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Tuesday, November 14, 2017

Why I Chose PBL By: Trisha Burns

What makes Project Based Learning the best learning environment for students? Let’s ask the experts!  Four students from Columbus Signature Academy (CSA) were asked to share about why they chose to be a part of a PBL school. CSA is a K-12 pathway where Project Based Learning (PBL) guides the learning process. Each of these students have different levels of experience with PBL and each one of them shares about those experiences below:

In years past at school, I would get very bored and not get involved in classes. From K-6 I went to a standards based elementary school. I liked it, but I love CSA! In my mind, the CSA
program has helped me to be way more involved in class. This is the second year that I have been on the CSA program. I think it has really helped me to become a better student as well as a better group member. The CSA program is all about Project Based Learning. If you don't like sitting in class, but you love projects then this is the way to go. CSA also teaches you to become better at public speaking. This helps you become a better student and helps you be able to get in front of the class. It also will help you in your future classes, especially if you choose to go through with the CSA program. CSA is all also about hands on learning. In CSA, you will be graded on the projects with the New Tech Network rubric. I liked my elementary school, but I love CSA better.
-Harley G. (8th grader)

I have been in PBL my whole school life. I have the most experience with PBL that I can get so far, which means I've become skilled in some of the things we do in the program. One of
the best things in PBL in my opinion is the projects. I recall one day my mother was doing a presentation for her work and had no idea how to use the presentation software. Me being the suave PBL person I am, I helped her set it up and added a few cool effects I’ve learned in the long run. It made me feel happy that I know I will use what I’ve learned to my advantage when I am an adult. Although, don’t let me forget how we make these presentations or should I say who we do it with. One of the most important things in PBL is collaboration; without it you would just be on a normal team. I’m not saying traditional teams don’t collaborate, but definitely not as much as PBL teams do. Working together can be hard, but it really gives you a bond and friendship with the people in your group. A project usually could last for 2 weeks or even a whole quarter. So, basically we are working with our peers for a long period of time where it’s very mandatory to work together in harmony or you get a bad grade. No one wants a bad grade, right? So you end up learning and knowing a lot about them and I don’t think I’ve ever not stayed friends with a person I’ve been in a group with. One of the things I like is how PBL prepares me for the future. I think PBL is the closest thing to a college and adult environment I can be part of, and this makes me excited and ready for the future. These are some reasons I choose PBL over anything else, and if I could personally thank the PBL program, as if it was a person, I would write a 30 page essay to be completely honest. I am so thankful to be apart of something greater than me.
- Karly H. (8th grader)

PBL is a very good way of learning because it is a way of having fun at school while learning. Picking the team,CSAM8, is probably the best choice of my life. I used to be the
shyest person in the world before I was in PBL. Then when I was greeted with the warm hearted teachers and students I became the social person I am today. Just a couple of weeks into school I started getting A’s and B’s. I don’t remember the last time I had a C on my report card. This last sentence is for the teachers trying their best to learn about PBL. PBL will give you the easiest time in the world at your teaching job. All the teachers at CSAM8 are amazing people because they taught me the most important life lesson and that lesson is never give up no matter how hard something is. These amazing teachers changed my life. Without them I wouldn’t be the A and B student I am today. So please future PBL teachers help more kids understand that learning can be fun and that you are there for them to push them to their best transformation.
-Nate C. (8th grader)

Why PBL works for me is because I learn best through projects.  PBL works best for me
because I like to collaborate with others so I don’t have to sit at my desk all day.  I get to talk with others.  Another thing that helps me is a thing called Kagan structures (these are protocols that help guide student discussion). We used it a lot in seventh grade.  It helps because you get to get up and do certain collaboration exercises.  I am glad I joined CSA and (can learn through) PBL. I can’t wait to go to New Tech High School after I get this 8th grade journey finished.  Every day brings a new challenge!
-Cory L. ( 8th grader)

 These four are a glimpse into the 220 different CSA Central student stories.  PBL teaches students to be more involved in class, how to collaborate, develop skills needed in jobs, how to persist through challenges, and gives them hands-on-learning opportunities.  As you can see our PBL program develops many skills in students, and we enjoy seeing them thrive in this environment. Consider bringing PBL to your school!

