tag:blogger.com,1999:blog-76149904566775846312024-03-13T15:33:40.845-07:00Magnify LearningAnonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.comBlogger46125tag:blogger.com,1999:blog-7614990456677584631.post-3397672063102666652019-02-11T10:18:00.002-08:002019-02-11T10:19:15.824-08:00Group Contracts<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
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Trisha Burns<br />
Columbus Signature Academy Middle School<br />
Columbus, IN<br />
<a href="https://twitter.com/burnstrisha">@BurnsTrisha</a><br />
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Group contracts are a key tool to use in a project-based learning classroom. Not only do they provide a support and structure for groups as they work through their projects, but they also model more of what students will experience when they work in future careers and professions. That being said we’re going to dive into the purpose and elements of group contracts and how they can help you and your students be more successful in meeting the goals and learning outcomes of a project-based learning unit. <br />
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<b>What are they exactly?</b><br />
Group contracts are a formalized document (digital or paper) of norms and agreements students fill out at the beginning of the project. This document is completed together by all group members and outlines how they will work together as how well as how they will successfully complete the end product(s) of the project. Group contracts are often broken into several sections, which I’ll dive into below. Here is an<a href="https://docs.google.com/document/d/1Re8n7itePt9g_VvRGXON-RorVv7dg-vBLPGPzNvA11Y/edit?usp=sharing"> example</a> of one that we used for our Lit 4 Life project and here is <a href="https://docs.google.com/document/d/13g5mAXflH4FyTDkMETj2Uq3wNSCCmzRk9r-0s75B7Lc/edit?usp=sharing">one </a>that has been started by students (I deleted their names and contact information).<br />
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<tr><td class="tr-caption" style="text-align: center;">Students working on their group contracts.</td></tr>
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<b>Why are they important? </b><br />
Group contracts take some of the load off the teacher and give the responsibility to the students to facilitate their group. Having a plan documented when the project begins helps keep the students on track, hold each other accountable and overall have more effective collaboration. However, when there are group issues, I always start by making the group pull out their contract to see how well they are working together based on their plan at the beginning of the project. If I find it was a “one and done” for them, and they aren’t using it effectively, I support them in finding a plan to use the contract and check back in after a couple of days to see if that helped.<br />
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<b>Who uses them?</b><br />
Individual groups and the facilitator use these group contracts during the project. If you struggle with collaboration issues in your projects, give them a try! They can really help empower the students to take control of their group without needing you as their mediator as often.<br />
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<b>What are the made up of? </b><br />
Group contracts have several different parts that you can adapt to your projects. Some that I like to include are: <br />
<ul>
<li><b>Contact Information </b></li>
</ul>
I always let the students choose how to be contacted. Sometimes students share their email, their cell phone number, or their Snapchat name. When students don’t feel comfortable sharing any other contact information with their group, they just say “Google Docs” where the group knows to share their documents. This allows each student to see the group work and what he/she needs to work on if he/she is absent. <br />
<ul>
<li><b>Strengths and Weaknesses </b></li>
</ul>
It is important to do activities for the students to get to know themselves as individuals and group members. If you are looking for examples, try this <a href="https://www.tinypulse.com/blog/the-ultimate-list-of-team-building-activities">Ultimate List of Team-Building Activities</a> or use this NSRF protocol, <a href="https://www.nsrfharmony.org/wp-content/uploads/2017/10/CompassPoints-N_0.pdf">Compass Points</a>. It is then important for each group member to feel comfortable discussing their strengths and weaknesses with their group members. If this part of building your groups’ culture is new, you may have to give the students some examples like these listed in the table.<br />
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<ul>
</ul>
<ul>
<li><b>Group Roles </b></li>
</ul>
Group Roles refer to how each person will function within the group. They can help students divide the work more equally. If you (or your students) are new to Project-Based Learning, you may want to use the same group roles. The four generic group roles that I used as I began PBL were facilitator, liaison, team tutor, and recorder. <br />
<ul>
<li><b>Facilitator:</b> The leader of the group who will make sure everyone does their part. </li>
<li><b>Liaison:</b> The go-between person for the group and the adults that will help this project be a success. </li>
<li><b>Team Tutor: </b>The person who will make sure the group understands the content and checks the rubric often. </li>
<li><b>Recorder: </b>The person who records and organizes the group’s work; they are not the only person who does the work, but they oversee it. </li>
</ul>
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Sometimes it is fun to make the group roles match the project. For example in our Carnival 4 a Cause project we used Carnival Operator, Philanthropists, Quality Control, and Construction worker. Then we had the groups describe what each group member would be doing based on their role. By describing the role of each person, students are given some voice in how they are going to tackle the project. When you and your students get comfortable with PBL, you can begin to have each group create their own roles and responsibilities. One group may need a construction worker and another group may need a community partner liaison. Not all groups will necessarily have the same needs so you can begin to let them make those choices. <br />
<b></b><br />
<ul><b>
<li><b>Agreements/Norms </b></li>
</b></ul>
<b>
</b>Agreements/norms are those statements that help a group work together respectfully and effectively and know how to function in a group setting. They are so important to effectively work in a group within the professional realm. Your groups in your classroom are no different. Throughout the year, you can scaffold the process of how students choose their agreements. To begin with, you may want all groups to use the same agreements that you give them. Then maybe do a whole class reflection on what worked and didn’t work during the project. This allows you to have a class-generated list of agreements. However, when you and your students get comfortable, let them make the agreements that are specific and relevant for their individual group. Some that I see very often with my students are: <br />
<ul>
<li>Technology as a tool, not a toy. </li>
<li>No music during group time. </li>
<li>Finish benchmarks on time. </li>
</ul>
<ul>
<li><b>Consequences for Breaking Agreements/Norms </b></li>
</ul>
Agreements among students are only as good as the consequences for breaking the agreements. Without consequences the agreements lose their effectiveness. Again, you can scaffold your way to having the students create consequences that work for their individual group. One of the most popular choices students pick to address breaking agreements involves a strike system. The students design a system of signing off and recording strikes for when agreements are broken. They usually do something similar to the following:<br />
<br />
<b>Strike 1:</b> Warning given by group members. <br />
<b>Strike 2:</b> Have teacher mediate and help the group come up with plan. This plan usually involves saying out loud the things they have already agreed to in the group contract. It may involve writing a next steps list for the person who is struggling or sometimes it is being the voice of the person not being listened to/hear in their group. <br />
<b>Strike 3: </b>Remove from group (either for a limited time period or for the rest of the project). If students get to the point where they are ready to remove a member, I check in on the plan that we created at Strike 2. I also talk to the group and ask if the person who they want to remove took all of their input and worked with them would it impact their group. I’ve had groups realize that the person they want to remove built their final product, and they consequently decided to make a new plan and figure out how to make the group work. I’ve also had groups, when asked that question, say their group member would get to take nothing with them if they were removed because none of it was their work. If a student gets removed from the group, I help develop a plan so the student who has been removed can still be successful in the project.<br />
<ul>
<li><b>Plan for Absences</b></li>
</ul>
We are all absent occasionally, and it is not always planned. Each group should have a plan on what to do if there is an absence. If students aren’t willing to give their contact information to their group, it would be their responsibility to contact the group during work time or forfeit their input on any decisions that need to be made that day. A lot of the time these decisions are put into a Google folder that is shared with the whole group so all students have access whether or not they are at school.<br />
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<ul>
<li><b>Project Benchmarks </b></li>
</ul>
Project benchmarks are specific check-in points where a significant part of the final end products are<br />
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<tr><td class="tr-caption" style="text-align: center;">Students sharing their group contract via Google Drive.</td></tr>
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due. This is a part of a group contract that I don’t always put in. However, if you know the benchmarks that will get the groups to successful final product, this is a great place to insert them. You can include the due dates or have the students assign their own due dates. I also put a spot for students to include who will be responsible for making sure that benchmark gets completed. <br />
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<ul>
<li><b>Next Steps List </b></li>
</ul>
This is a blank space for the students to write their next steps for the project down. They should pull their group contract out often throughout the project and add to their next steps list. I have used this section at the beginning of the class to help them organize their thoughts and plan for their work time. However, it also works as a great check-in at the end of work time so they can record what they need to work on next and what they accomplished during their time.<br />
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<b>When do you use them?</b><br />
Your students create group contracts at the beginning of the project. The day they get their group, we let them work through this with their group. At the beginning of the year (or if we add a new section to the group contract), we go through it step by step for them to see what, why, and how each section should be used and then give them time to work on it. It is always their first group benchmark before moving on to the other requirements of the project. However, to make them successful and worth your class time, you have to encourage them to use the contracts frequently. How frequently is up to you! Maybe you start every group time, with a 5 minutes check in for the groups to do a refresh on their agreements and next steps list. Maybe you do a Friday check-in reflection to see how they are using it in their project. Again, there are no right or wrong answers here. You get to figure out a method that works for you!</div>
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<b>Where can you store them?</b><br />
I’ve used several different storage strategies with group contracts. Non-digital options include group folders that are stored in your room. The group can get their folder out at the beginning of group work time and store all group documents in it. Another fun option is to make it a group placemat that they can lay out on their work table. All it takes is some butcher block paper. Then the students can create their group contract in their own style. The expectation is that every day they get it out and unfold it on their group’s workspace. This is a great way for students to get in to practice of checking their contract daily. If you have technology capabilities, Google Drive is a fantastic way to store group contracts. They can share them with you as their facilitator and also with their whole group. Another fun way to store them digitally is on Google Keep. If you don’t used Google Keep for the contract, it is a perfect place for the group’s next steps lists.<br />
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<b>Examples</b><br />
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Want to see some examples? Check out <a href="https://www.magnifylearningin.org/project-based-learning-tools/">Magnify Learning’s Website </a>for some that you can look at <br />
and tweak to make your own. Look under Resources→ Project-Based Learning Tools→ <a href="https://www.magnifylearningin.org/pbl-key-elements">PBL Key Elements</a>→ Group Contracts.<br />
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In conclusion, if you as a teacher are struggling with how to facilitate groups, try incorporating group contracts into your next project. However, remember you will only get out of them what you put in. This blog is full of suggestions that we use at CSA Central to help our groups learn to work together. What things have you tried for group contracts in your classroom? What tips and tricks do you find helpful in facilitating groups? Let us know by commenting or tweeting to <a href="https://twitter.com/magnifylearning">@magnifylearning</a>.</div>
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Magnify Learninghttp://www.blogger.com/profile/11800684489849472169noreply@blogger.com7tag:blogger.com,1999:blog-7614990456677584631.post-39435238630806930852018-10-23T09:21:00.000-07:002018-11-08T18:58:30.643-08:00Powerful Protocols<br />
Andrea Behling<br />
<div>
Columbus Signature Academy New Tech</div>
<div>
Columbus, IN</div>
<div>
@MissB103<br />
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Protocol: A code prescribing strict adherence to correct etiquette and precedence (Merriam-Webster)<br />
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Protocols within the classroom are a necessity. They help guide instruction in a way that outlines clear expectations in order to maintain structure and direction. By its definition, a protocol can be as simple as the ever so common Think, Pair, Share: “Find a partner. Discuss your answer to question number one with your partner. Be prepared to share to the class.” However, if done well, protocols can be the backbone of instructional practice. Along with providing structure to any given activity, they intentionally integrate practices that will help our students develop skills that help them find success and stretch their potential in a collaborative working environment. <br />
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Likewise, as educators we can use protocols to structure discussion to achieve results that are aligned with our professional goals. I have found using protocols to be much more efficient than simply “having a discussion” around a certain topic. And let’s face it: sometimes adults need to brush up on those skills that lead to success by collaboration, too. <a href="https://www.schoolreforminitiative.org/">School Reform Initiative</a> is a fantastic resource to use for finding protocols appropriate for every occasion. From reading texts, to understanding learning styles, to analyzing data, there is a protocol to use to structure each activity with direction and intention. Here are four protocols that I have found most useful within my PBL instruction as well as within my working environment with other educators.<br />
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1. <a href="https://www.schoolreforminitiative.org/download/affinity-mapping/">Affinity Mapping</a><br />
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There is no better way to create a set of classroom norms or agreements than by using an Affinity <br />
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Map. With this protocol, students are asked a question based around the idea of a successful classroom environment. For example, “What things do YOU need for this to be a comfortable and successful learning environment?” Students use sticky notes (one thought per note) to craft their ideal learning environment for that classroom based on items that naturally go together and form clusters. From these clusters, we write our agreements for each class period. The idea of creating agreements as a class as opposed to posting a set of teacher-created classroom rules feeds buy-in and comfortability. Students are more likely to follow these agreements if they have a hand in creating them. Additionally, the silence and anonymity of the protocol allow students to safely put forth their needs. What you have at the end of the protocol is a living document that the students have the responsibility to uphold, as well as revisit and make necessary changes to it throughout the year.</div>
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To another degree, my co-teacher and I have used Affinity Mapping in our US History/English 11 integrated course as a way for students to find themes throughout the state standards. Although it generally becomes a slight variation from the original protocol, I have students sift through our standards for the course and find themes throughout American History. They will generally find the natural categories like War and Conflict, Human Rights, Ups and Downs of the Economy, Powerful Leaders, Innovation, etc. Using this protocol is beneficial because it engages each student with those standards, and asks them to think critically about which events throughout time naturally fit together. We then use these student created clusters to drive the themes for our projects throughout the year.<br />
