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Presenter: Suzie Boss Guests: Scot Hoffman, American School of Bombay, and Mike Reilly, CDAT program at Lanier High School, Gwinnett County, GA
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The Reflective Teacher's Tips and Tools for Guiding PBL
Presenter: Suzie Boss @suzieboss
Guests: Scot Hoffman @bombayscotMike Reilly @cdatlhs
ISTE14 ~ June 30, 2:15 p.m.Resources: tinyurl.com/pzjclg3
Today’s Reflective Guests
Scot Hoffman @bombayscot Mike Reilly @cdatlhs American School of Bombay Center for Design and Technology Mumbai, India Lanier High School, Georgia
"We do not learn from experience . . . we
learn from reflecting on experience.“
~John Dewey
“If anyone's thinking we can't do real things
with kids, I'm telling you you're wrong.”
~Rich LehrerBrookwood School, MA
Reflective teachers ask…
What can we do with this?
How is this used in the world outside the classroom?
www.chronozoom.com
“During PBL, students go through a progression of activities—questioning, investigating, making sense of what they discover, asking more questions, and doing more research—until they emerge with new understanding.”
~Reinventing PBL (Boss & Krauss)
@tweenteacherHeather Wolpert-Gawron
Go hog wild designing PBL that will spark your own excitement
to teach. That alone will undoubtedly hit many
requirements. Targeted reflection might just reach some
more.
Borrow Heather’s 3(+) Steps for PBL Design
1. Design toward what you love. Think about your own interests and the interests of the age group you teach.
2. Look back at the Common Core Standards.3. Fill in the gaps
+ Find someone to partner with who might share your interest in your project. It's vital we collaborate. It's vital that we open our doors and utilize the strengths of a team.
tinyurl.com/owslqpm
Do you invite peer feedback?
And do you ask for specific feedback?
• How will this project help students connect to the big ideas of my curriculum or discipline? What will students take away from this experience?
• Am I building on students’ interests?
• Will this project build disciplinary ways of thinking/investigating/knowing?
“I am a fan of the assessment that
doesn’t smell like an assessment.“
~Paul Bogushblogush.edublogs.org
Do you listen for student input?
“I suggested flipping the usual grading formula, and putting more emphasis on process and reflection. Well, when I said that, some students said, ‘Yay!’ and others said ‘Oh, no.’ So I asked them why, and then told them I’d need to go away and think about it.”
~ Karen Fish, American School of Bombay
Do you think critically about audience?
What do you want from audience?• Technical feedback (i.e., pitch session with experts)• Response or action (i.e., voter education night)• Cultural celebration, honoring community members
Who’s the audience for “real-world” version?• Documentary film, red carpet night • Historical exhibit, museum• Book release party, author chat• Science exhibition, testimony
How can technology connect students with authentic audience?
What helps you observe/listen?
“I’ll bet there are 3 or 4 versions
beneath this one.”
Do you allow time for feedback/revision?
Do your students benefit from expert
feedback?
What helps teachers get comfortable with PBL? Let’s hear from Scot about PBL prototypers.
ASB's Research and Development Department explores, studies, prototypes, researches, and scales new teaching and learning approaches, practices, and systems that advance relevant learning in an accelerating change environment.
ExploringStudying
PrototypingResearching
Linger in the Problem Zone
• Deeper Consideration• Breakthrough insights
Bank Your Learning
• Understand catalysts and inhibitors• Claim your insights• Tell your stories
Schoolwide assessment language is “a gift for kids. If you have common rubrics, students don’t have to figure out the rules for six different teachers.”
~Bob Lenz, CEO Envision Learning Network “Know. Do. Reflect”
How do you build a PBL culture? Let’s hear from Mike about CDAT and Gwinnett County.
30 300 10,000
"You need to know how what you're learning fits into the world. This program fosters in kids how you interact on a project, how you approach a problem, how you look at knowledge as integral to experience.”
~CDAT Adviser Blake Lewin
Your Turn!
Which tools and strategies help you and your students reflect on learning across the arc of a project?
Tweet your response: #iste14
Or add to Padlet:
http://tinyurl.com/iste14pbl
Think about it…“If someone proposed combining measures of height, weight, diet, and exercise into a single number or mark to represent a person's physical condition, we would consider it laughable. How could the combination of such diverse measures yield anything meaningful? Yet every day, teachers combine aspects of students' achievement, attitude, responsibility, effort, and behavior into a single grade that's recorded on a report card—and no one questions it.”
~Tom Guskey, “Five Obstacles to Grading Reform,” Educational Leadership
How do you assess for….
• Product?
• Process?
• Progress?
Tools to help you assess product...
Student products answer the driving question (and demonstrate content mastery of Civics):
How might we improve the process of applying for U.S. Citizenship?
Tools to help you assess process...
• Uses techniques such as brainstorming and mind mapping to generate several original ideas for the product(s)
• Carefully evaluates the quality of ideas
• Selects the best idea to shape into a product
Where will you go next? (Don’t forget post-project reflection.)
Let’s Cross Paths@[email protected] Hoffman: @bombayscotMike Reilly: @cdatlhs
#pblchat Tuesdays, 5-6 p.m. Pacific#goldstandardpbl
Google Doc with links from today: tinyurl.com/pzjclg3
