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.
Slide 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.
Slide 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&
Slide 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
Slide 6
Educators create interest and start inquiry process
Slide 7
Learners share what they know and need to know at the beginning
of the project
Slide 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?
Slide 9
Learners refer back to the driving question throughout the
project.
Slide 10
Setting the expectations for learner interactions
Slide 11
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Scoring guide designed to provide feedback
Slide 13
Mini workshops to teach concepts and skills as needed
Slide 14
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Individuals who provide feedback to improve the project
Slide 17
Presentation with results of PBL
Slide 18
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Slide 20
Designed to assess learners 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
Slide 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
Slide 22
Slide 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
Slide 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/
Slide 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