Affinity Mapping also has many uses in the professional environment. Most recently, the staff at <a href="https://www.csanewtech.com/">my school</a> has used this protocol to help reevaluate our <a href="https://www.csanewtech.com/mission">student outcomes</a>. In our summer retreat, we were given the prompt, “What skills, attributes, or characteristics will a 2022 CSA New Tech graduate possess?” We used the protocol to identify different areas in which we would like to see our students succeed after graduation. Through this, we found clusters that aligned seamlessly with our already existing student outcomes. A school or department could use this same process to create new student outcomes that serve as goals for developing their students.<br />
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2. <a href="https://www.schoolreforminitiative.org/download/chalk-talk/">Chalk Talk</a></div>
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<a href="https://www.schoolreforminitiative.org/download/chalk-talk/"><br /></a>This protocol gives students the opportunity to have a conversation without using their voices. It <br />
opens up a great opportunity for those students who are not as comfortable speaking in front of their peers, but have lots of insight to add to the conversation. In particular, this protocol can be very useful to help gauge students’ prior knowledge. Whether at the beginning of a semester, a new unit, or even <br />
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a single day’s lesson, you can use specific questions, phrases, or words to get students thinking and digging into their prior knowledge about your particular topic. For example, at the beginning of our <a href="http://www.therepublic.com/2017/12/04/interfaith_panel_offers_insight_into_local_religions/">World Religions project</a>, I might post a piece of chart paper with the name of the major religions we will be studying to see what students already know about this topic. One thing I make sure my students do with the Chalk Talk protocol is to circulate the room multiple times, and engage with each board at least twice. This could be writing their own thought, responding to or branching off of someone else’s thought, or by simply putting a star next to an idea they really agree with. By seeing each board multiple times, they are able to engage in a real conversation around each topic through the paper. The most important rule of this protocol is that students remain silent – the conversation happens on the paper, not with their voices. </div>
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My favorite way to incorporate the Chalk Talk into my classroom is to use it as a reflection tool either at the end of a project or the end of a semester/year. Four pieces of chart paper, each with a different reflection question, hang around the room and prompt discussion from students. This is not only helpful for students to reflect on the work that they have done, but as a facilitator these paper conversations are invaluable to improving my classroom and practice. To reflect on a single project, I would use questions like, “If you could change one thing about this project, what would it be and why?,” “What is the one thing about this project we should keep and why?,” and “How do you see (insert history content/theme of project here) in your life?” When using this protocol to reflect on an entire semester/year, my questions are more general such as, “Which project this year had the greatest impact on you and why?,” and “Which project should we definitely ditch for next year and why?” Again, this form of conversation helps students who are not as comfortable speaking out to have their “voice” heard in the discussion. Likewise, since the comments do remain anonymous, it can help students to be more honest and open with their thoughts about the project or class. <br />
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Professionally, our staff most recently used a Chalk Talk at our monthly staff meeting as a protocol to guide discussion around supporting students. The prompting question our administration posed for us was, “What do we do well in our classes and activities to create a caring school climate, and actively involve parents in helping their child to succeed? Where do you see gaps, or barriers?” We spent a few minutes exploring our own thoughts on this, and then had a chance to respond to other thoughts on the board and use those to inspire ideas or new questions. This discussion will help guide work that we do to build a better school culture as the year continues. As adults, it might be even more difficult for us to abide by the rules of the protocol (specifically keeping silent). However, using this protocol strictly allowed for deeper thought and contribution for all staff members as we begin to address goals for our school culture.<br />
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3. <a href="https://www.edutopia.org/blog/tuning-protocol-framework-personalized-professional-development-jess-hughes">Tuning Protocol</a><br />
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The tuning protocol is one that is integral to our collaboration as professionals at my school. Before launching any project, we try to make it a point to bring our project idea to a Critical Friends <br />
Group or Professional Learning Community in order to get feedback from our peers. The protocol that we use at my school (very similar to the one outlined by Edutopia in the article linked) is a short protocol that requires the presenting teacher to remain silent while others give warm and cool feedback as well as suggestions or ideas for further exploration or cross-curricular opportunities. This is the reason I always make sure to include teachers from a variety of subject areas in feedback sessions for my projects. I cannot stress the value of this process in my own personal practice as I have developed as an educator. Too often as teachers, we find ourselves in our own “bubbles” while still trying to teach collaboration to our students. This protocol offers us the opportunity for professional collaboration, and the chance to get “fresh eyes” on a project idea, whether to enhance a new project idea or to add elements to a repeat project. Plus, as they say, two heads are better than one. The more heads that are involved in tuning your project, the better the feedback will be and the more authentic and engaging your project will end up!<br />
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This protocol can also be very valuable for students as they start to hone in on a plan for a final product during the project process. Once each group has a solid idea in their head of the direction of their project, I like to have students participate in this protocol for the same reasons I like it professionally – the more ideas, the better! The timing of this protocol for students can be a little bit tricky. We want all groups to have their own ideas formed before participating in the protocol so as not to “latch onto” an idea from another group, but rather to offer and accept feedback from their peers. One part of this protocol that I love for students is that the presenter must remain silent and simply take note of the feedback from their peers. This way, they are focused on taking in all of the feedback and ideas and are not tempted to defend their work or ideas. The restrictions of this protocol, including time restraints, help build skills of both giving and receiving critical feedback. The key is making sure they follow the rules!<br />
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4. <a href="https://www.schoolreforminitiative.org/download/zones-of-comfort-risk-and-danger-for-youth-engagement/">Zones of Comfort, Risk, and Danger</a> <br />
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Like some of the protocols I have already discussed, there are so many ways to use this one with your students. This protocol involves students listening to statements and indicating their level of comfort <br />
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with that action based on concentric circles in the room (NOTE: when I use this protocol, I invert the order of the circles. The “Comfort Zone” is the outside circle and the “Danger Zone” is in the center). The way that I consistently use this protocol is at the beginning of the year to get a gauge of where my students stand with both skills and some content knowledge that is necessary to my class. We start out with easy statements such as, “What is your comfort level with: Swimming with sharks? Singing in the shower? Skydiving?” to get them warmed up, and then get into statements that are more specific to my class. These include statements such as “What is your comfort level with: Writing a one page paper? Deciding whether or not a source is credible? Identifying causes and effects through history?” This protocol not only gets students up and moving around, but also offers a safe environment for them to talk about areas that are specific to a high school history class that might make them uncomfortable, which is especially helpful for me with kids that I have never had in class before. This protocol can also be used at the beginning or end of different units as a pre- or post-assessment of content (or skills!).<br />
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Zones of Comfort is not a protocol that we have used professionally at my school, but that doesn’t mean there isn’t a use for it! I see this protocol as an opportunity for administration to get a feel for their staff at the beginning of the year for a variety of different topics. This protocol can be especially effective for a staff that has several new members or a school that is undergoing some major changes. As an administrator, these statements can be based around the idea of professional responsibilities and school culture, and can lead to a conversation about <a href="http://magnifylearning.blogspot.com/2018/08/building-culture-begins-in-staff-room.html">the staff as the springboard for school culture</a>. Another way to use this protocol professionally is to explore changes happening in a school. What changes are coming? How comfortable are certain staff members with getting on board with those changes? What about executing them? Having people move in and out of their zones of comfort without having to explain or defend their position right away allows for honesty which can spark really powerful and effective conversation within a staff. <br />
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Protocols are powerful because they provide a built-in system for students and adults alike to follow. Protocols create direction and help you more effectively meet goals. The structure of protocols can help you focus on the real purpose of your activity, whether that is in the classroom or a staff meeting. While these are four of my favorite protocols, there are so many more out there to explore. Whatever you are looking for, there is a protocol for you; so start trying these out in your classroom and/or staff meetings!</div>
Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-67860822947740994202018-10-01T08:38:00.001-07:002018-10-01T08:38:14.792-07:00The Benefits of PBL CollaborationVeronica Buckler<br />Columbus Signature Academy New Tech<br />Columbus, IN<div>
@bucklekat13<br /> <br />
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Collaboration is a key element in the PBL process, but it is often overlooked when discussing the benefits of PBL. In fact, it is usually the one tenet of PBL that we get the most grief about from some of our students. During every project, our classes go through the <a href="https://drive.google.com/open?id=0B-QT_agLnndlOHZmN2paR0pLSnM">Know and Need-to-Know</a> process to set the stage for the necessary workshops and lessons for a successful outcome. One Need-to-Know I can just about guarantee is, “Will we have groups?” The group of students that I hear from the most on this are our high-achieving ones. They tend to struggle, or just disagree, with the need for the collaboration aspect of academics. However, I believe they are missing out on some of the significant benefits of collaboration. Below, I have listed my top five skills associated with collaboration our high-achievers (and all students) gain from engaging in a PBL environment.<br />
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<b>Learning How to Listen</b><br />
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Our highest achievers are usually, but not always, our most vocal learners. They love to be the first person to share their responses, to take a guess as to the correct answer, or to display their knowledge on the board. This can also be the case when working in their groups. They know a correct answer and are eager to dive right into completing the task. However, this can lead them into encouraging the group to move on without allowing for that crucial brainstorming step. <br />
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Just recently, I held a literary circle discussion with my Honors English students. I invited a few other students to participate and engage in a higher level discussion of the book, Life of Pi, which we were reading at the time. I had two fairly articulate and analytical students take charge of the conversation right off the bat. The fact that they both have <a href="https://drive.google.com/file/d/0B-QT_agLnndldW5hWXljVjRzd2M/view?usp=sharing">North Compass personality traits</a> also assisted in this demonstration of speaking before listening. They had rather insightful and thought-provoking ideas about the book and its themes, but did not leave a lot of room for others to step in and share their own ideas. When it came time for others to speak up, the more reserved students ended up surprising the more vocal students, forcing them to reconsider their own views and better understand a part of the story. This was a great moment for all involved because it allowed the “take charge” students to learn from the more reserved students. Furthermore, the more reserved students had the chance to teach their classmates a new perspective. It allowed all present to see the merits of taking a moment to listen for a new understanding. <br />
<b><br />Sharing the Workload and Responsibility</b><br />
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The shared workload, or the lack therein, is usually what causes some parents and students to question the benefits of collaboration as well as the practice of tying a student’s grade to the success <br />
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or failure of that collaboration. I would like to offer, instead, that this is precisely why a student should embrace PBL; simply because this is exactly what happens in the workforce. We as adults must rely on others to complete their parts of the task, and when they do, we get to celebrate as a team and know we were a part of a successful venture. On the other hand, when others do not follow through, we experience the need for problem solving and a hasty dash for task completion. Now I am sure this does not sound fair or glamorous, but I boldly suggest this is what allows us to learn accountability and community. We learn from the appreciation or disappointment created by our group members, the dissatisfaction of our work, and the necessary feedback that comes from invested parties. Sharing the workload also allows each student to become an expert for the group as he/she focuses on a specific aspect of the final product. It allows students to display their talents to the group and the class, while also being able to learn from others’ talents, as well as teach their skills to others. <br />
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<b>Trusting in Others</b><br />
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We start building trust and relationships in our class through our first project, A Walk in the Woods, by sharing personal narrative stories in nature and learning how to tell our stories with emotion and personality. After this project, our students have a chance to feel more comfortable in their group projects and sharing in class. In our second semester narrative project in Global Science Perspectives, our community partner, local theater owner, Robert Hay Smith, encouraged our students to be comfortable with their work and each other’s performances during our <a href="https://drive.google.com/drive/folders/1ZaR0mVnKkwV4xR_xKI3omr7sA0OPdQV5?usp=sharing">Dystopian Masterpiece Theatre</a>. While at the <a href="http://theharlequintheatre.com/">Harlequin Theater</a>, his place of business, he shared an anecdote from his work as the stage manager of a play where he unfortunately missed his cue for a soundtrack at a specific time. A fellow actor supported this blooper by improvising the missed cue into his own delivery. Mr. Smith soothed some of our students’ fear of failure on stage by addressing the wonder of the theatre and its flexibility with mistakes and improvisation. This was a very timely lesson for our students, who are currently working together to create an experience on stage, trusting that each member of the “troupe” will perform their piece skillfully to the success of all. <br />
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<b>Succeeding with Others</b><br />
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Through collaboration, students have the opportunity to share in each other’s successes. This is comparable to the shared success and encouragement players have as a part of a sports team. Working together to succeed is a great feeling and allowing students to be a part of a larger goal helps build <div class="separator" style="clear: both; text-align: center;">
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confidence, but it also helps build lasting relationships. The same can be true for the classroom, too. When students work together to be a part of a presentation, they can share in that success and build a relationship with their comrades.One of our second semester projects, <a href="https://drive.google.com/drive/folders/1ZaR0mVnKkwV4xR_xKI3omr7sA0OPdQV5?usp=sharing">Dystopian Masterpiece Theatre</a>, which I mentioned above, asks the students to write and perform their own dystopian plays. Students get a chance to learn from the creative process of a think tank, while also having someone to share in the elation of stepping outside their comfort zone and succeeding. During the project, students are stressed about the performance and often develop stage fright. After the performance, students express their joy in the presentation of their work and reflect over the highs and lows of being on stage. For every project, we encourage this same process of celebrating and reflecting on their process, their successes, and their failures, which allows students to continue to learn what works for them and what does not. Our reflecting usually involves gathering up into a tight circle and having each student share a rose and a thorn from the project. One skill, process, activity that went well for them, and one that did not go well. We then ask how they would design this project for next year to make it even better and more engaging for the next class.</div>