Trisha Burns is an 8th grade math facilitator at CSA Central Campus in Columbus, Indiana. She is a certified teacher and trainer through the New Tech Network and certified through ICPBL for project-based learning in Indiana. She has taught in the classroom since 2009 and facilitates for Magnify Learning in the summer. When she is not developing and implementing projects in her class room she loves to hang out with her family and scrapbook their memories!

Sunday, November 12, 2017

Keeping Content in the Forefront: Standards- Based Grading in Project- Based Learning

Andrew Larson
Science Facilitator
Columbus Signature Academy New Tech High School

Through my Project- Based Learning journey, spanning ten years, I have been challenged in every conceivable way. Whether the “Defi du Jour” (Challenge of the Day) is a workshop that fell flat, a community partner that had to cancel, or students that struggle to collaborate, there is always something to bemoan, “If only I had thought of…_____________ ." Most of these struggles work themselves out with experience, while others cannot be controlled.

Other, bigger, issues are truly never done. For me, in PBL, the biggest challenge I dwell on is assessment. For several years I admired the practice of Standards- Based Grading from the sideline, with the view that it seemed like a clear win for students. I hesitated to jump in with both feet because what I had seen and learned, in graduate- level coursework and at conferences, made me feel like I “knew just enough to be dangerous” with the practice.

Nonetheless I was convinced once and for all that SBG was a practice I needed to adopt by my friend and mentor Michael McDowell at New Tech Annual Conference 2014 (memorable conference and World Cup games.) He showed me how teachers in his district had successfully adopted proficiency- based rubrics for secondary content areas. These rubrics, which correlate to the key concepts and skills in a discipline (biology, in my case,) are the basis for all content- related assessment.

For several years I took what I absorbed in Michael’s one- hour talk, on the last morning of a three- day conference, and tried putting it into practice in class. I started developing rubrics for each standard for Biology I and putting them in front of students. During this trial period, many truths surfaced. I did not know how to set up my gradebook to reflect SBG and a “mastery” approach. Nor did my students know how to use the rubrics I was giving them to drive their learning forward on their own. Predictably, I ran out of time to develop SBG- based rubrics for the entire curriculum, so when we exhausted the ones that were made (let’s be honest, not that many) we reverted to more traditional assessment practices.

Nevertheless, I persisted. As one who takes the “slow cooker approach” to new ideas, I kept dabbling. A breakthrough, though, was what was needed. In one remarkably productive day this past summer, I managed to “finish” the job I started many years prior with my SBG rubrics. I sought feedback from many colleagues and along with my co- planning instructor and friend Cinde Wirth, was ready to give Standards- Based Grading a proper trial run.

Now nearly a semester in to an immersed “SBG in PBL” approach, many lessons have been learned. Here are some of the big takeaways from this semester.

  1. While the SBG rubrics we created remain a work in progress, their creation was essential and invaluable. It is essential because it grounds us in the Depth of Knowledge progression that we know students must move through (i.e. one must know the definitions of words before making the quantum leap to analyzing the related complex concepts and applying that knowledge to other contexts.)  Finding the time to revise rubrics, once one has the insight that they need revised, is obviously challenging. Alas, there is no doubt in my mind that time spent on SBG/ mastery- based rubrics is, indeed, time very well- spent. These rubrics will be used until the standards inevitably are changed (does that sound cynical?) and even then, the changes are not likely to be all that profound. Contrast the creation of SBG rubrics for project- specific ones and it's clear that the context of each project changes each year. Teachers that struggle to implement Project- Based Learning do so in part because they report that the focus on content gets lost in the necessary process pieces (collaboration, presentations, and more.) SBG keeps the focus on content in the forefront. I can use these rubrics every year. And, lest we forget-- SBG works in any modality, traditional, Project- Based, or other, because it is grounded in the content. That makes it immensely flexible.

