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Curriculum Design and PBL
Curriculum Design and PBL
A guaranteed and viable curriculum is the number one factor impacting student achievement. (Marzano - What Works in Schools. 2003)
A Pre-Assessment on Beliefs
http://goo.gl/FO0fO
Definition of PBL
a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.
Five Criteria to be PBL
PBL projects are central, not peripheral to the curriculum.
PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.
.
Projects involve students in a constructive investigation.
Project NOT Exercise
Projects are student-driven to some significant degree.
Projects are realistic, not school-like
Sense vs Meaning“Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….
Of the two criteria, meaning has the greater impact ….”
Sousa
Curriculum
Intentionally Designed
Designing Curriculumusing UbD
THINK!
Stop-Light Differentiation
Essential QuestionWhat are the
attributes that define and
structures that support a 21st
century curriculum?
Essential Question
How do I design contemporary
curriculum that best meets the
learning needs of my students?
Assesment
Types of Assessment • Diagnostic• Formative• Peer/Self/Metacognitive• Portfolio• Summative
Tools for Assessment• Moodle
• Google Forms
• Google Sites Portfolios
• Quia
• Socrative
• Blog Prompts
Black and Wiliam•Frequent short tests are better than infrequent long ones.
•New learning should be tested within about a week of first exposure.
•Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones.
•Comments alone have more impact on student achievement than comments and grades or grades only.
Draft In Progress not Rough Draft
Performance Assessment
GRASPSGoalsRole
AudienceSituation
Product/PerformanceStandards and Criteria for Assessment
Standards Essential Questions
Assessments Rubrics
Is it a Rubric?Rubric vs Checklist vs Point
Sheet
Pre-Skill Developing Proficient Accomplished
Exemplary
Rubistar
Design the Learning Activities (Part 3)
Be Collaborative• Design on a Wiki
• Design on Google Docs
Design the Learning Activities
WHERETO
Where and Why?
Hook
Equip students with skills
Rethink and
Revise with
Students
self Evaluat
e
Tailor to
student
needs
Organize and
Sequence
The PBL ProcessREFLECTION
Driving Questions
Characteristics of a Driving Question• are provocative• are open ended• go to the heart of a discipline or
topic are challenging• can arise from real world
dilemmas that students find interesting
• are consistent with curricular standards and frameworks
Entry Event
Authentic Project
The ProjectsHistory Museum with Documentaries and What-If Exhibit (US History)
Graphic Novel History Text and a Warm-Up
Sharing your Passion
Frederick Douglas Speaker Series
Non-Fiction Writing/Blogging 1 2 3
Global Action Project
Author Project and LitFest
Global Issues Symposium (AP Environmental Science/Capstone 11th Grade Science)
It’s My Brain, Do I know how to care for it? (9th Grade Tablet and Portfolio Intro)
PBL or Project?
PBL Assessment• Assess Your Project
• Use clear Rubrics
• Set clear expectations (let kids contribute to this)
• Provide lots of Feedback – Use Feedback Loops (Tech is GR8 for this!)
• Use Peer Review
• Use Self Reflection and Assessment
A Quote:Our job as
educators is to make explicit that
which we had hoped would be
implicit.
Designing the Curriculum
QuickTime™ and aBMP decompressor
are needed to see this picture.
What are the essential questions?
How is what we’re teaching relevant to the student’s life?
How do they extend the learning to demonstrate true understanding?
When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned?
When do they get to self-reflect? Do they have a metacognitive vocabulary?
Find a Partner
STAGE TWO
ASsessments
Blooms and Six Facets
Grasps
Rubrics
Stage Three
WHERETO
Key Processes and Questions for 21st Century Learning
1.Purpose–Is the task “Just in Time” or “Just in Case” learning?
2.Outcomes and/or solutions–As a result of this investigation, will the students be lead to a solution?
3.Time Frame–What is the time frame? Can students come to a conclusion in the time allotted?
4.Collaborative–Will students have the opportunity and the need to work together to solve the problem?
5.Real World Context–Is the task relevant to the learner?
6.Audience–Who will be the intended audience of this investigation? How will the results be reported?
7.Reflection–How will the students engage in self-critique and reflect/utilize feedback from others?
QuickTime™ and aBMP decompressor
are needed to see this picture.
Stop-Light Differentiation
http://www.flickr.com/photos/dkuropatwa/3747619480/sizes/o/in/photostream/Working Together Teamwork Puzzle Concept -http://www.flickr.com/photos/22177648@N06/2137737248/
CheckMarks -http://www.flickr.com/photos/9411503@N07/3192311442/
Question Mark- http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/o/
Light Bulb- http://www.flickr.com/photos/alancleaver/2279694390/sizes/o/in/set-72157606825074174/
FOlders- http://www.flickr.com/photos/30231516@N00/399354425/
Curriculum - http://www.flickr.com/photos/7200789@N06/1460025318/
WOrld/Yellow Dude- http://www.flickr.com/photos/crystaljingsr/3915514240/in/photostream/
Multiple Stopsigns- http://www.flickr.com/photos/69616736@N00/22205084/
Stop Stick with Plan- http://www.flickr.com/photos/33124677@N00/56803146/
THinking Man- http://www.flickr.com/photos/22177648@N06/2136947623/
stoplight final page-http://www.flickr.com/photos/51035555243@N01/2379132152/