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<b>Holding Others Accountable </b><br />
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The last skill that our high achievers learn from PBL collaboration is the ability to have a difficult conversation with a peer. This often occurs when one group member asks to see the work of another group member who is not performing to expectations. This is something adults in the workplace have to cope with no matter the job specification. It is also a tough conversation to have with a group member who is considered to be a close friend, or that has seniority over the worker. Too often this conversation leads to some kind of confrontation or accusation, between students, or adults. <br />
In order to equip students with the skills to deal with these conflicts, we teach our them to establish a <a href="https://docs.google.com/document/d/1v8q0-ePZn7D1cr-fcTMZW_NIV-5Fj0CWKvZD5FYMqIg/edit?usp=sharing">group contract</a> with agreements and steps for accountability, such as agreeing to contact<br />
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group members when absent, or agreeing to letting one student get up and walk around when they need to. Steps for accountability include the twenty-four hour check-in rule: if something someone said is eating away at you and you cannot let it go, you must check in with the person within twenty-four hours and address your feelings about the matter. Early on, we role-play these steps and work on the best way to approach a conflict brewing in a group. Since the group is dependent on each other for success, we encourage students to think of strategies that allow for everyone to feel heard and be supported. By setting up this framework, we ensure that when a student finds his/her self doing all of the work, that student has the chance to learn through collaboration, build a stronger group relationship, and potentially succeed in a more unique and creative way by having this conversation together. </div>
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Our goal is to always encourage rigor and in depth knowledge of content throughout a project. Yet, we have also found encouraging the soft skills of collaboration, agency, and oral and written communication pushes students to be more well-rounded, employable applicants in the workforce. A PBL environment builds into a student the ability to not only excel on their own, but to also excel as part of a group, or more specifically, a community: a community of high-achievers, leaders, followers, and every other student who has unique traits to bring to their groups. </div>
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com5tag:blogger.com,1999:blog-7614990456677584631.post-32310441109345708122018-08-28T17:46:00.001-07:002019-02-01T08:07:58.477-08:00Building Culture Begins in the Staff Room<style type="text/css">
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Trisha Burns<br />
Columbus Signature Academy Middle School<br />
Columbus, IN<br />
@BurnsTrisha<br />
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<span class="s1">Are you wondering how you can build culture in your school? Are you wanting to teach students how to model positive collaboration skills? I would like to propose that these culture “non-negotiables” begin with the staff. I definitely don’t want to say that <a href="http://www.bcsc.k12.in.us/Domain/440" target="_blank">CSA Central</a> has it all figured out when it comes to adult collaboration, but we do our best to foster collaboration with each other.<span class="Apple-converted-space"> </span>The four things we purposely do to help us collaborate together effectively is having a shared work space, Critical Friends Group meetings, Friday meetings with a structured agenda, and integrated projects.</span></div>
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<span class="s2"><b>Shared Work Space</b></span></div>
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<span class="s1">I remember touring <a href="https://www.csanewtech.com/" target="_blank">CSA New Tech High School</a> while I sat in my first PBL 101 class (now <a href="https://www.magnifylearningin.org/open-project-based-learning-workshops/" target="_blank">PBL Jumpstart</a>) almost 10 years ago.<span class="Apple-converted-space"> </span>Their staff room was amazing!<span class="Apple-converted-space"> </span>It had a huge table where they had their meetings in the middle and individual desks along the side, but they were all together. I LOVED THAT!<span class="Apple-converted-space"> </span>Actually, it probably helped in my decision to teach at CSA as much as the model of project-based learning itself. It intrigued me that a staff could work so closely together.</span></div>
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<a href="https://lh4.googleusercontent.com/tR0OwY3D58y0nBO6sSUpF5d2CY-eROrY7bHGWsdjqvu47Z2tI9rQWds1cfcA0jHjmo83reWTaed-dAacE0-Qrp1qRWJ605MHSIx35bygRUWMUH3fqm9PO-Zg4DhH0A0Mf6QEJF0n" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" height="300" src="https://lh4.googleusercontent.com/tR0OwY3D58y0nBO6sSUpF5d2CY-eROrY7bHGWsdjqvu47Z2tI9rQWds1cfcA0jHjmo83reWTaed-dAacE0-Qrp1qRWJ605MHSIx35bygRUWMUH3fqm9PO-Zg4DhH0A0Mf6QEJF0n" style="border: none; font-size: 11pt; transform: rotate(0rad); white-space: pre-wrap;" title="" width="400" /></a><span class="s1">So when I came to CSA Central, I was surprised that they didn’t have a whole team workroom. However, that would soon change.<span class="Apple-converted-space"> </span>Our plan, our design, our agreements have developed significantly since the first year of having the work room, but we have a great shared place. This room has a place for us all to meet together for our weekly meetings. It has two smaller sections of tables, one for the 7th grade teachers and one for the 8th grade teachers.<span class="Apple-converted-space"> </span>It also has two other desks for the special ed and ELL teachers to work in there with us. As 8th grade teachers, we use the work room almost 100% of the time when we are not with students.<span class="Apple-converted-space"> </span>It makes it easier to plan projects and stay on the same page with issues that come up since we have a shared space.<span class="Apple-converted-space"> </span>Prior to the creation of this room, our team meetings, no matter which of the 4 schools I worked at, would be in a staff member’s room. I was a part of 8 years of successful meetings in other teachers’ classrooms, but it says something when a space is shared so well among adults.<span class="Apple-converted-space"> </span>Students get to see how we work together just like what we ask them to do. <i>Sidenote:</i> Can you find 3 CSA Central facilitators in this pic of our workroom?</span></div>
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<span class="s2"><b>Critical Friends Group</b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4PVWyavZUgql_rQNxiBkpgZ2dodnTbOJwfP4JZMowZghfpp_IzFrYsjP43ShaZHKDr_n1oY7qpxmBWsRXV2kLYFEioT4yKH4xvo6TIK7DmTAYYs59uaU5TA6H5uxSo-o9c_gGy8FcBJ_9/s1600/Screen+Shot+2018-08-28+at+8.42.48+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="406" data-original-width="1304" height="97" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4PVWyavZUgql_rQNxiBkpgZ2dodnTbOJwfP4JZMowZghfpp_IzFrYsjP43ShaZHKDr_n1oY7qpxmBWsRXV2kLYFEioT4yKH4xvo6TIK7DmTAYYs59uaU5TA6H5uxSo-o9c_gGy8FcBJ_9/s320/Screen+Shot+2018-08-28+at+8.42.48+PM.png" width="320" /></a><span class="s1">Every Wednesday, the whole CSA Central staff meets together first period. We meet in order to give/receive feedback on something we are working on in class or to focus on a specific skill we want to collectively and professionally develop in order keep us all on the same page. When we are in the creation process, we present our ideas to the staff, and they either help us continue our brainstorm or tune what we have already. The brainstorming protocol we use is <a href="https://krystenportfolio.files.wordpress.com/2011/12/charette.pdf"><span class="s3">The Charrette Protocol</span></a>, but if the the project is more developed, we use the <a href="https://www.nsrfharmony.org/wp-content/uploads/2017/10/Tuning-N_0.pdf"><span class="s3">Tuning Protocol</span></a> with modified time limits. If neither of those protocols work for you, then find one that will on the <a href="https://www.nsrfharmony.org/"><span class="s3">National School Reform Faculty</span></a> (NSRF) website. The important part of a protocol is that it helps us have meaningful, structured, and productive conversations. Sometimes we use this time to do professional development or share some of our individual ideas with the whole group. Just this last week, the person who helps train engineers to work together at <a href="https://www.cummins.com/"><span class="s3">Cummins</span></a>, a large engineering company in Columbus, came and showed us the activity she uses with their employees. We used this as an opportunity to see what she does with them and think through how we can apply it for our students all while we learned a little bit more about each other. We schedule our CFG’s on our cabinets in the teacher work room. Our Wednesday meeting time is a perfect time for us to share our ideas and receive feedback in a safe environment, and it also helps us stay on the same page in our planning of our projects.</span></div>
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<span class="s2"><b>Friday Meetings with Structured Agenda</b></span></div>
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<span class="s1">Every Friday morning, we meet as a whole CSA Central staff for what we call our “Nuts and Bolts” meeting. We use this time to plan CSA Central culture building activities for our students like our beginning of the year project, <a href="http://magnifylearning.blogspot.com/2017/08/the-race-to-real-world-readiness.html" target="_blank">The Race to Real-World Readiness</a>, our middle of the year recharge session, or even the end of the year presentations (Personal Education Development Talks). This, also, involves 6th grade activities to teach them about our program, brainstorming and putting into motion ideas to help us continue to fine tune our identity as a school within a school and as part of a K12 Pathway for our district, and planning of our school tours and visits when other schools come to check us out. We also use this time to share dates of other activities and events going on so we all stay in communication with each other.</span></div>
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<a href="https://lh3.googleusercontent.com/8H-I8Lgx6YGCZJ3xa4WIOPxMj59ZJal_7KoJM7FSE2wac7bfuMYDP97g2Ny4dp2zzS-NwtfQCa43bgpIpd5_zpGA8dlaKHxAZnbu1x7kDZYtaHvI7EG34QZphesZOUKyoFdLG4JH" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="280" src="https://lh3.googleusercontent.com/8H-I8Lgx6YGCZJ3xa4WIOPxMj59ZJal_7KoJM7FSE2wac7bfuMYDP97g2Ny4dp2zzS-NwtfQCa43bgpIpd5_zpGA8dlaKHxAZnbu1x7kDZYtaHvI7EG34QZphesZOUKyoFdLG4JH" style="border: none; transform: rotate(0rad);" width="320" /></a><span class="s1">We seemed to always do a great job at the beginning of the year coming up with our working group agreements and group roles for the staff in order to make sure we would share the load. However a few weeks later we would forget what our roles were and would have to go check out a poster when we wanted to remember what our agreements were. Last year we started posting them at the top of each of our meeting agendas.<span class="Apple-converted-space"> </span>We begin (most) of our Friday meetings with the<a href="http://schoolreforminitiative.org/doc/connections.pdf"><span class="s3"> Connections Protocol</span></a>. Here is the structured agenda we have now use and that works best for us. Then when it is time for the next Friday’s meeting we just make a copy of the last week’s agenda, and work from </span><span style="-webkit-text-stroke-width: initial; font-size: 14.7px;">there.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-size: 14.7px;"> </span></div>
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<span class="s1">There is nothing like doing an integrated project to help you develop your collaboration skills. Students can observe their teachers learning how to work together.<span class="Apple-converted-space"> </span>When you are used to working by yourself in your classroom working with only your content, it can be difficult to adjust for the first couple of integrated projects. There’s a learning curve, when you have to share your time with another teacher and collectively figure out what classroom management looks like when you are both with the students. It is not always easy to work with another adult to create and facilitate projects, but it is a great way to develop more authentic projects and help the students see how their teachers work together too. Here are some resources from the <a href="https://newtechnetwork.org/"><span class="s3">New Tech Network</span></a> on <a href="https://drive.google.com/open?id=0B-QT_agLnndlNFJVWmdIUzViTUE"><span class="s3">team teaching</span></a> and/or working in an integrated classroom.</span></div>
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<span class="s1">Staff Culture is a great place to start as you are creating school culture. What you want to be important to your students, you need to model as a staff. We have worked really hard to develop an atmosphere of collaboration for both the students and the staff. Like I said, it isn’t always perfect.<span class="Apple-converted-space"> </span>Communication still can break down.<span class="Apple-converted-space"> </span>Sometimes spending so much time together isn’t a great thing, but one thing I know is that we all want what is best for the students, and we want to model best practices for the students.</span></div>
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<span class="s1">What does your staff do to develop school culture? What next steps can you take to build a culture of collaboration among your staff? For more information about building culture check out <a href="https://magnifylearningin.org/the-pbl-playbook-podcast/" target="_blank">The PBL Playbook </a> podcast and its most recent episode,</span><span style="font-size: 14.7px;"> <a href="https://magnifylearningin.org/episode-4-creating-a-pbl-culture/" target="_blank">Creating a PBL Culture </a>.</span></div>
<br />Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-19815695087905946432018-06-25T08:21:00.001-07:002019-02-15T12:19:57.000-08:00Project Management Tools<style type="text/css">
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<span class="s1">Trisha Burns</span></div>
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<span class="s1">Columbus Signature Academy Middle School</span></div>
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<span class="s1">@BurnsTrisha</span></div>
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<span class="s1">Do you drown in the middle of your projects? Do you find it hard to keep track of the different groups and where they are in the process? You are not alone!<span class="Apple-converted-space"> </span>PBL teachers are constantly looking for ways to better manage the process, and I would like to share the three tech tools that we use on our team at <a href="http://www.bcsc.k12.in.us/Domain/440" target="_blank">Columbus Signature Academy Central Campus</a> to help us facilitate student-driven learning. Our goal is to create learners who can self-regulate and become agents for their own learning. We know it takes time to develop these skills, so we use these project management tools to help facilitate the students’ content learning, their navigation through the project, and help them use their executive functioning skills.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">1. Benchmark Checklist</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_txi0b2wBJhsBLmSDsJ0z3nw5FwHCqW_zpOjVI3Wz-oym4dLfLWA2mXNwO8ZkXGcDjrQvJLYUGtvht-hmyRRquPbAbsDG0SBTSHeIIS6dvyhaEe6_C7UJFF5Igry9-pLc8VsazeNCR1rv/s1600/Screen+Shot+2018-06-25+at+11.12.20+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="1176" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_txi0b2wBJhsBLmSDsJ0z3nw5FwHCqW_zpOjVI3Wz-oym4dLfLWA2mXNwO8ZkXGcDjrQvJLYUGtvht-hmyRRquPbAbsDG0SBTSHeIIS6dvyhaEe6_C7UJFF5Igry9-pLc8VsazeNCR1rv/s400/Screen+Shot+2018-06-25+at+11.12.20+AM.png" width="400" /></a></div>
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<span class="s1">Benchmarks are like the milestones in your project, the checkpoints the students need to accomplish and get feedback on so there are completed final products (and no surprises with the quality). When you get in the messy middle of the project, the groups get to different benchmarks at different times. I’ve managed this process several different ways. I’ve listed the benchmarks on the board in my class, and they move a post-it note that has their names on it through the benchmarks as they go. They are only allowed to move the post-it note when a teacher tells them too. However my favorite way to manage the process is with a Google Sheets table. </span></div>
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<span class="s1">This is a table that we created for our carnival project. It is our go-to spot for all information for the project.<span class="Apple-converted-space"> </span>All teachers are given editing rights to this sheet and students are given viewing rights.<span class="Apple-converted-space"> </span>When you do integrated projects, or even when you are working with your special ed teacher or ELL teacher, it is nice for everyone to see the progress of the project.<span class="Apple-converted-space"> </span>Teachers (and students) know that if there is an “x” in the spot, it means that group is done (and approved) for that benchmark, and they can move on. If it is blank or if there is a “come see me” note, the group knows they need to work on it. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">You will notice both individual benchmarks and merged cells which were group benchmarks. We link this to our learning management system (itslearning) for students to always find.<span class="Apple-converted-space"> </span>This really helps groups self-regulate and plan their next steps for the project. It is also great to do your benchmark checklist digitally because there are times in projects where your students need more scaffolding, and you need to add a benchmark. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Where do the benchmarks come from? How do you determine what goes on this checklist? It is all part of your project planning, your students’ need to knows and next steps, and what is needed from your community partners to have a successful final product. For some help on how to benchmark and scaffold, check out this resource from <a href="https://magnifylearningin.org/" target="_blank">Magnify Learning</a>, <a href="https://docs.google.com/presentation/d/1EIOjO5J_t8MhMkvjH9MW2-wzQgdU-DVpfy9DrWlLtFc/edit?usp=sharing"><span class="s2">Scaffolding & Benchmarks</span></a>.<span class="Apple-converted-space"> </span></span></div>