  1. Students’ mindsets have changed in light of SBG. Because they have a path forward to learning the content that is transparent to them, they are empowered to follow that path. The first thing I do when we dig into a project or benchmark is give them the rubric and I make them physically embed that slip of paper in their notebook with pages reserved for accumulating notes, journal responses, data tables, etc. We set a date for an assessment. How they progress through their understanding of the content is more flexible than it ever has been in the past. Re- assessment and revision is always an option. Some students rarely need it, others do every time. Sometimes students ask, “do I have to retake it?” At first I would reply, “If you are content with your grade, no.” Now I reply, “If you have not demonstrated proficiency yet, then YES.” It cannot be understated how transformative the culture of revision that goes along with SBG can be as students are given a path to move forward and come to accept the mantra that “failure is not an option.”

  1. The gradebook changes are challenging for all of us. Parents need an education in SBG. They are used to seeing tasks like Homework 11/12/17 and Test Unit III with scores attached. In SBG every entry in a teacher’s gradebook shows up as a concept/ standard instead of discrete tasks. That grade is fluid to the end; if a student demonstrates just “emerging” knowledge in one project or unit, but later moves to “proficient,” the original, lower score will be replaced with the higher score. It remains a challenge to know what specific tasks are associated with each standard; we hear this from our counselor, Special Education department, parents, and students. The current approach we are trying is to use more descriptive tags in the gradebook (for example, “Std. 1.1 Developing Evidence for Gardening Research Paper” and “Std. 1.1 Developing Evidence for Climate Change Research Paper”) and simply exempting the original (presumably, lower) score at the end of the grading term. The philosophy centers on where a student ends up, and we do not expect them to be proficient until the end of a course. Another adjustment has to do with grading scales. We were told that we could implement SBG, but would be required to adhere to a traditional grading scale. However, it is well argued by experts in instructional practice that there is little value in a 0% - 100% grading scale. Our approach is to set the grading scale from 50% to 100%. We all know that if a student is sacked with an 11%, they are unlikely to demonstrate anything even close to hope or optimism about recovering. And at the end of the day, is there really any difference between a “high F” and a “low F?”  Sure, some students might not pass a term. But they can recover from a 50% far more than the 11%. However cliche it might sound, it is, after all, our job to help students learn to grow and, if need be, bounce back.

  1. Grading is far more manageable. My students know that there will be fewer grades in the gradebook. After all, it may take 1-3 weeks to completely unpack and show mastery of a standard. We still have as much homework and assignments as before; it is understood that those are necessary tasks for achieving proficiency. We do spot- checks for homework completion sometimes and that can go in the gradebook, but not as a content grade. Instead, if all that I am looking for is evidence of effort, I will assess it as such (see New Tech Network Rubric for Agency: Using Effort to Practice and Grow.) When we do presentations, it is almost always the case that I am assessing Oral Communication and not content (that will have already been done by the time presentations take place.) While it may be true that I have to grade and re- grade assessments that my students take, it is also true that I am more able to see the development of their knowledge through such an approach.

There are certain changes one experiences where the lasting sentiment is, “I’ll never go back.” In my career, there have been two. The first is Project- Based Learning. PBL creates rich and authentic learning that creates change in students and communities. Is there a better way? I personally do not think so. The second is Standards- Based Grading. When paired with PBL, this approach to assessment helps us all manage the tricky balance between focus on content, while developing workplace and life skills. I’m glad I finally leapt, and I’ll never go back.

Sunday, October 1, 2017

Reading is Fundamental (in PBL)

Andrew Larson
Columbus Signature Academy New Tech High School

Project Based Learning can be pragmatic to a fault. Sometimes, students (especially those that have been in an immersed PBL environment for a number of years) begin to question any classroom process that they perceive as unrelated to project work. That mindset reflects critical thought and should be applauded. However, it is also true that students are not experts in pedagogy. The notion that instructors are “guides on the side” has its limits and it is important for us to find a balance between student voice and choice and rigorous expectations for student work.

One of the “Need to Knows” we get a lot in Magnify Learning PBL training sessions is, “how does one incorporate reading books into projects?” I went back and forth with this question in previous years of doing Project- Based Learning, but now I know exactly how I feel about it. Using books as content scaffolds in projects is essential. Whether literature or nonfiction, having students read a book alongside project work makes sense. Here are ten guidelines for using books in a PBL setting.

