Six As) indicates what the Buck Institute of Education considers characteristics of successful projects.
We are now going to perform a protocol called "Looking at Student Work" in which we will examine student projects with respect to this list in order to determine what successful projects look like.
Step 1. (10 min): You will be placed in teams. In your team, each individual teacher will examine at least one particular project/product and the project descriptions for the assignment from the provided URLs (located after this protocol description.) After you have looked at the project according to the following prompts - a. what was the assignment; b. what was the goal in giving the assignment – what was the driving question; c. what work was done; d. how well did the assignment follow the 6As; e. what questions are raised for you;
- you will discuss your findings with your whole group.
Step 2: Discussion (15 min) -. The group discusses the examined works and attempts to provide insight on the questions raised by the products:
Bright Spots: It is helpful to begin with bright spots, such as: What strengths do we see in the project design? What strengths do we see in the student work?
Opportunities for growth: Next, take a more critical view of the work. For example: What is missing from the design. From the work? Ask: I wonder what would happen if…”.or how else might this work better realize the 6As of PBL?
Lessons for your own work: Conclude the discussion by considering these questions: What are lessons in this for my own work? What am I learning from this?
Step 3: Debrief and Preparation for Class Presentation: We will gather together again as a whole class, and each team will now select one representative to deliver a 3 minute presentation that summarizes your findings from your discussion: ie, bright spots, growth opportunities and lessons. Be sure to emphasize the way the particular projects and student works address the As. Try and conclude with one major “take-away” that you will keep in mind as you design your own lessons in the future.
Please begin by choosing one of the following projects once you are in your teams:
Activity 2: 11 am to 12 noon Topic: Project Design Step 1 - Inquiry and Assessment: Looking at Examples
Where to start? It may be helpful to consider the Engineering Design Process. (This is NASA's...)
The overall workshop is meant to address the problem - "What is project-based learning and how do I make it work for me?" We identified the criteria for project-based learning earlier this morning.
Your goal is to begin working purposefully to design your own projects, so we are at #3 in the process - Brainstorming. Today, your goal will be to develop possible project ideas for the fall, so we will begin with the process of developing good investigative questions that can lead to authentic projects for your students.
In a word, that means we will start with inquiry. Authentic projects are open-ended to allow for student creativity, but also tied to a rigorous curriculum that requires students to develop and practice critical thinking skills. Some examples are here, as well as a definition of "Essential Questions."
Read this chapter on developing essential questions for student investigation and project work, noting how good questions are developed, and how that leads to good work. (Note: this example is long but is a quick read. It concerns a 2nd grade student team that broke off from an existing class project directed by the teacher to develop their own investigation based on what appeared to be a distraction. If you would rather, you can read one of the following instead: a 6th grade example, a high school example, and some shorter-length subject-specific examples)
Your prompt as you read is to think about what defines a good question, how good questions develop, and the sorts of student activities and practices that can lead from inquiry.
We will perform the following protocol (The Final Word) once you have read the chapter. (Note: this protocol is an excellent tool for use in your classroom to start the process of inquiry )
The Final Word (from Joseph P McDonald, The Power of Protocols)
Purpose: To expand the interpretation of one or more texts by encouraging the emergence of a variety ofinterests, viewpoints, and voices.
Details: Unlimited number of groups of 3 to 5. Participants highlight and discuss passages that have special meaning for them.
Steps: 1. Introduction and selection. Facilitator explains all steps briefly. Participants (as individuals) identify passages in the text that have meaning for them or address the prompt.
2. Arrangement. Tight circles of 3 to 5 members are formed. The order of presentation for participants is established and a timekeeper is identified.
3. Presentation. First participant shares the selected passage and explains why it is meaningful. (2–3 minutes)
4. Reflecting back. Each listener in turn has 1 minute to reflect back on what they understand the presenter to have said about the passage and its personal significance.
5. Final word. First round ends with 1 minute for presenter to reflect on what has been said by others.
6. Round repeats. Each participant has a turn to start a new round as described in previous steps.
7. Written reflection. Following the completion of all rounds, participants write for 5 minutes and then share in a Go-Round (time permitting). Reflection prompts can include things learned from rounds, challenges and advantages of protocol, applications.
Afternoon Session: 1 - 2:15 pm => Putting Learning into Practice Topic: Project Design Step 1 - Inquiry and Assessment: Your goal is to take what you have discussed from the morning session and apply it to a project idea of your own. Activity 1: We will spend a few minutes practicing the development of inquiries according to the following protocol:
Protocol: Generate, Sort, Connect, Elaborate => Concept Mapping (from Joseph P McDonald, The Power of Protocols)
1. Teams of 5 are created and given the following prompt: Develop a set of inquiries for student investigation on the topic "automobiles."
(You may start by browsing at this link, which will help you begin thinking about inquiries tied to your own discipline skills and standards.)
2. In your teams, use a sheet of easel paper to generate a list of ideas and inquiries that come to mind when you think about this topic or issue.
3. Sort your ideas and inquiries according to important or peripheral they are. Use your own method of representing that.
4. Connect your ideas by drawing lines between ideas and inquiries that have something in common, and explain the connection between them.
5. Elaborate on any of the central ideas and inquiries and develop them further by adding new ideas or explanations.
6. The whole group will reconvene for discussion, comparing concept maps, or even combining existing concept maps. This is a good time to try a "Gallery Walk..."
Activity 2:For the rest of the day, apply what you have learned to developing your own inquiries and final products for your classroom.
Remember the hallmarks of good inquiries and products -
Authenticity and Active Exploration (think of real world connections)
Adult Connections (think of how to involve the community)
Applied Learning and Rigor (involving critical thinking and real world competencies)
And opportunities for students to be creative and self-motivated
Make a list of ideas and questions as long or short as you like, but you will pick one of these ideas to turn into a full-fledged project idea on Thursday and Friday.
Place your ideas and questions into this google doc.