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<span class="s3">2. Google Keep</span></div>
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<span class="s1">We recently discovered Google Keep for a “To-Do List” app. Google Keep is used to save lists, </span></div>
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pictures, thoughts, and reminders. You can share them with people and organize the order they show up on the app or website. When my team of teachers learned how to use it in an unrelated faculty meeting, we knew immediately how we could use it to help facilitate our groups for our project. It was fun to actually use something you learn in a faculty meeting the very next day! <span class="s4"><span class="Apple-converted-space"> </span></span><br />
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<span class="s1">Groups created their "Next Steps" list using Google Keep, and they shared it with the teachers. You can look at Google Keep on your laptop or your phone. It was really convenient to walk around to groups and check in on their next steps list by looking at my phone.<span class="Apple-converted-space"> </span>We also had some groups who would put names beside their “Next Steps” so the group members knew who was working on what during that class period. One of my favorite parts about Google Keep is that it makes a mark through what is finished. It is easy to see what the groups have accomplished and not just what they have left to do.</span></div>
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<span class="s1">Another way we used Google Keep during our carnival project was to keep track of students’ strikes. When we would have students who weren’t working with their groups or who were off task, we were able to keep track of it on a list that was only shared with the teachers. So even though there were 4 teachers doing this project, we had open communication (digitally) for issues we were seeing with groups.</span></div>
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<span class="s1">3. Google Forms</span></div>
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<span class="s1">I love google forms! These are surveys that you can create for free through your Google account. It takes the information from the survey and gives you a spreadsheet of responses. My team uses these at several different points of a project.<span class="Apple-converted-space"> </span>We have used them for group contracts, for selecting groups, for group check-ins, for project reflections, and any other time we need to collect data quickly (like for a field trip or t-shirt size). </span></div>
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<span class="s1">This is an example of a Google Form used for a<a href="https://docs.google.com/forms/d/e/1FAIpQLScLTOqdAXrYPMR63-KQNX0lPP9kH7vFAMb9HMlDEKyPR7IYZw/viewform?usp=sf_link"><span class="s2"> group contract</span></a>. After we created groups, we gave them some time to complete this form. Upon reflecting, this wasn’t our favorite way to collect group contracts, but I wanted to share it in case it works for you!</span></div>
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<span class="s1">Here is the Google Form we used for our Carnival. We know we will want to do the carnival project next year, so we had the students complete this form. We will share the results with next year’s students so they can have the data they need for similar booths they decide to have for their carnival (after the teachers look through it first, of course!)</span><br />
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<span class="s1">At our school, we have to give the student lunch codes to the cafeteria for students who want a sack lunch for field trips. Google Forms makes that data collection a breeze.<span class="Apple-converted-space"> </span>We have the survey set to collect the student’s email addresses, and we can turn that into the cafeteria. So Google Forms can be used for a lot of different purposes!</span></div>
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<span class="s1">Project management is key. It helps facilitate the students on the path of becoming agents of their own learning, and it keeps you from being surprised when the final end products are turned in or presented. When you take the time to check in with groups, it is valuable feedback time. You are setting your students up for success. </span></div>
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We know all of our time is valuable, so why not use some tools to help you save some of your time. When you are feeling overwhelmed in the middle of the project, see if there is a way to incorporate one of these tech tools to help you manage the workload, or better yet, go ahead and plan to use them in your project from the beginning! <br />
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<br />Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-22396085886239396122018-05-15T09:41:00.002-07:002018-05-15T09:41:53.544-07:00Understanding the Structure of Presentations<style type="text/css">
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<span style="font-family: Times, Times New Roman, serif; font-size: large;">By: Caleb Abshire</span><br />
<span style="font-family: Times, Times New Roman, serif; font-size: large;">Student</span><br />
<span style="font-family: Times, Times New Roman, serif; font-size: large;">Columbus Signature Academy New Tech</span><br />
<span style="font-family: Times, Times New Roman, serif; font-size: large;">Columbus, IN</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE1VA-EYGVzsKz8CPO0CdZHg8KUUi9nPRCvWl3CVwcsuixD0cA5uzjDTPjhQifhCH99Txj_vBZ2mB0VZ7PMAlTNLw6PwpujPmG8SLklyvmaQRpgKzc23_dWc0OG5XqNrr2dpd7QyZ9eo07/s1600/Screen+Shot+2018-05-07+at+12.49.44+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"><img border="0" data-original-height="384" data-original-width="622" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE1VA-EYGVzsKz8CPO0CdZHg8KUUi9nPRCvWl3CVwcsuixD0cA5uzjDTPjhQifhCH99Txj_vBZ2mB0VZ7PMAlTNLw6PwpujPmG8SLklyvmaQRpgKzc23_dWc0OG5XqNrr2dpd7QyZ9eo07/s200/Screen+Shot+2018-05-07+at+12.49.44+PM.png" width="200" /></span></a><span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>Mark Twain once said, “It usually takes more than three weeks to prepare a good impromptu speech.” The reason a good speech takes so long to prepare is that all good speeches tend to be like trees, at least in their structure. Where a tree has a trunk, branches, leaves, and roots, a speech has a thesis, segues (anecdotes or jokes), visual aids, and facts and statistics. While a tree pollinates the ground, a speech should be planting a seed in the mind of one’s audience. The elements that make a presentation different are also what make public speaking a powerful form of communication: tone of voice and a direct relationship to one’s audience. However, both of these rely on a well-built and sturdy foundation.</span></span></div>
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<span class="s1"><b><span style="font-family: Times, Times New Roman, serif; font-size: large;">The Roots</span></b></span></div>
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<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>The roots of a presentation are its facts and statistics. They are what allow a presentation to stand upright and feed the presentation the nutrients it needs to really blossom. Without solid, credible facts and/or statistics, a presentation can easily be toppled and proclaimed to be a lie.</span></span></div>
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</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYqsACn2o9XLWuRvhmVL-DdJrUNZbnwZYiip_p2a5ZXbiiBjIbu3xdTfHflOtEkG-iu9mMtYUzun_UYld_l9AAe8I8fBGIvh4ibIEMNx2_mm0otSaoWotQWT6YKwpjspxQUn8e5g_cEkUI/s1600/Screen+Shot+2018-05-07+at+12.49.58+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"></span></a><span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><br /></span></span></div>
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<span class="s1"><b><span style="font-family: Times, Times New Roman, serif; font-size: large;">The Trunk</span></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYqsACn2o9XLWuRvhmVL-DdJrUNZbnwZYiip_p2a5ZXbiiBjIbu3xdTfHflOtEkG-iu9mMtYUzun_UYld_l9AAe8I8fBGIvh4ibIEMNx2_mm0otSaoWotQWT6YKwpjspxQUn8e5g_cEkUI/s1600/Screen+Shot+2018-05-07+at+12.49.58+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="298" data-original-width="220" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYqsACn2o9XLWuRvhmVL-DdJrUNZbnwZYiip_p2a5ZXbiiBjIbu3xdTfHflOtEkG-iu9mMtYUzun_UYld_l9AAe8I8fBGIvh4ibIEMNx2_mm0otSaoWotQWT6YKwpjspxQUn8e5g_cEkUI/s200/Screen+Shot+2018-05-07+at+12.49.58+PM.png" width="147" /></a><span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>Carrying the facts and statistics throughout the presentation is the trunk of our metaphorical tree, the thesis statement or motif. A presentation must always be focused, well scoped and purposeful. A presentation without a point is afternoon-tea talk. A thesis could be anything from “I like bananas” to “Bananas are going to cure cancer,” so long as you stick to it and make it strong.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB13D9tZ8t4ndVO_6mAkmbUXYvowwUz_jZUCfx38GeVOvxYdlmNe1e7PzIJjTtG7I4KyTM5A4ZmxazGjAX6f9EtQ2zwHQTD8DFmKb8nreIudgGCZu22PSl4w5UTW2nODq5bhgID2UgC5A5/s1600/Screen+Shot+2018-05-07+at+12.50.05+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"><img border="0" data-original-height="255" data-original-width="394" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB13D9tZ8t4ndVO_6mAkmbUXYvowwUz_jZUCfx38GeVOvxYdlmNe1e7PzIJjTtG7I4KyTM5A4ZmxazGjAX6f9EtQ2zwHQTD8DFmKb8nreIudgGCZu22PSl4w5UTW2nODq5bhgID2UgC5A5/s200/Screen+Shot+2018-05-07+at+12.50.05+PM.png" width="200" /></span></a></div>
<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><b><span class="Apple-tab-span"></span>The Branches</b></span></span><br />
<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;">The main reason trees are so loved is that they provide lots of resources. They provide shelter, shade, food, oxygen, paper, pencils; practically everything in use today has probably used some part of a tree in its manufacturing. Trees can provide so much of this because of their branches. Likewise, a presentation should give food for thought, a place to put our thoughts into words and act on them, a reprieve from having to fight our own fights, and a record of what humanity is thinking through each sentence.</span></span></div>
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<span class="s1"><b><span style="font-family: Times, Times New Roman, serif; font-size: large;">The Leaves</span></b></span></div>
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<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>The leaves of the presentation are the visual aids and jokes or anecdotes used throughout to make the </span></span><br />
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<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-xOkdTSO2e_QaRIftihikx0Ui3Y8xStZ7UgVlY1Z4_AaPVTsw0520_I-GsDvS1VHgQb9G9dy6Trz-HL7kMO3S8JW0KXu1kNJ4Xy2jCuFnCMWV-nHvWxPrLhvDpnXlajRhc0vhsUbR1egh/s1600/Screen+Shot+2018-05-07+at+12.50.12+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="302" data-original-width="442" height="136" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-xOkdTSO2e_QaRIftihikx0Ui3Y8xStZ7UgVlY1Z4_AaPVTsw0520_I-GsDvS1VHgQb9G9dy6Trz-HL7kMO3S8JW0KXu1kNJ4Xy2jCuFnCMWV-nHvWxPrLhvDpnXlajRhc0vhsUbR1egh/s200/Screen+Shot+2018-05-07+at+12.50.12+PM.png" width="200" /></a></span></span></div>
<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;">thesis easy to remember. They make a presentation pretty and are what start the fire in people’s hearts first. Leaves are a tree’s respiratory system; visual aids and anecdotes are a presentation’s. A good visual aid grabs the audience’s attention and reminds them what’s going on. If trees were just wide blocks of wood, they wouldn’t be very fun. Visual aids, jokes, and anecdotes provide the volume to cover a wider breadth of material without suffocating the audience.<span class="Apple-converted-space"> </span></span></span></div>
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<span class="s1"><b><span style="font-family: Times, Times New Roman, serif; font-size: large;">Voice and Audience</span></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm1Kw2GJcL1ww97L_DMoIC1Nh7rNdAdi3YBYNABPhcYr4cDv0tTdgsH8nAcxg6w-DIlwDkg5Q-JAwGmEH4mr31xIOlAfmZ8ar73a1SGFMPDrTW0HirqEgpaGwqRy1n4NhblW7P7KeMllte/s1600/Screen+Shot+2018-05-07+at+12.50.21+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"><img border="0" data-original-height="534" data-original-width="336" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm1Kw2GJcL1ww97L_DMoIC1Nh7rNdAdi3YBYNABPhcYr4cDv0tTdgsH8nAcxg6w-DIlwDkg5Q-JAwGmEH4mr31xIOlAfmZ8ar73a1SGFMPDrTW0HirqEgpaGwqRy1n4NhblW7P7KeMllte/s200/Screen+Shot+2018-05-07+at+12.50.21+PM.png" width="125" /></span></a></div>
<span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>A tree doesn’t have a voice to provoke emotion in people; it can do so without one. The speaker must be the voice of the presentation. It is important to know one’s audience in order to prune the “tree” directly to them. Some may say that a tree is much prettier when it was planted for them, and in the same way a presentation is much more likely to be listened to if it was pruned for the audience. Trim the bits that the audience won’t particularly enjoy and substitute with something more relevant, and then present in such a way that the audience will listen by using all of the capabilities of expression given to us as humans.</span></span></div>
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<span class="s1"><b><span style="font-family: Times, Times New Roman, serif; font-size: large;">My Trees</span></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZYkiihC2Yv5vqrawABimvZjyg7ailJ0U-x7symkzhOYz3yTXPMtF7YcDwUTLS_FpLZ11t54J2kQwlu110nOfFKV_avqeQvuXB9r64_ziVUfTtakfl_7I0SKPl_JOGC9DKbbNRrMqonD0/s1600/Screen+Shot+2018-05-07+at+12.50.28+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"><img border="0" data-original-height="404" data-original-width="656" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZYkiihC2Yv5vqrawABimvZjyg7ailJ0U-x7symkzhOYz3yTXPMtF7YcDwUTLS_FpLZ11t54J2kQwlu110nOfFKV_avqeQvuXB9r64_ziVUfTtakfl_7I0SKPl_JOGC9DKbbNRrMqonD0/s200/Screen+Shot+2018-05-07+at+12.50.28+PM.png" width="200" /></span></a><span class="s1"><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="Apple-tab-span"> </span>Over the years here at CSA I’ve written and given many presentations. At the end of each project (which we have one of in each class every month) we have to present our findings in a concise and followable manner to score points on our <a href="https://drive.google.com/file/d/0B-QT_agLnndlTUFlYjNndVI1N1k/view?usp=sharing" target="_blank">“Oral Communication” Rubric</a>. One of my favorites was presenting my idea for clean renewable energy in a project we call “Shark Tank”, stylized like the eponymous T.V. show. That project was fun for me because I was so proud, not only of my shake-to-charge battery, but because I knew I had a solid presentation to back me up. I had a trunk that focused on the need for a clean, renewable energy source. My mathematics became my roots, and my technical drawings my branches. My stories about working with my dad on electronics provided the shade and beauty that my presentation would have otherwise lacked. My presentation didn’t win, but I was still proud to see that my tree’s seeds had been sown.<span class="Apple-converted-space"> </span></span></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPn9NtECb63mtVds92l8fynNxl7UFHySl_F8z1C4EY-EnMTDbSaYgOECz5OdUrl8hBi_FDtMw5BVHVZs1wvRsECXv23lny107oF9lAXSORKQm_dq7-RQ_SQhIZg7UKgA8iXAEUQ1-NfOuI/s1600/Screen+Shot+2018-05-15+at+12.31.49+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: black; font-family: Times, Times New Roman, serif; font-size: large;"><img border="0" data-original-height="910" data-original-width="1012" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPn9NtECb63mtVds92l8fynNxl7UFHySl_F8z1C4EY-EnMTDbSaYgOECz5OdUrl8hBi_FDtMw5BVHVZs1wvRsECXv23lny107oF9lAXSORKQm_dq7-RQ_SQhIZg7UKgA8iXAEUQ1-NfOuI/s200/Screen+Shot+2018-05-15+at+12.31.49+PM.png" width="200" /></span></a><span style="font-family: Times, Times New Roman, serif; font-size: large;"><span class="s1"><span style="font-family: "times" , "times new roman" , serif; font-size: x-small;"><span class="Apple-converted-space"><br /></span></span></span><b>About the Author: </b><span style="white-space: pre-wrap;">Caleb Abshire is a junior at Columbus Signature Academy New Tech. He loves his whole family, including his three younger siblings. He enjoys reading and writing and physics, as well as video games and music. </span></span></div>
<br />Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-80547989362064741832018-05-11T07:48:00.001-07:002018-05-11T08:01:03.287-07:00The 6 R's of Summerrrrrr--May 2018<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; clear: right; color: black; float: right; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; margin-bottom: 1em; margin-left: 1em; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
<span class="s1">Trisha Burns</span><br />
<span class="s1">Columbus Signature Academy Middle School</span><br />
<span class="s1">Columbus, IN</span><br />
<span class="s1">@BurnsTrisha</span><br />
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<a href="https://lh3.googleusercontent.com/N1lP2bvl4cDgvbtX81zaShlqkxJMGdgBfCFMUKR6uatQGddIiQInrnjr9wUBUorAgupfOZZwOskKYEaASAOJZiuAxDrV5CmbnzVu-FfhY0qNTfL4KHt2jan0FtqdXV350ygm9e5c" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="167" src="https://lh3.googleusercontent.com/N1lP2bvl4cDgvbtX81zaShlqkxJMGdgBfCFMUKR6uatQGddIiQInrnjr9wUBUorAgupfOZZwOskKYEaASAOJZiuAxDrV5CmbnzVu-FfhY0qNTfL4KHt2jan0FtqdXV350ygm9e5c" style="border: none; transform: rotate(0rad);" width="200" /></a><span class="s1">Ahhhh...summer. We are always so excited to see it come, and we are sad to see it go. As teachers we joke around saying things like “sure we get the summers off.” The “teacher in the summer” memes make us smile and cry all at the same time.<span class="Apple-converted-space"> </span>Regardless if you feel you have a summer “break” or wonder how in the world you ever have time to teach in the first place, there are certain things all teachers should try to do over the summer.</span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1"><b>Refresh and Reflect</b></span><br />