  1. Provide options. Our favorite projects in Global Science Perspectives (integrated English 9 and Environmental Studies) at Columbus Signature Academy New Tech High School have two to four titles from which students may choose. These are often differentiated by reading level or topic. Students may choose to read more than one book, and there is typically a title that is required for students choosing the English Honors path. For example, when our students are writing Dystopian short plays (performed and hosted by our local theater,) they choose from a number of titles such as 1984, Anthem, The Circle, and The Uglies. Some students will read only one short book (such as Anthem) and that might be fine for them; others can, and should, read more than one book.

  1. Choose books with thematic ties. It would indeed seem odd to everyone involved if we read books that were disconnected from the project themes we are studying. We put a lot of thought into the titles we order and offer to students. In our first project of the year, a sort of “get to know you” project, we have students write a personal nature narrative, where they tell the story of an experience in nature that left an impression on them. Accordingly, they choose from several titles that are also nature narratives, such as Into the Wild, A Walk in the Woods, and A Long Way Gone.  These books give us talking points not just about the experiences, but also the style of writing used by the authors and how students may emulate those styles.

  1. Use lit circles. Literature circles give students opportunities to lead, develop a strong classroom culture, make connections between the project and the content of the book, and to learn from each other. In a recent lit circle of Omnivore’s Dilemma, I sat in and we shared facts from the book that could serve as useful evidence for research papers. It gave them a chance to ask questions about complex topics (like organic food production) and share the connections they were making with their research topics like food security and healthy eating.

  1. Use books as direct sources for research. Right now we are in the middle of a gardening and local foods project, and are thus reading books that inform about the food we eat, where it comes from, how it is produced, and what is in it (such as The Omnivore’s Dilemma.) Students do not always recognize that such a book, rich with research, is an entirely appropriate book to cite in research papers. Given that the Internet is the default source of information for kids, having them cite a physical book is an important skill for students to develop.

  1. Rethink your classics. Some books are classics and should be read for that reason. But trying to create a project from a classic when there just is not one there can be frustrating and can cause students to question the value of the book, the project, or both. I have tried unsuccessfully to find a project that works with The Old Man and the Sea. That does not mean we will not read it; it may just mean that we will not read in in conjunction with a project.

  1. Use books to bridge content areas. I have seen some good examples over the years of using a book to support content in other areas. My favorite such example is using the novel Life of Pi to teach about world religions in our World Civilizations course. In English class, we can support the reading strategies and comprehension, while in World Civ, they can specifically unpack the religion content.

  1. Have students read with purpose. While it may not have to happen every day, giving students certain goals for reading that align with project work gives them a clearer sense of the authenticity of the use of books in a project. If they annotate as they read, they will then have specific evidence to refer back to in presentations, research papers, and other project products.

  1. Use books to help students see the real- life connections. Whether the book is a social commentary (think: The Circle) or a memoir about human rights violations (Zeitoun,) these books give students a broader lens for a project and gets them out of their own heads. I find having a book as a supplementary source especially helpful for when students get “tunnel vision” because they are so focused on developing a prototype, presentation or paper that they lose sight of the bigger picture.

  1. Use books in non- language arts courses. Our Environmental Science facilitator uses the novel Flight Behavior to help students see how climate change impacts not just animals and plants, but communities and local economies. In Biology, we use In Defense of Food to understand nutrition and navigated the overwhelming options we have when we choose foods to eat. Good novels, investigative works, and memoirs can transcend a textbook in value when they help students really see how an issue affects people on a personal level.

  1. Celebrate and model sustained silent reading. It is such a nice break from the cacophony of PBL to just hunker down and read in class. This should be considered vital time where students should focus on themselves as individuals. It goes without saying that instructors should model sustained silent reading as well, and hopefully with the same book that students are using, and perhaps even annotating as they go. I have been known to have read a book for the first time during the course of a project with students, and I love the element of transparency that it places on the process as we discover things about the book together. Make students do SSR; their group work will be stronger because of it, and so, too, will be the harried PBL instructor’s mental health!

Our students have come to expect that every project will involve reading one or more books as a part of the journey. For many, they have encountered types of books that they would not have otherwise and have been surprised to find that not only can they read these books, but they actually get into them! The connections with projects are often rich and rewarding, but I guess more than anything, I love that even in the pragmatic world of PBL, there is still essential value in digging in deep with a good book.