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<br /><a href="https://lh3.googleusercontent.com/LW80qpg71GuO_gBK-TcboAronVYPwKna7i2qR0lI_9whuW18J0h7YnM_ww9E_yrYxR83tO5q-hWUI3ZRHhpxujxJ2wRwIoNwZnDt7E-KBhmyvmo-da736zeM2hcskh39QvvRd6ch" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://lh3.googleusercontent.com/LW80qpg71GuO_gBK-TcboAronVYPwKna7i2qR0lI_9whuW18J0h7YnM_ww9E_yrYxR83tO5q-hWUI3ZRHhpxujxJ2wRwIoNwZnDt7E-KBhmyvmo-da736zeM2hcskh39QvvRd6ch" style="border: none; transform: rotate(0rad);" width="150" /></a><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span><span class="s1">I love that I get to facilitate for Magnify Learning in the summer. It means every summer I go through the steps of planning a project from a beginner’s level. I love getting to be refreshed on the basics of PBL so often.<span class="Apple-converted-space"> </span>It doesn’t seem to matter than I’ve been doing PBL for 10 years and facilitating for 8 years, I still love getting this refresher! I get to share experiences and my best practices while giving feedback and learning from other teachers across the country. New project ideas are an added bonus to a summer PBL workshop!</span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span><span class="s1">I know not everyone is ready or able to be a facilitator, but throughout the summer we should spend time reflecting on our best practices and refreshing on the basics of our teaching methods. Maybe you could search project libraries for new project ideas. Maybe you spend time on Pinterest getting new scaffolding or workshop ideas, or maybe you sit down with your team of teachers at a local coffee shop and reflect how your previous year succeeded or failed to live up to last summer’s expectations. One opportunity that is very beneficial is signing up for a <a href="https://magnifylearningin.org/indiana-june-2018-open-workshops/"><span class="s2">PBL Advanced</span></a> course. You get to capture the basics of project planning, but you get to do it with a more in depth focus now that you have some experience under your belt. Whatever you decide to do, take some time to reflect and freshen up on your PBL skills. <span class="Apple-converted-space"> </span></span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1"><b>Read and Receive</b></span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1">Hi. My name is Trisha Burns and I am a professional development junkie. I remember when I </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbBTRejhmvNzIF3JR49XWqzTHiXOAssjmi6xc3Ivzc1wJI0Wrr4_BEhVv_5KUQkXObPIOa60lizz6slU237XvGBZwYdZdFSGS7-0HBdNKDiEKn0oGt17iKWb3XsUmsnQjqS6ANF-Gdqa9t/s1600/Screen+Shot+2018-05-11+at+10.59.36+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="348" data-original-width="580" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbBTRejhmvNzIF3JR49XWqzTHiXOAssjmi6xc3Ivzc1wJI0Wrr4_BEhVv_5KUQkXObPIOa60lizz6slU237XvGBZwYdZdFSGS7-0HBdNKDiEKn0oGt17iKWb3XsUmsnQjqS6ANF-Gdqa9t/s320/Screen+Shot+2018-05-11+at+10.59.36+AM.png" width="320" /></a></div>
first heard about Project Based Learning.<span class="Apple-converted-space"> </span>I was so excited that I was going to be able to go to a week long professional development workshop. Little did I know it would change my teaching career so significantly.<span class="Apple-converted-space"> </span>By taking a week out of my summer, I was able to, with my fellow 8th grade math teacher, plan a whole new curriculum! We had more project ideas than we had time for in the school year. Although 10 years later I don’t still use the same projects we created, I do still use the protocols and planning methods I learned that week.<br />
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</span><span class="s1">Summer is a perfect time to learn something new. If you are new to PBL, you should sign up for a <a href="https://magnifylearningin.org/indiana-june-2018-open-workshops/"><span class="s2">PBL Jumpstart </span></a>course near you, or do some reading through the Magnify Learning blog to become more familiar with the PBL process and culture of your classroom. Regardless if this school year is your first year of using PBL or your 10th year, there is always something new to learn.<span class="Apple-converted-space"> </span>Sometimes you don’t even know what you don’t know, and if that is the case, I suggest Twitter for you. Follow <a href="https://twitter.com/magnifylearning"><span class="s2">Magnify Learning</span></a> @magnifylearning or get yourself involved in #PBLchat and begin to learn best practices from other schools or teachers. I know several organizations have come together to put a framework around PBL at<a href="https://hqpbl.org/"><span class="s2"> HQPBL</span></a>. It would be a great place to read about the research supporting PBL and what experts would say is the framework around PBL. However you decide to learn this summer, take some time to read and receive new information that will make you a better teacher for the upcoming year. </span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1"><b>Rejuvenate and Relax</b></span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span><br />
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<span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2R-WURvt_XMYZiEMVlMG8kll04kccleQe18zMfZVkuo3Df7tBlzKwoLvqIs4rbETERDuqMC29xnrDmUnxsPW_2B-9-WwQQVjJSNzvNltAckaPX_aReLMK985loRjzVX8zFHHD1fnXhvbd/s1600/Screen+Shot+2018-05-11+at+10.58.39+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="380" data-original-width="524" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2R-WURvt_XMYZiEMVlMG8kll04kccleQe18zMfZVkuo3Df7tBlzKwoLvqIs4rbETERDuqMC29xnrDmUnxsPW_2B-9-WwQQVjJSNzvNltAckaPX_aReLMK985loRjzVX8zFHHD1fnXhvbd/s200/Screen+Shot+2018-05-11+at+10.58.39+AM.png" width="200" /></a></span></div>
<span class="s1">And the fun part. Don’t forget to take time for you this summer. Take time to relax; take time to rejuvenate. The best thing you can give your family, your team members, and your students is a happy and healthy you. As much as I like to learn new things and to reflect on the last year, I also like to be able to pursue passions or adventures that I don’t get to experience during the school year. </span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1">If you look at the calendar you may panic. The summer is so short, and it will go so fast. How can you make a plan?<span class="Apple-converted-space"> </span>Which of the 6 R’s of summer, do you need to make a bigger priority this summer? If you normally spend your whole summer becoming familiar with your curriculum, or planning your projects, or learning something new, don’t forget to take some time for yourself to relax. However, if you normally spend your whole summer relaxing, don’t forget to think ahead.<span class="Apple-converted-space"> </span>A little preparation can truly help you get the year off to a good start and maybe you can stay relaxed a little bit longer into the school year. <span class="Apple-converted-space"> </span></span><br /><span style="color: black; font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">
</span><span class="s1">How do you spend your summer? I would love to hear about the professional development or “aha” moments you have this summer and that you plan to use to help your upcoming school year be more successful.</span><br />
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-72013892701062343852018-04-24T09:28:00.000-07:002018-04-24T09:29:23.580-07:00Top 5 Reasons to attend Magnify Learning’s Indiana 2018 Open PBL Workshops<style type="text/css">
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Summer is the perfect time to get refreshed and re-inspired for our jobs! It's also when you actually have a enough time to get some professional development in without feeling overloaded by the hundred other tasks you have to do. Maybe you've been considering trying project-based learning in your classroom or are interested in learning more about it. You might have been wondering how it works and if it's for you.<br />
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Our summer <a href="https://magnifylearningin.org/indiana-june-2018-open-workshops/" target="_blank">Indiana June 2018 Open PBL Workshops</a> are a great option for exploring project-based learning! If you aren't sure if you want to take four days to get some project-based learning training, here are five reasons to attend:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhErkWJH0Gey8RB88lhbMge-1a_C11mg-mGidNh07z2V_ZHMh0A7H37Dv_TuGYBjxXW7SPJ47oUYSNJWJnmYABB-fSjMFu6IzdzQvrH3gxwFhO3ferCweGVuDk9l_Hw1j0qsijlkVnbhFYY/s1600/Top+5+Reasons+%25281%2529.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="640" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhErkWJH0Gey8RB88lhbMge-1a_C11mg-mGidNh07z2V_ZHMh0A7H37Dv_TuGYBjxXW7SPJ47oUYSNJWJnmYABB-fSjMFu6IzdzQvrH3gxwFhO3ferCweGVuDk9l_Hw1j0qsijlkVnbhFYY/s400/Top+5+Reasons+%25281%2529.png" width="160" /></a><span class="s1"><b>1. Learn-</b> Our PBL Jumpstart workshops are an excellent opportunity to build your foundational </span>knowledge about project-based learning and develop your PBL skills. We will provide <span style="text-align: center;">you with the PBL basics and process so you can begin building your own project. If you've already been using project-based learning, then we also provide PBL Advanced workshops to help you refine your PBL craft and dive deeper into the PBL process. Our facilitators are PBL certified classroom teachers who have tried, tested, and<span style="font-family: inherit;"> </span></span><span style="-webkit-text-stroke: rgb(0, 0, 0);"><span style="font-family: inherit;">implemented their own PBL units. They are PBL practitioners who have walked through the process, and are well-equipped to guide and support you through it as well.</span></span><br />
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<b>2. Create</b>-During the course of the workshop you will be given guidance and space to design your own project-based learning unit. You’ll have opportunities to ask questions, attend workshops based on your need-to-knows, and create a unit based on your content area. You are the expert of your content and students, so the design of the PBL unit is entirely up to you. We are there to support you as you build the framework for your very own PBL!<span class="Apple-converted-space"> </span><br />
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<b>3. Collaborate</b>- Our workshops are all about working together! We run through a series of protocols and practices which create an atmosphere of connecting and collaborating with one another. Throughout the four days you’ll have multiple opportunities to interact and receive feedback from other teachers. You’ll have work time where you can brainstorm with other teachers, and you’ll have opportunities to work one-on-one with your facilitators. Many of our facilitators walk away feeling a sense of camaraderie with their staff and the teachers they meet. Many of them stay in touch and develop a new community partner or fellow collaborator!<span class="Apple-converted-space"> </span><br />
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<span class="s1"><b>4. Explore</b>-You will not only get to explore the PBL process, but you will also be staying in a city where there are lots of opportunities to explore. Check out the sights<span class="Apple-converted-space"> </span>and experiences Columbus and Indianapolis have to offer! There are lots of parks, walkways, art districts, shops, and places to eat delicious local food. Try out the famous Zaharakos ice cream in Columbus. See the city of Indianapolis along the beautiful Canal Walk. We've even put together some ideas for you: <a href="https://drive.google.com/open?id=1q_GOqmwKKE01vHg8m3MaT4Q15D7V_eh7" target="_blank">Explore Indianapolis</a> and <a href="https://drive.google.com/open?id=1z7oIQcK7HlKRcqPj60LdU3x50CNVIvKz" target="_blank">Explore Columbus</a>. </span> Take some time to recharge, have fun, and see what these cities have to offer!<br />
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<b>5. Transform</b> - Project-based learning implemented with fidelity has the power to transform your school, classroom, and the lives of students. It isn't just a fad or quick fix. We truly believe it is the best way to teach and the best way for students to learn. Not only is it empowering to design our own curriculum; it’s exciting to create learning opportunities that are engaging and meaningful to our students. We know that we’ve done our job, when teachers are already wanting to go back to school and try out their projects and it’s only the middle of the summer!<span class="Apple-converted-space"> </span><br />
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Any one of our PBL participants will share with you that the four days of training is a small exchange for the positive returns project-based learning will bring you and your students. Plus, now through the end of the month you can take advantage of our Early Registration special and receive 20% OFF! Just use the PROMO Code PBL2018. We hope to see you at one of our <a href="https://magnifylearningin.org/indiana-june-2018-open-workshops/" target="_blank">Indiana June 2018 Open PBL Workshops </a>this summer!<br />
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<span class="s1">Andrew Larson</span></div>
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<span class="s1"><span style="font-family: inherit; font-size: small;">It is -5 degrees outside (or at least it felt like it for months), so ask yourself this: are you ready for the summer? My guess is that if you are reading an educational blog right now, you are probably also thinking about your next educational aspirations. We hope those aspirations include taking a four-day Project Based Learning journey with us. Please navigate over to the <a href="http://magnifylearningin.org/"><span class="s2">Magnify Learning</span></a> website for registration information.<span class="Apple-converted-space"> </span></span></span></div>
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<span class="s1"><span style="font-family: inherit; font-size: small;">If you have already decided to attend a PBL training this summer, ask yourself these questions now. And don’t just ask them; answer them as well. If you feel like it, write those answers down.<span class="Apple-converted-space"> </span></span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">1. </span><b style="-webkit-text-stroke-width: initial; font-family: inherit;">How do you view your role in the classroom? </b><span style="-webkit-text-stroke-width: initial; font-family: inherit;">If you come to a Magnify Learning training, you </span></span><span style="font-family: inherit;">will be greeted by your friendly facilitators, whose job is to guide you through a process of discovery about Project- Based Learning. Yes, it is true that they will teach you everything they know about best practices on the topic of PBL, including how to structure a PBL unit, scaffold student learning, assess student progress, and manage group dynamics. They will refer to themselves as facilitators and not “teachers” or “trainers” because that is how they view their role. The definition of facilitation is to make something easier than it would otherwise be, and that is how PBL educators come to see their role (both in trainings and in their own classrooms.) </span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">It should be pointed out, though, that both in your training and in classrooms full of students, there will always be a healthy blend of instruction from the teacher (who will henceforth be referred to as the facilitator), collaborative learning, individual research, and exposure to all modalities of learning that will be relevant in students’ futures. You may consider recording your instruction or asking a colleague to observe and take notes during your class in advance of the training, with a specific focus on your role in the classroom: are you the focal point, or more of a facet? Both roles are appropriate for a PBL facilitator, though at different times, and in different ways.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">Some educators have a false construct of PBL as an environment where we give up control and students are free to explore in an unstructured, noisy and chaotic environment. This is by no means how your facilitators will expect you to proceed with students once your training is complete. While it is true that PBL thrives when the learning environment is flexible and when the instructor encourages interdependent learning, and yes, it will probably be a bit noisier at times than a traditional classroom, it is very structured, overall. So if learning to facilitate PBL is a goal of yours, but you are not sure what that looks like in a project-based room, then carry on!</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">2. </span><b style="-webkit-text-stroke-width: initial; font-family: inherit;">How comfortable are you with not having all of the answers?</b><span style="-webkit-text-stroke-width: initial; font-family: inherit;"> The training itself will be a </span></span><br />
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">project; this is by design. Your facilitators want you to feel what your students will feel. This will be uncomfortable at times, especially on the first day. You may feel overwhelmed and there will be moments when you think (or say), “Why don’t you just tell us what to do (or how to do it)?” Naturally we know that students have these thoughts and say these things, but do you answer them? Probably not. In all seriousness, though, your facilitators will not have all of the answers, especially as they pertain to your specific school environment. </span></span></div>
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<span style="-webkit-text-stroke-width: initial; font-family: inherit;"><span style="font-size: small;">Your PBL facilitators do the same things that you do with your students: they take content knowledge, get it in the hands of the learners, and ask them to apply that knowledge in new ways (such as developing a PBL unit that will work in your classroom, and with your students). What they will do is give you all of the content knowledge that they have, and go ask you to apply it to solve a real world problem (by creating your own PBL project).</span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">Educators that implement PBL should be comfortable admitting that they do not know the answer to certain questions. There is a “sweet spot” somewhere at the boundary of the content knowledge you have and where your students can go with that knowledge (that you share with them). If you never find yourself admitting that you don’t know the best way to solve a particular problem, that may be an indication that your students need a bigger challenge.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">3. </span><b style="-webkit-text-stroke-width: initial; font-family: inherit;">How well do you know your standards? </b><span style="-webkit-text-stroke-width: initial; font-family: inherit;">The reason this question is so important to consider is because it is crucial that mastery of content remain in the forefront of what students walk away with. PBL, though, goes further than simple proficiency; we ask students to apply their content knowledge in order to solve an authentic problem or connect with their community. Your students need to be able to demonstrate that content proficiency and have the many additional layers of 21st Century Skills in their toolbox. Magnify Learning will recommend that as you make a shift to the exciting and sometimes daunting world of PBL, you take a close look at your content standards and pick out a collection of them that you feel either a) have traditionally been challenging for students or b) that you struggle to make relevant for them, or c) might fit together well in an authentic context, even if you previously did not feel empowered to bring them together.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">Additionally, though, PBL offers innumerable value-added components to good classroom instruction, including team collaboration, communication, and critical thinking. The aspects of PBL that are not explicitly focused on content can be challenging to manage, but then again, that’s why you are coming to the training! Your facilitators will help you find a balance between delivering content effectively and asking students to apply that content to new situations, all while the students are learning new and invaluable skills that will serve them well into their futures.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">4. </span><b style="-webkit-text-stroke-width: initial; font-family: inherit;">How do you get feedback, and how do you receive that feedback? </b><span style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span><br />
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">A large component of the training is focused on feedback, both from your facilitators and peers. This aspect of the training is one that participants consistently report helped them refine their ideas so that they actually work in the classroom. This aspect of the professional culture that will be built in the training is more than just a way to make the projects better; the use of feedback tends to become a part of the DNA of classrooms, too, as participants will take the feedback tools and teach their own students to use them. </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">No need to be afraid. The culture of the training will allow for constructive feedback to flow freely and without fear of judgment. We only ask that you come into the training with an open mind and a willingness to listen to the input of others. Your work will be better because of it.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">5. </span><b style="-webkit-text-stroke-width: initial; font-family: inherit;">Who is in your professional network, and how do you leverage the resources and knowledge in it? </b><span style="-webkit-text-stroke-width: initial; font-family: inherit;">This goes along with the facet of feedback. And for the most part it just comes down to interacting with others that share common educational interests and experience. If your district already requires that you participate in a Professional Learning Network, wonderful! Perhaps that group can explore PBL topics together or offer feedback on instruction or ideas (projects or otherwise). </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial; font-family: inherit;">In the social media realm, be sure to check out the ever-growing network of individuals and organizations talking about Project-Based Learning. Naturally, start with </span><a href="https://twitter.com/magnifylearning" style="-webkit-text-stroke-width: initial; font-family: inherit;"><span class="s4">@magnifylearning</span></a><span style="-webkit-text-stroke-width: initial; font-family: inherit;">. There are a lot of healthy and progressive discussions happening regularly, including #PBLchat on Tuesday evenings.</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial; font-family: inherit;"> </span></span></div>
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<span style="font-size: small;"><span style="-webkit-text-stroke-width: initial;">Since you already have enough to do preparing for your classes, we’ll call that enough homework in preparation for a great </span><a href="https://magnifylearningin.org/indiana-june-2018-open-workshops/" style="-webkit-text-stroke-width: initial;"><span class="s4">Magnify Learning PBL training session</span></a><span style="-webkit-text-stroke-width: initial;">! We look forward to seeing you this summer, and don’t forget about the discount when you bring a group!</span><span class="Apple-converted-space" style="-webkit-text-stroke-width: initial;"> </span></span></div>
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-16559365826687260442018-04-10T07:59:00.002-07:002018-04-10T07:59:54.074-07:00Behind the Curtain of PBL<style type="text/css">
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<span class="s1">By: Trisha Burns</span></div>
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<span class="s1">CSA Central-Columbus Signature Academy Middle School</span></div>
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<span class="s1">Columbus, IN </span><br />
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<span class="s1">There is a balance between teachers teaching what is required and empowering students to drive their own learning. In fact, it can be one of the scariest parts of starting PBL in your classroom.<span class="Apple-converted-space"> </span>However, this is where you have to make sure your project design and facilitation skills are on point. Think of the project as a play.<span class="Apple-converted-space"> </span>Anyone who has ever been to a play knows that there is just as much going on behind the curtain as in front of it. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Before the project begins, there is a lot of work that goes on behind the curtain. Teachers start with <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Photo by Monica Silvestre from Pexels</td></tr>
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standards, authentic problem ideas, and employability skills that they want to teach and create a project with. They contact possible community partners and create a list of breadcrumbs, or a trail of clues that the students need to know or be able to do during the project. Once they have the breadcrumbs written those can become<span class="Apple-converted-space"> </span>a list of possible need to knows that they make sure goes in to the entry event, which launches the project and hooks students. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">On project launch day, the students receive the entry event and generate their list of need to knows. If the teacher was intentional with placing breadcrumbs in the entry event, the students asked the questions that the teacher needed them to (and more, because students are way more creative that teachers!) In front of the curtain, the students are driving the project and behind the curtain, the teacher breathes a sigh of relief because the students asked about the content the teacher needs to teach. The facilitator organizes the students “need to knows” in the order that the questions need to be answered and now behind the curtain, the director has their project calendar in which to build their scaffolding.</span></div>
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<span class="s1">Students begin to define the problem they need to solve by summing it up in a driving question. They should be able to use clues from the entry event to answer these three questions:<span class="Apple-converted-space"> </span></span></div>
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<li>Who are we in the project?</li>
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<br />Again, behind the curtain, the teacher planned the entry event with clues in it. On the stage, the students define the problem which (again) will be even better than what the teacher anticipated.<br /><div class="p2">
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<span class="s1">Next, it is time to get a community partner who can help solve the problem with you. Behind the curtain, the teacher has already contacted a community partner and has a plan on how it could possibly work. On the stage, the teacher facilitates a protocol, like a chalk talk, to have the students generate a list of possible community partners. Again, behind the curtain the teacher breathes a sigh of relief when their possible community partner has been written down. The other thing that happens behind the curtain is that the teacher is given a list of other community partners that he/she never would have thought of on his/her own. This is HUGE.<span class="Apple-converted-space"> </span>The teacher could have just given the community partner to the students and said that they wanted to work with them, but by directing this play (or facilitating the classroom), the teacher was able to give the students’ a voice and the project becomes better than expected. Furthermore, the students gain a sense of empowerment in the project and their learning.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEgS20xqV4J5NNCErQA2Z9K798dXilryBEKqeSXlYogLrIIfvlacuEqyS6ciw-R8vXWy_u2hyJ0LnHWapgv1ClolheuWJwPbrF-Q0qcUwjy8dV5N2BSJgAv0c5CkAB4UbEPdfHirQyQnDv/s1600/bread-2542308_1280.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="676" data-original-width="1280" height="105" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEgS20xqV4J5NNCErQA2Z9K798dXilryBEKqeSXlYogLrIIfvlacuEqyS6ciw-R8vXWy_u2hyJ0LnHWapgv1ClolheuWJwPbrF-Q0qcUwjy8dV5N2BSJgAv0c5CkAB4UbEPdfHirQyQnDv/s200/bread-2542308_1280.jpg" width="200" /></a><span class="s1">What happens when the students don’t follow the cues or the breadcrumbs the director gives them? Let’s face it, there are times that actors decide to improv a little, and it makes the director nervous. However,<span class="Apple-converted-space"> </span>if it is a non-negotiable content cue they missed, the director should feel free to lead the discussion or protocol in a way to make the actors realize they need the information. There are times in my classroom, if I’ve tried to facilitate and ask questions, and they aren’t picking up on my hints, I just flat out ask them or suggest it.<span class="Apple-converted-space"> </span>If it isn’t a content non-negotiable, let it go. This is part of giving up some of the “power” of the play.<span class="Apple-converted-space"> </span>Behind the curtain, the director gives himself/herself a pep talk, readjusts the script to make the changes, and then moves on.</span></div>
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<span class="s1">The project moves along. The shows goes on, and the director/facilitator begins to see that a lot of his/her work is done behind the curtain, before or at the beginning of the project.<span class="Apple-converted-space"> </span>His/her role switches into giving individual group feedback based on a group's solution or on a group's performance.<span class="Apple-converted-space"> </span>The director also spends time facilitating the actors/students to adjust their own progress. Sometimes students need more help than was expected; it’s okay.<span class="Apple-converted-space"> </span>The facilitator creates more scaffolding to build the students’ knowledge up and help them successfully complete the project. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">The most rewarding part of the “play,” is at the end of the project. This is the time that the teacher is more than excited to step back and let the students get the glory for all of their hard work. And then when it is all said and done,<span class="Apple-converted-space"> </span>the teacher goes back behind the curtain and reflects on the project. This is the time to think through what he or she learned throughout the process. This play has ended, and now it's time to begin planning the next one!</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-84824346561512647432018-04-06T11:55:00.001-07:002018-04-06T12:00:49.055-07:00College and Career Readiness: What Should it Really Look Like?<br />
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Andrew Larson</span><br />
<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span><br />
<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">@andrewmlarson</span><br />
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">The modern American high school is busy preparing students for the future, yet we have no idea what the future holds. Has this always been the case? Not to the extent that we are now realizing. As </span><a href="https://qz.com/904285/the-optimists-guide-to-the-robot-apocalypse/" style="text-decoration-line: none;"><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">automation</span></a><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;"> replaces some jobs and paves the way for new ones, the new worker needs to be ready for whatever opportunities the future presents. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">What, then, does college and career readiness mean today? I reached out to those for whom the memory is fresh: alumni from </span><a href="https://www.csanewtech.com/" style="text-decoration-line: none;"><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></a><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">, our Project- Based Learning school in Columbus, Indiana.</span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">I asked them what they most appreciated and most lacked as they moved into the college and career phases of life. Their comments are a good reminder of what matters most in school, as well as a hint of what is hopefully the future of American schools. Here is what they told me. </span></div>
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<span style="font-family: "merriweather"; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">I was shocked.</span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;"> The college workload is relentless (as most of us recall.) Mason Nowels, Class of <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvGPFvbgZ5uUibUwbPCEIXxilN5XeIWhfyZOBXArgam2DLSp6P-zyKFCOFmXEKc8qlj78e9OWMzWgBFNXpX_HWagcODyTIc5yyQYRoF2t000V8bJBQQRgNGZbjwP783wi0OXEItOpYDJA/s1600/mason.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="233" data-original-width="194" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvGPFvbgZ5uUibUwbPCEIXxilN5XeIWhfyZOBXArgam2DLSp6P-zyKFCOFmXEKc8qlj78e9OWMzWgBFNXpX_HWagcODyTIc5yyQYRoF2t000V8bJBQQRgNGZbjwP783wi0OXEItOpYDJA/s200/mason.png" width="166" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mason Nowels</td></tr>
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2013, went on to study Aerospace Engineering at the University of Cincinnati. “</span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">I found that I was not prepared for the amount of work I got. At all. I can't count the number of nights that I have spent working until 11 or later. I also wasn't prepared for bad grades. I was a straight A student in highschool and after the first test in Calculus 1 I called my mother freaking out because I thought I got a C. You have to work REALLY hard in order to get all A's in college. Also going to your professor and complaining that something is too hard won't work. They will offer to help you learn it, but they won't make it easier. If you want to pass you need to know the content. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">There is no getting around the “shock and awe” that college freshmen experience. However, as with all things in life, what matters is how we react to those shocks. One of the attributes of success seems to be possessing a </span><a href="https://www.mindsetworks.com/science/" style="text-decoration-line: none;"><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Growth Mindset.</span></a><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;"> Having a growth mindset means finding the value and lessons from failures, remaining open to feedback and not viewing it as a threat or insult, and understanding that you will not be good at everything, notat first. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">PBL, as a model, emphasizes growth mindset and as such, has measurable benefits for developing persistence in college. According to the </span><a href="https://newtechnetwork.org/resources/new-tech-network-2016-annual-outcomes-report-5/" style="text-decoration-line: none;"><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">New Tech Network Student Outcomes Report for 2016</span></a><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">, NTN graduates that went on to a four- year college persisted at a 92% rate. In the age where being accepted to and starting a college education does not mean finishing it, this is an encouraging statistic. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">With practice comes growth. Will it be hard? Yes. Will you struggle? Definitely. Will you make it to the finish line? With a growth mindset, you have a much better chance.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkfwHf5KbxMm-oMhUoS2233Bsq7q9NQfZGRVaoG-HpkUN37FLih3UrWSdn8oGXhIIVofhiJXyKfR_evaarxYdLnkqJvZFJk8St0VIMkphfrNcM1GrjRNvtvm5rVHb2XPUimy01bWgtjvQ/s1600/katheryn.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="513" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkfwHf5KbxMm-oMhUoS2233Bsq7q9NQfZGRVaoG-HpkUN37FLih3UrWSdn8oGXhIIVofhiJXyKfR_evaarxYdLnkqJvZFJk8St0VIMkphfrNcM1GrjRNvtvm5rVHb2XPUimy01bWgtjvQ/s200/katheryn.jpg" width="133" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Katheryn Henderson</td></tr>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Katheryn Henderson, CSA Class of 2014, remarks that she lacked confidence in high school. Thankfully, her growth mindset and interpersonal skills have taken her far in her career at Indiana State University. "I have great oral communication skills, but I couldn’t make a phone call to ask for donations or sponsorships (while my boss listening) without freezing up. Now one year later, I can make phone calls with no hesitation. My confidence finally paid off when I made the Dean’s List for Fall 2017.”</span></div>
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<span style="font-family: "merriweather"; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Education needs to be personalized.</span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;"> Josh Gray, Class of 2013, found a rigidity in our educational system that he wished were not there. Coming from Josh, that is a strong statement as he sought out one of our district’s vocational pathways (in which he thrived) and finished his high school career in a paid School- To- Work internship in mechanical engineering. He remarks, “</span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">I wish we, (the<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7B-uCtsYi4o4o3hxMsMgIA5dKdM1FkZHHDX1QpQVxY8PKK-V15WhtpB5W_2QAuDhb1DyVS_auU-6P6Hh-RYqf0uqfSK80xy8USXYY-cEcbVTo5B9go8r_B2v8j5CG5ekY48AqCJ8tw5Y/s1600/josh.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="713" data-original-width="485" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7B-uCtsYi4o4o3hxMsMgIA5dKdM1FkZHHDX1QpQVxY8PKK-V15WhtpB5W_2QAuDhb1DyVS_auU-6P6Hh-RYqf0uqfSK80xy8USXYY-cEcbVTo5B9go8r_B2v8j5CG5ekY48AqCJ8tw5Y/s200/josh.png" width="135" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Josh Gray</td></tr>