Sunday, September 17, 2017

"It's Just One Dam Project After Another"

Andrew Larson
Columbus Signature Academy New Tech High School
Science Facilitator

Here sits perhaps the best gift I ever received from a student.
"It's just one dam project after another."
-The Busy Little PBL Beaver

Let me explain. A couple of years ago, our 9th grade Global Science Perspectives (integrated English 9 & Environmental Studies) class at Columbus Signature Academy New Tech High School was approached to examine the possibilities and potential to develop our downtown riverfront into a destination for citizens and tourists. Through the course of this project, students were involved with and communicating with a veritable “all star” panel of city officials including Columbus Mayor Jim Leinhoop, members of Columbus City Council, the Columbus City Engineer, members of the Redevelopment Council, Columbus Parks Foundation, experts in design, and more. It was easily the most daunting and intimidating panel of professionals I have ever put students in front of, and believe me when I say that my co- facilitator were more than just a little nervous about the reception the students’ work would receive.

Early on in the project we invited all of these people to provide a sort of broad- lens view of the whole scenario and give our students some ideas to be thinking about and to give them some “success criteria.” Our students peppered them with questions (which we painstakingly prepared) and in the end, they had some direction(s) to pursue on their own.

Groups of students each chose their focus among a myriad of options including public art, pedestrian trails and other alternative transportation systems, economic development and, yes, the redesign of the crumbling Third Street Dam. Through it all, students did lots of research, informative and persuasive writing, prototype creating, and learning about our city and its remarkable features & history.

It was indeed, however, turning into a messy project and after a few weeks, my co- facilitator, Rachelle Antcliff, and I were understandably a little “punchy" for all this talk about sculptures, rivers, and dams. Because we could (and get away with it) we started throwing out phrases like, “We’re going to be offering a dam workshop in about ten minutes,” or, “Let’s end this dam discussion before it gets carried away.” We all had a good laugh about this “loophole” that we had found in our requirement to be mature in front of students.

As the project neared its concluding prototype presentations, we had real concerns about whether the final prototypes were polished enough to present to our powerhouse community partners. Rachelle drew upon her husband’s professional network to bring in some professionals (not a part of our actual audience) to preview the prototypes in advance of the actual final presentations. This proved to be a great call, as they provided vital feedback from persons other than us.

Still, we were all racked with nerves when the final gallery- style presentations of ideas for the downtown riverfront were presented to the dozen- plus Columbus, Indiana “All- Stars.” Our students looked great, having dressed in their best professional clothing, and made a terrific impression on our community partners as they pitched their prototypes for redesigned dams, interpretive trails, sculpture installations, and more. Mayor Leinhoop was engrossed in conversation with several student groups, and it was clear that he was taking their ideas to heart.

Students were excited by the feedback that they got. They asked, though, “Will they actually use our ideas or was this all just fake?” Our response was that of course it was not fake. Prototype presentations are as real as it gets in the professional world. Some ideas take. Others do not. No one can ever predict how the work of anyone, including students, may play out in future decisions. There was no questioning the authenticity of the project and culminating event (and they seemed reasonably satisfied with this response.)

Months later, I was asked to bring some samples of work, along with student ambassadors, to the Columbus Parks Foundation Annual Meeting. The purpose was to show local students and their engagement with city parks. To be honest, I obliged the invitation but did so a bit reluctantly; not being the hobnobbing type, and also exhausted from a busy week at school, I accepted the invitation as a returned favor to the Parks Foundation contacts who served as our community partners.

Little did I know that towards the end of the event there would be awards given out, and that we would be awarded with a “Shining Star” award from the Columbus Parks Foundation. As I came up to receive the award on behalf of our students, Mayor Leinhoop remarked at the fluency and ease with which our students were able to speak about their concepts. He was grateful for their effort and impressed by the quality of their work.

Among the projects we have run with students over the years, it was indeed one of the more exhausting ones. The following school year, the awesome Hannah Baker, now a junior, presented the hat shown above to Rachelle and I. I wear it as a badge of honor, tongue- firmly- in- cheek as we marvel in the exhausting, quirky, and rewarding work: leading students on Project- Based Learning journeys that change them forever.

Tuesday, August 29, 2017

The Race to Real-World Readiness: A Culture-Building Project By: Trisha Burns

In July, I wrote a blog and shared ideas on culture-building projects you could do at the beginning of the school year.  Since my last blog, our school launched and just finished our own culture-building project. It started with the Entry Event.  The flyer we gave to students was meant to imitate a race flyer.  It discussed the training sessions (workshops) that they would be attending during the project as well as introduced the three questions we wanted them to address in the final products:

  • How will you run? (End Product: Quick Ignite Talk style presentation)
  • How will we run? (End Product: Create Classroom Expectations)
  • How will we tell others about our race? (End Product: Small-group share outs on plans for the year)

After we launched the project, we did the know/need to know chart and wrote a problem statement with the students.  Then we spent time decoding texts by reading articles on why people choose to be in a PBL school.  Our next step was to have students create a product to represent their “why” for choosing a PBL team as their mode of learning. The students could choose whatever format they wanted such as a picture, a poem, a letter, etc. Once we had defined the problem, we gave the students the rubric for the project so they would know what the expectations were for the different parts of the project.  From that point the training began. The four core teachers split these 6 training sessions up in our content area time to teach our expectations and introduce our 8th graders to how PBL works on our team.

Training Session 1: Race Map
The Race Map session was an introduction to the 6 Steps of Problem Solving we use in all of our projects. In this training session (a workshop), the students watched an episode of House Hunters as a quick 22 minute example of the problem solving process.  Every episode follows the same pattern as our problem solving process.  First, they define the problem. Then they get the solution criteria (what the husband wants, what the wife wants). Then they explore three possible solutions before choosing their solution.  Then they run their solution (by moving in), and then they reflect and celebrate how they made the right choice.  After they watched the episode they did a short activity where they sorted the pieces of a PBL into what phase they belong in. It was important for the students to understand and know that every project will follow the same “race map” of the 6 phases.  

Training Session 2: Race Mindset
In the Race Mindset training session we discussed the difference between having a fixed mindset and a growth mindset. We also taught the students how we use the word “agency” to learn how to exercise the brain muscle.  We watched clips from a Rocky movie that demonstrates both a fixed and a growth mindset. Then we discussed the different domains of agency (meeting benchmarks, growing from setbacks, seeking challenge, seeking feedback, finding personal relevance, impacting self and community, using effort and practice to grow, actively participating, building confidence, building relationships, and tackling and monitoring learning). You can find out more about these on New Tech Network’s Agency Rubric. We related these domains to both running a real race and running the “marathon” of making it through the school year successfully.  Then the students graded themselves on the rubric and set an agency goal for the year.

Training Session 3: Training Partners
The training partner session was geared towards helping the students get to know themselves and others they will be working with this year.  This training session was broken into two days.  The first day, we did the Compass Points protocol from NSRF’s website.   This helped the students get to know more about themselves, how they work in a group, and how others can help them be more successful.  On the second day, the students had to use a bag of legos and help each other build a structure. After the activity, each student used the New Tech Network Collaboration Rubric to reflect on how he/she used collaboration skills during the activity.  Through this activity students learned who they will be training with and “running” with as they complete projects during the school year.

Training Session 4: Race Etiquette
The race etiquette session was designed to teach students about the norms and appropriate behaviors in the classroom. During this two-day training session students completed a chalk talk discussing what New Tech Network’s three pillars of trust, respect, responsibility mean to them.  They also discussed CSA Central’s expectations of being academically, personally, and socially responsible. Then they combined their thoughts on the two onto a matrix.  From there, they were able to generate our team expectations for this year.  As we progress through the school year, the only task left for them to do is to fine tune the “unacceptables” or the little details that we are noticing may not fit in to the expectations that the students generated and voted on. This training session taught the students how we expect them to behave during our “marathon” as well as gave them voice and ownership in the norms and agreements of our classroom.