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school as well as the students) had more of a focus on roundness….by that I mean being more capable in a variety of areas instead of extreme focus in one area. I had to learn skilled trades such as plumbing, welding, machining, etc, in addition to what I knew already about engine theory, in order to be as useful as others, most 10-15 years older than I. Allow kids to seek a pathway they choose and enjoy...a self led education but with the addition of curricula that helps them be competitive and well rounded.” Josh also references growth mindset and communication skills as a key factor in his high school education. “A huge part of my success career wise has been my ability to communicate and remain fluid in capability.” </span></div>
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<span style="font-family: "merriweather"; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Adulting is hard. </span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Shella Moss, Class of 2014, experienced the difficult reality that you just have to figure out so much on your own. For her, personal finance was most challenging. “</span><span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">I honestly wish that there would have been a class or project to help you manage money. School debt, credit cards, car loans. How much to put into savings how much you should <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt3SHfhKXEA-q9lBkSN6tJGgc3ICBIF6mQvlgYwjvR67LtXg99moOZxeJtPCEXjirICl-fNgd4H2PKPCjTn67bZ9U49bu3gVKLFmXKVpfpe3kO1ngg5M315DQHIzJJSkhahEylBfSLx8Y/s1600/shella.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="800" data-original-width="592" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjt3SHfhKXEA-q9lBkSN6tJGgc3ICBIF6mQvlgYwjvR67LtXg99moOZxeJtPCEXjirICl-fNgd4H2PKPCjTn67bZ9U49bu3gVKLFmXKVpfpe3kO1ngg5M315DQHIzJJSkhahEylBfSLx8Y/s200/shella.jpg" width="147" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Shella Moss</td></tr>
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spend on groceries, how to coupon to save the most of your money, etc.! I have learned all this with time and have used online resources to guide me in the right direction.” Shella is not the first student to make this remark, and in response to this feedback, we have recently added a Personal Finance course for seniors and it has been very well received. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">My takeaways from these student comments are very much that they seem to point towards a skill set that combines the best of all worlds. We need to strive towards a future where content fluency is balanced with flexibility. We need to continue to equip students with the communication skills and approach to challenging situations that will allow them to navigate them well and succeed. Last, we need to do everything we can to help students realize that high school is a “practice run” for adult life, but it is, at best, a poor simulation of reality. </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">In the end, though, Mason advises that it will work out for the person who approaches the workforce with the right mindset. “As far as careers go, all I can say is DON'T PANIC. Employers expect a learning curve for entry level positions.” </span></div>
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<span style="font-family: "merriweather"; vertical-align: baseline; white-space: pre-wrap;">Being ready may, in fact, be a relative term. College and career readiness may, in truth, be a paradox. There may be no such thing as ever being truly ready. But alas, it will come. When it does, we hope that the skills we work on in high school are the right ones for the workforce of the future. </span></div>
<br style="font-size: 16px; font-variant-east-asian: normal; font-variant-numeric: normal;" />Anonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-64747636858703604102018-03-20T09:57:00.000-07:002018-03-22T13:02:58.723-07:00It’s “Element”ary, but it’s Middle School Math<span class="s1"><br /></span>
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<span class="s1"><br class="Apple-interchange-newline" />By: Trisha Burns</span></div>
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<span class="s1">CSA Central-Columbus Signature Academy Middle School</span></div>
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<span class="s1">As a math teacher, I feel the same pressure that other math teachers feel when it comes to high stakes, standardized testing. No, testing isn't the only think that I focus on. I want my PBL students to develop employability skills such as critical thinking, communication, collaboration, and to have a growth mindset. However, similar to any other teacher, I have to focus on the math standards the state of Indiana says all eighth graders should know and will be tested on before the end of the year. </span><br />
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<span class="s1">So starting back in the summer, when we begin to think about projects and planning, I knew that I wanted to review the <a href="https://www.doe.in.gov/sites/default/files/assessment/istep-math-grades-3-8-instructional-and-assessment-guidance-2017-18-final.pdf" target="_blank">critical standards</a> (scatter plot, Pythagorean theorem, slope-intercept form, computation word problems) I had already taught students earlier this year and focus my time on solving equations standards. In science, it was time for the students to begin learning their chemistry standards.<span class="Apple-converted-space"> </span>So after some brainstorming, we decided to do the project, It’s “Element”ary. This project was done last year as a science/English integrated project, so it needed to be adapted/modified to make it a math/science project. Last year students created lessons or “ learning experiences” for elementary students which had to relate to the “hot” topic they chose in their research. The English part of the project that we took out this year was an individual research paper on a current science topic in the news.<span class="Apple-converted-space"> </span></span><br />
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<span class="s1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><a href="https://lh6.googleusercontent.com/3ahfRCSJlpkLNRPF0og9XEa121vmE1zhlM09ZVaO4iXXannQlRjGYyTQ9H-dCgaWByUXmvxw6Aa1tUtZVsll-CGzcR-sLBoqlrO4Aho_5qZq7RYfiWzKl4XYjleV_2bpePkyp9mZ" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="159" src="https://lh6.googleusercontent.com/3ahfRCSJlpkLNRPF0og9XEa121vmE1zhlM09ZVaO4iXXannQlRjGYyTQ9H-dCgaWByUXmvxw6Aa1tUtZVsll-CGzcR-sLBoqlrO4Aho_5qZq7RYfiWzKl4XYjleV_2bpePkyp9mZ" style="border: none; transform: rotate(0rad);" width="200" /></a>The problem the students defined at the beginning of the project was elementary classes don’t always have the amount of time they would like to have to teach science. Most of the elementary day is focused on languages arts and math skills, which limits teachers from spending time implementing some of the interesting and fun aspects of teaching science. Mr. Paswater, a teacher at Taylorsville Elementary sent the students a <a href="https://drive.google.com/file/d/0B61KHp_R-smvclVQcnFiNUhpOEU/view?usp=sharing" target="_blank">video </a>where he discussed his daily schedule and some of his time limitations. Then after students discussed their memories of science, they decided they wanted to make sure elementary students got to experience the fun, educational science they remembered having as students. The students had to find ways to give these experiences outside the normal school day.</span></div>
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<span class="s1">The students began to individually look through the Indiana standards for elementary science and completed a <a href="https://docs.google.com/document/d/1hg9OBtkHYzkKBYabfRYA0JcyIr0WYqSl6Lu7vkL7Kn0/edit?usp=sharing" target="_blank">tournament bracket </a>with their favorite standard in each grade level. After they had individually chosen their favorite standards, they took a survey on their top and second choice of topics. This is the process we used to choose groups. Their groups would need to design a 10-15 minute science lesson plan that would teach the students the science standard while giving the elementary students the best demonstration/learning experience for the topic they chose. For the complete solution criteria, you can check out our <a href="https://docs.google.com/document/d/1_arU0G7CAemtNthyz1m3DEoUtO5yWp3L89VisgocSF8/edit?usp=sharing" target="_blank">rubric</a>.</span></div>
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<span class="s1">As far as the content introduction, we had them play <a href="https://docs.google.com/document/d/1UYZ-nrPqhronvaMKMLqBEqVq1ZzLSMkRo8SCJXyd5BU/edit?usp=sharing" target="_blank">Periodic Table Scrabble.</a> This helped them become familiar with how to read a periodic table and learn what the different symbols meant. I wanted to be able to add some math review to the worksheet so, I had them find percents of solids, liquids, gas, radioactive, and artificial substances. This helped them review how to find a percent to prepare them for the multi-step computation word problems, which are a critical standard for Indiana.<span class="Apple-converted-space"> </span>Then after they created a word in the scrabble game, they used the Pythagorean Theorem to find the diagonal of the blocks they used to create their word. This wasn’t needed for the project at all, but it was a small place I found to review another critical standard. <span class="Apple-converted-space"> </span></span><img height="182" src="https://lh6.googleusercontent.com/JL9w-GklYwDrbhjVfFT8XnxOYMGqyYTkItH8EduFMvYz-hPBPyO1Y5sjxKDQkmANcS--GvO52tM3wvw3L1fB7MCSiuw2dlLQryeFFRKG3eLok-TZj7_8ahFMKlcfAeTHuHny8ar0" style="border: none; font-family: Arial; font-size: 11pt; transform: rotate(0rad); white-space: pre-wrap;" width="472" /></div>
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<span class="s1">While the students were creating group contracts and deciding what they wanted their “science experience” to look like for the elementary students, myself and the science facilitator separated content workshops. While the students were balancing chemical equations and learning the basics behind Chemistry in science class, we also reviewed and continued to build on our understanding of equations in math.<span class="Apple-converted-space"> </span>So although the equations weren’t a direct necessity for the project’s final product, it was great for the students to see the similarities in the two classes through both the vocabulary and the steps to balance equations. In fact, I’m going to say that this was the first year that most students caught on and began using words like “coefficient,” “variable,” and “constant” while talking about solving equations in math. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Some groups knew from the very beginning what experience they wanted to develop; however, some groups needed more scaffolding. So we had those groups research the different options that would effectively teach the standard they had agreed to when we grouped them by their topic of interest. Then they created a <a href="https://drive.google.com/file/d/1QIyxi0cOZgo3rlgzvXlYH5iQ18GeOgHd/view?usp=sharing" target="_blank">decision matrix </a>to decide what would be the best experience to teach the specific science standard.<span class="Apple-converted-space"> <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwANNl-nA2DA9W-n4BHIzdtkYS-Vp1UF9he4_R0PtzziIMMTaSWpgwlLnWryOSOS4OAvP5Fs7B8urXEZyV3pkmjL8BJQbhodA8sibwOQyY9h3omRI-CfO6a5NtEP8EpU3IiXE2BpB7EuDw/s1600/afterschool+program.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwANNl-nA2DA9W-n4BHIzdtkYS-Vp1UF9he4_R0PtzziIMMTaSWpgwlLnWryOSOS4OAvP5Fs7B8urXEZyV3pkmjL8BJQbhodA8sibwOQyY9h3omRI-CfO6a5NtEP8EpU3IiXE2BpB7EuDw/s200/afterschool+program.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Presenting science lessons with<br />
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<span class="s1">Part of their solution criteria for the project was to conduct an in-class experiment that created the BEST experience possible for the elementary students based on collected and analyzed data. The groups had to create a <a href="https://docs.google.com/document/d/1ue-khfPqMmQ8Fz-Xxc0CLvQeJnG8g0xU5l6Cy-Y1M1w/edit?usp=sharing" target="_blank">proposal</a> for us to approve with their synopsis of what they wanted their experience to be and what experiment they were going to do in class to help create the best experience possible. This was a great review of their science experiment standards, which we had covered earlier in the year.<span class="Apple-converted-space"> </span>Students thought of all kinds of experiments to do! A couple of my favorites they came up with were for a moon phase demonstration using Oreos. They experimented with how long different Oreos hold form when dipped in milk. They wanted to make sure they used the most durable Oreos when doing their moon phase demonstration for the elementary students. Others tested which parachute created the most drag for their remote control car. Another group measured the time it took for density cubes being dropped from different heights to sink in oobleck, a substance made of cornstarch and water. (Oobleck is an substance that acts like a liquid, and can be poured, but that acts like a solid whey you apply force to it by pushing it or squeezing it.) </span><span class="s1">They had to make sure their experiment would have two pieces of numerical data, so they could make a scatter plot, find a line of best fit, and make predictions based on graph. They learned their manipulated variable would become their independent variable and their responding variable would become their dependent variable.<span class="Apple-converted-space"> </span>This was a perfect time for us to review how to graph a line, how to write an equation of a line of best fit, and how to use graphs to make predictions. Here is a sample of the <a href="https://docs.google.com/document/d/1NSC7_RC8M-Jp_pj3KuKiuEFPqr0h2Gq5qAr5hngW_ec/edit?usp=sharing" target="_blank">math paper</a> the students had to complete after their experiment.</span></div>
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<span class="s1">During science workshops and while the students were conducting experiments, they worked on the chemistry behind their experience. Each group was required to complete a <a href="https://docs.google.com/document/d/1Wxw2ANf3ytxiRn8aAjfqDSfgssOLjNGbEcnbZualdYo/edit?usp=sharing" target="_blank">science paper</a> by the end of the project about the chemical composition of the items utilized in their experience. They had to include items such as where the elements were found on periodic table, the number of protons, neutrons, and electrons, the electron configure model, the dot diagram and an ionic or covalent bonding drawing.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXbSbvBCdef0z_fD5ndpdunj8Y5XqMXe9D1LG4IDICAlSUDyKHMGTAVWM_g5w3EvxwFqIiysG3RYHcEZyz7erwo9V5umAXp_cRkIUEHLyswiJF4L8paOzUpTuB8oWjvIB-sXPsmM6d6Q71/s1600/practiceday.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXbSbvBCdef0z_fD5ndpdunj8Y5XqMXe9D1LG4IDICAlSUDyKHMGTAVWM_g5w3EvxwFqIiysG3RYHcEZyz7erwo9V5umAXp_cRkIUEHLyswiJF4L8paOzUpTuB8oWjvIB-sXPsmM6d6Q71/s200/practiceday.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Focus groups testing out the<br />
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<span class="s1">We use UDL (Universal Design for Learning) as our instructional framework in our district. We had a UDL facilitator for an elementary school in the district come give the students a crash course in teaching lessons to elementary students. The students had to brainstorm and then show evidence in their lesson plan as to “WHY” the information they were teaching the students was important to them as elementary students, “WHAT” they were going to teach (using multiple representations), and “HOW” the elementary students were going to be able to express that they learned what they were supposed to. While the UDL facilitator was there, she met with some groups and gave individual feedback on their lesson ideas.</span></div>
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<span class="s1">Once the groups had created their lesson plans, and they were approved by either myself or the science teacher, they needed time to practice and teach their lessons in front of a focus group. We used 8th graders for some focus groups, but for some we used 6th grade students who came to our building to tour and see our program in action. <span class="Apple-converted-space">
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<span class="s1">The students had a choice on their community partner, so we had groups going at different times on different days. Since their final presentation for elementary students were so spread out (at almost a month between the first and the last group), we had plenty of content workshop times to continue to review and develop our skills needed to master the critical standards. In fact, to keep the theme of the project during content workshop days, I gave different groups of students different topics and had them create a 5 minute lesson plan to teach their math topic to the rest of the class using the principles of UDL they had learned in the project.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicHXjVeufhIzpYH-yqWhPARMVslKUHeqSquH9nzMrSO2qNul154MlsQ6kAPyqWflwgflZsJyMwRNoUj53Em33WzC-E-NsqSYbAv5nbe9W0EVzorZzwtYbRxkxhCLqUTgRH-4zsdU59bT16/s1600/boysgirlsclub.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicHXjVeufhIzpYH-yqWhPARMVslKUHeqSquH9nzMrSO2qNul154MlsQ6kAPyqWflwgflZsJyMwRNoUj53Em33WzC-E-NsqSYbAv5nbe9W0EVzorZzwtYbRxkxhCLqUTgRH-4zsdU59bT16/s200/boysgirlsclub.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students present science lessons <br />
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<span class="s1">I figure before the end of this project, over 100 elementary students will have a data-driven experience that was designed by these 8th grade groups. Some groups went to the local Boys and Girls Club Friday night program to teach their science standard through an engaging experiment.<span class="Apple-converted-space"> </span>Other groups went to an after-school program at the neighboring elementary school. Other groups were able to go to the elementary school during the day to give their lesson and provide a science experience. I would say overall this project was a success since I know 100% of my students can confidently answer the driving question: How can we give elementary-aged students a data-driven, engaging science experience?