Training Session 5: Race Rules
In the Race Rules training session, the students learned how they will be graded by our team.  At CSAM we have weighted our grades so that out of the 100% a student can earn, content is 60% of their grade, and oral communication, written communication, agency, and collaboration each account for 10% of their grade. We completed a math worksheet where they had to find the weighted grade of a hypothetical student based on each of the categories we grade. Then the students had to find their own weighted grade by making goals for each of the categories in their math class.  We wanted students to make the connection and see that just as knowing race rules is important to complete a marathon, understanding expectations for grading is crucial for completing the school year.

Training Session 6: Race Sponsors
Race sponsors make the race possible, and we wanted to make sure the students know about the organization responsible for our PBL school.  We are attached to the New Tech Network here at CSA. So this training session was for the students to realize New Tech is so much more than the high school they will go to next year.  They did activities which included having some time to actively explore New Tech’s website, analyze an infographic on what sets New Tech graduates apart from traditional school’s graduates, and find project ideas on New Tech’s website that seemed interesting to them.

For the final product of this project the students had to answer four questions.  Each of these questions and the tasks associated with them served as a piece of the final product. The questions were as follows:
  1. How will I run?
  2. How will we run?
  3. How will we tell others about the race?
  4. What does it mean to “race to real-world readiness?”

How will I run?
Since the students used the Ignite talk format as seventh graders at the end of last year, we thought it would be a great way to get the students to present their goals without a lot of scaffolding on how to design their presentations. In their Ignite talks, students give a short talk (5 minutes) using a maximum of  20 slides that automatically transition every 15 seconds.  We decided to have students answer the question “How will I run?” by presenting a shortened version of this.  They had 5 slides that transitioned every 15 seconds in which they presented their three goals for the year. Each student presented an agency goal, a collaboration goal, and either an academic or personal goal.  They first had to create an outline and get feedback on it from both their peers and teachers.  We used this time to talk about/review with them the writing/speaking expectations here at CSAM. This was a great glimpse into what students know they need to work on as they begin the new year.

How will we run?
We left this part of the rubric empty and brainstormed with the students what it should look like. However, we realized this section would be answered by the Race Etiquette training session and by the expectation posters that will be posted in all of our classrooms. You will notice this part of the rubric looks incomplete, but we realized it was something that all students would have and would need to agree on. Therefore we decided to not grade it individually.

How will we tell others about the race?
I remember as we started this part of the project thinking, “Wow, we just unleashed their creativity!”  Students had the ability to choose how we would tell others about CSA. For example, some groups chose to design a t-shirt. Then we had all 7th and 8th graders vote on their final design for our team shirts this year.  Other groups decided to work on creating PSA’s for CSA. We will have these videos, brochures, and posters for different audiences when they come visit or ask questions about CSA. One of these groups chose to create a bulletin board for our hallway.  Their idea is linked here: bulletin board.Each student at CSAM will have a little running man to move as they meet their goals this year. This is completely student designed,  and they are putting it up in the school for us.

Another big group of students planned tours for different audiences and incorporated what they would want to see if they came to visit CSA Central.  They ended with a script, identifying places in Central they would want to stop at on a tour, and a schedule for how they would run the day during a group’s visit. Some groups chose incoming 7th graders to give this tour to. Others chose teachers from other schools, new students, universities, and people from other countries.  They had the counselors and the assistant principal come in to give them feedback on their plans. There were two groups who didn’t really fit in to any of those categories.  One group wanted to have a 5K run/walk to tell others in the community about our program.  They wanted to highlight different projects along the course of the run/walk. Another group wanted to have a game night to invite all the 6th graders in the district and at the end make sure they all get information on joining CSA.  

In conclusion, we as teachers learned a lot about our students during this project, and they learned a lot about us and our expectations for the year.  Although the actual content wasn’t the focus of this project, we set the students up for success for when the projects do begin.  Our goal is for all students to be successful in our project-based learning environment and in this marathon called the 2017-2018 school year. The race has begun. Ready, set, go!

Trisha Burns is an 8th grade math facilitator at CSA Central Campus in Columbus, Indiana. She is a certified teacher and trainer through the New Tech Network and certified through ICPBL for project-based learning in Indiana. She has taught in the classroom since 2009 and facilitates for Magnify Learning in the summer. When she is not developing and implementing projects in her class room she loves to hang out with her family and scrapbook their memories!