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<span class="s1">I often get asked how I find projects that connect to the math content that I teach. I wish I could say I have an idea for 100% of my content, but I don’t...yet.<span class="Apple-converted-space"> </span>However, you just need to keep your eyes open! We tell our students that math is everywhere and that they will need it their whole lives.<span class="Apple-converted-space"> </span>As math teachers, we need to believe this too. The math is there; we just need to find it!<span class="Apple-converted-space"> </span></span></div>
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</style>Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-82932262806046766772018-02-02T14:12:00.000-08:002018-03-22T13:07:18.006-07:00How PBL Changes the Teacher<div class="p1">
<span class="s1">Andrew Larson</span></div>
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<span class="s1">Columbus Signature Academy New Tech High School</span></div>
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<span class="s1">@andrewmlarson</span></div>
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<span class="s1">At the end of this school year I will have finished my twentieth year in education and my tenth as a facilitator of Project-Based Learning. Practicing PBL as my “day job” has changed me in many ways that I absolutely did not expect. And I am not just talking about improving as an educator. So even though my PBL time is half of my career, it is definitely the case that far more than 50% of my personal and professional growth have occurred during the past decade.</span></div>
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<span class="s1">I am not alone in this sentiment. My colleagues report similar types of impact from having been a facilitator of PBL. While this post does not offer a money back guarantee, here are some surprising ways that PBL will, over time, likely make you a different person than you are now.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>Taking more responsible risks in life.</b> I can rattle off several responsible risks I’ve taken, which I believe are directly attributable to my PBL practice. The first is becoming a PBL instructor for adults in trainings run by <a href="http://magnifylearningin.org/" target="_blank">Magnify Learning</a>. While I always have felt like I had classroom practices and knowledge to offer other educators, having experience with the PBL model struck me as a fundamentally new approach that I absolutely believe in. So I felt both empowered and obligated to share that knowledge. The same can be said for my career as a writer. While I did not start by writing about PBL, nor do I stick to that subject exclusively, something about being on the cutting edge of education back in 2008 empowered me to stick my neck out and put my work in the public eye.<span class="Apple-converted-space"> </span></span><br />
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<span class="s1"></span>My fellow colleague and math facilitator, <a href="https://twitter.com/askgiebs" target="_blank">Josh Giebel</a>, remarks,"PBL has<span class="s1"> made me far more aware of my own mindset. I've always been a reflective person, but I think PBL has magnified that reflection and has given me the tools to further analyze the results of the reflection. PBL has allowed me to search the endless possibilities and utilize every response to ask a new question. In short, PBL has ensured that I never become complacent in anything that I do.” Josh is the first person that I see each morning at school and his statement is evident in his state of constant revision of ideas. He is constantly on the hunt for ways to improve.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">This week, my wife and I closed on our first investment property-- a huge and terrifying, yet also immensely exciting, undertaking. I cannot help but believe that the confidence I have developed over the last decade of facilitating PBL led me to this next step. In my current role, trying new things is not just what is expected; it is also what is necessary. As educational researcher and scholar <a href="https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity" target="_blank">Sir Ken Robinson</a> remarks, “If you’re not prepared to be wrong, you’ll never come up with anything original.” In our PBL facilitation roles, as we try crazy new things, we are wrong all of the time, but along with those failures are some great classroom successes. This mindset of risk taking in the classroom has spilled over into my personal life in a big way, and for that I am thankful.</span></div>
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<span class="s1"><b>Everything becomes a project.</b> To some extent, I think most PBL educators start to view everything as a “project.” My good friend and humorist colleague, <a href="https://twitter.com/RAAntcliff" target="_blank">Rachelle Antcliff</a>, is fond of saying, “Let’s make it a PBL” to practically everything from making a better cup of coffee in the morning to redesigning our master schedule. All jokes aside, the process that learners follow translates broadly to life challenges. Social studies facilitator, <a href="https://twitter.com/CSA_baker" target="_blank">Matt Baker</a>, remarks, “Facilitating in a PBL environment has made me a much better problem solver outside of the classroom. I find myself going through the PBL steps when problems arise: what am I trying to solve?, what do I know about the problem?, what solutions should I try and in what order?, what are my next steps?”. Matt and I talk a lot about home improvement over lunch, and I have found him to be an ever- resourceful individual, always striving to learn and “DIY” whenever possible. He relishes the challenge and the satisfaction of building skills and being a lifelong learner.</span></div>
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<span class="s1"><b>Improving communication skills. </b>The ability to interact with all types of people is an immensely valuable skill that, for most of us, takes practice. We practice speaking and listening to others in diverse ways at school, and the benefit is reaped by students and staff alike. Learning support specialist, <a href="https://twitter.com/morrillmattcsa" target="_blank">Matt Morrill</a>, reflects that “PBL allows access and equity in the classroom for all students, and it seeks ways to let students employ their natural strengths. As a special educator, the same is true for me. I can seamlessly interact with anyone” (in and out of the classroom.) Matt is such a gift to students because of his easy rapport and ability to motivate. Outside of school, he has that same effect on those around him.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">I know that my day- to- day communication with my wife, children, friends, neighbors and total strangers is stronger than it was before I embarked on my PBL journey. As a basic function of group work, students must learn to do “active listening,” share air space, paraphrase, and much more. We encourage students to always have clear goals for meetings and those next steps that Mr. Baker alluded to in moving forward. As a result, I find myself using those skills by default in everyday life. Perhaps my favorite example of a communication strategy learned at school, and now employed in as many settings as possible, is the 24- Hour Check- In Rule. The essence of it is simply that if a person says or does something that rubs you the wrong way, you are obligated to either a) address it within one day if possible or b) let it go and refuse to allow it to become a grudge. My wife and I use this guideline, and we would not have it any other way.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>Increasing community involvement. </b>This is a big one. Because so many of our projects involve interacting with the community, organizing events, and networking, I constantly have my eyes open for new project ideas and partners with whom we can connect to bring authenticity to our work at school. As a result, I have forged many friendships and positive professional relationships and have also increased my participation in community service and the nonprofit sector. For the first time, I served as a board member for the Columbus Bicycle Co-Op and became involved in coaching youth sports in our community. While by no means does one need to do PBL in order to become more involved in civic life, for me, PBL was the catalyst for doing so.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">We all know that teachers are happiest when they incorporate their personal passions into their teaching. Personally, PBL added the spark to incorporate all of my favorite things into our content. Most of my colleagues will tell you that it is not that hard to find the connections between the content standards and personal passions. Over the years I have seen math projects that incorporate quilting, Spanish projects that involve dancing and physics projects where students learn to do electrical wiring, all with a focus on community involvement and engagement. Most recently, we hosted the <a href="https://www.facebook.com/events/1600108263404129/" target="_blank">Columbus Holiday Ride</a>, a cold weather critical mass bike ride open to the public, where we promoted bicycling (a personal passion) as a means by which to impact climate change.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Let me reiterate that by no means does one need to become a PBL facilitator to experience the kinds of personal growth that my colleagues and I have during our journey. However, it cannot be overstated how much the authentic and rich experiences that teachers bring to their students through Project-Based Learning will invariably impact themselves as well. PBL touches far more than students; it changes teachers as well, for life.<span class="Apple-converted-space"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-81694187647726867362018-01-25T10:55:00.002-08:002018-03-22T13:08:46.408-07:00Community Partners at CSAM<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span class="s1">By: Trisha Burns</span></div>
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<span class="s1">CSA Central-Columbus Signature Academy Middle School</span></div>
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<span class="s1">Columbus, IN</span></div>
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<span class="s1">@BurnsTrisha</span></div>
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<span class="s1">At any given time, students at CSA Central could have four different projects happening at the same time, two for 7th grade and two for 8th grade. Our goal is to create authentic projects that benefit the community. We have taken on the project based learning philosophy in our classrooms and are developing a culture where students understand that they are part of a community, both at school and at home. Along with the content that we teach, we spend time helping our students develop agency and take ownership of their own learning. Part of healthy agency is impacting yourself and your community. Through our projects, we hope the students understand, that whether big or small, their impact on the community can create positive change...even if it is for just one family or person. Another goal of adding community partners into our projects is to see how professionals use content in their actual jobs. Involving community partners helps students get ideas on careers or volunteer opportunities that they didn’t realize were available.</span></div>
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<span class="s1">About a month ago the local newspaper came to our school looking for positive stories to share about local schools. As I started writing about the different projects happening in our school, I realized how well we were meeting our goal of impacting our community.</span></div>
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<span class="s1">In the 7th grade Fairy Tale project, our students were rewriting famous fairy tales with a different cultural perspective for students who are at a first or second grade reading level. After several rounds of feedback, students went to two local elementary schools to read their books in small groups of lower elementary students. This project focused on different cultural standards from social studies as well as the English standards of fiction and editing and revision. Seventh graders enjoyed getting to go share their stories with the elementary students. The elementary students loved that the seventh graders used some of their favorite stories and redid them. Some of the elementary students were even excited about getting to write their own book!</span></div>
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<span class="s1">In the other 7th grade project, Festival of Lights, students were analyzing costs and electricity usage to design a scale model and decorate a </span></div>
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homeless shelter for the holidays. The school corporation’s energy manager came in and talked about energy consumption and ways to reduce energy usage, specifically light bulbs. While he was presenting, he also talked about the aspects of his job to encourage career exploration for the students. Toward the end of their research, the students had to present their ideas to the people who run the homeless shelter to choose which group’s ideas actually got to be used to decorate the house. The seventh graders felt awesome about getting to go decorate the Horizon House. It made them feel good that the people who live in the house would know that they hadn’t been forgotten over the holiday season. It helped their temporary home to blend in with the rest of the community. One seventh grader said, “You just never know. Maybe we decorated the house for people that we know!”<br />
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<span class="s1">In 8th grade social studies and science, students did a project called Life and Conflict. In this project students were connecting the lives of veterans and active military members of today to the lives of veterans from wars of the past (Revolutionary through Civil). Student groups created veteran initiatives that in some way supported the veterans in our community. Two examples of these were a Veterans Thanks Day of Service and a Military Family Carnival. During the Veterans Thanks Day of Service students traveled around Columbus helping do fall yard clean-up for veterans and active military members. The Military Family Carnival night in December was an event where military families were invited to come play games and socialize at Central Middle School. The students loved being able to raise awareness for local veterans and active military.</span></div>
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While the 8th graders were working on that project, they also raised money to purchase new books for the children of our community in the Literacy 4 Life Project. Students chose organizations in our community to donate books to, planned and ran fundraisers, and picked books to purchase with their money that would help their chosen organization. Inside each book, the students created a bookmark or brochure that had statistics about the importance of childhood literacy and strategies to help parents at home. They also included inferencing questions for the parents to ask while they read the book to help their children better understand the book. The math that was used in this project was slope and y-intercept interpretations as they were planning their daily goal for their fundraising efforts. They also used the surface area of the books so they could tell me how much wrapping paper they were going to need to individually wrap their groups' books. Overall the students raised $1650 and delivered 402 books to 9 different local charities and organizations for them to deliver as Christmas gifts to individual families that they serve.<br />
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<span class="s1">It was a very successful quarter here at CSA Central, and it was based on finding authentic problems that our community needed help solving. Finding authentic projects and community partners can be a barrier as you begin to plan your projects. Here are some tips to keep in mind to help overcome those obstacles.</span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span>1.<span class="Apple-tab-span"> </span>Know your content</b>. This seems obvious, but the more you understand your content the more you will see how you can use it to solve real world problems.<br />
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<span class="s1"><b><span class="Apple-tab-span"> </span>2.<span class="Apple-tab-span"> </span>Know your community. </b>Find out about different organizations and charities in your community and how they currently serve the community.<br />
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<span class="s1"><b><span class="Apple-tab-span"> </span>3.<span class="Apple-tab-span"> </span>Know your community needs.</b> Don’t be so focused on what you need to cover that you forget to ask what they can really use. If you find out that their need can’t be solved using your content, share the project idea with other teachers or peer leader groups in your school to see if there is still a way to meet their need.<br />
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<span class="s1"><b><span class="Apple-tab-span"> </span>4.<span class="Apple-tab-span"> </span>Know and empower your students</b>. Allow students to contact community partners. We use this method often when students have a choice on community partners. We create a script and questionnaire together, and then allow students to contact people. We also keep a list of who has been contacted so the groups don’t repeat phone calls or contacts.<br />
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<span class="s1"><b><span class="Apple-tab-span"> </span>5.<span class="Apple-tab-span"> </span>Think outside the box</b>. Be flexible. Work with other subject areas rather than just sticking with what you know. Find a group of teachers to brainstorm ideas with and to identify what community partners could connect with your content area. <br />
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<span class="s1">Community partnerships add so much to a PBL classroom, and to the students who get to work with adults outside the school. I love it when the students get the satisfaction that comes with doing something amazing for someone who needed it!</span></div>
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<span class="s1">How do you use community partners in your classroom? How could your students use the content from your class to impact their community? If you’re interested in learning more about community partners and how to incorporate them in project based learning, then sign up for <a href="http://magnifylearningin.org/" target="_blank">Magnify Learning’s</a> FREE <a href="https://magnifylearning.lpages.co/community-partnership-webinar/" target="_blank">Community Partners Webinar </a>at the end of January!<span class="Apple-converted-space"> </span></span></div>
Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-72013034192959935572018-01-05T10:23:00.001-08:002018-01-19T10:46:44.472-08:00“If at first you fail…” The Value of Project Revision <div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<b style="-webkit-text-stroke-width: initial; font-family: Arial; font-size: 14.7px;">By: Andrew Larson</b></div>
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<b style="-webkit-text-stroke-width: initial; font-family: Arial; font-size: 14.7px;">Columbus Signature Academy New Tech High School</b><span class="s1"></span><br />
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<span class="s1">Once a teacher has taken a stab at a project it’s often the case that there are one of two prevailing sentiments. The first: “Never again.” The second, and hopefully more common one, is, “I can’t wait to try that again next year.” While there will be clear winning and losing components of the project, I find that there are a few recurring themes with aspects of projects that need a constant reevaluation. Here are five recommendations for taking a completed project and improving it for future years. </span><br />
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<span class="s1"><b>1.</b></span><span class="s2"><b> </b></span><span class="s1"><b>Reflect while it’s fresh. </b>It is obviously vital to reflect with students. While there are a myriad of ways to do this the simplest may be to use a<a href="https://www.nsrfharmony.org/system/files/protocols/tuning_0.pdf"> <span class="s3">Tuning Protocol</span></a> with students in one large group. Take notes and be sure to remember where you kept those notes when the time comes around to get back to project redesign. </span><br />
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<span class="s1">It is always surprising what students liked, disliked, or otherwise got out of a project. Recently, students remarked at how challenging they found a certain book that we read (this coming from our very best students.) While they always seem up for a challenge, it seems that this time, we reached too much. Does that mean we will remove the book from our rotation? Not at all; however, the next step of seeking a more middle- ground title for next time was identified as a result of the class reflection.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">A lot of good logistic next steps will also come out of such a conversation. Last year, our class hosted the<a href="http://columbusholidayride.businesscatalyst.com/"> <span class="s3">Columbus Holiday Ride</span></a>, a cold weather critical mass bike ride as a culminating event for our study of climate change and raised awareness of alternative transportation. Unfortunately (and ironically?) we had to reschedule our event as a result of inclement weather. That rescheduled date had to be produced more or less on the morning of and, as a result, attendance at the event suffered. Thus a key next step we identified during that class reflection was to have identified an alternative date at the outset of the project.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>2.</b></span><span class="s2"><b> </b></span><span class="s1"><b>Increase the authenticity.</b> Sometimes, especially when time is limited, I find that a project is fundamentally pretty good but has gaps with respect to the authenticity. Sometimes the community partner is not as involved as they could be. Other times, the final product may feel contrived. In some instances, the actual selection of the community partner may have been a little off. Then there is occasional realization that some community or seasonal event would fit in perfectly with a project and it would make sense to adjust the timing of the project.</span></div>
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<span class="s1">I remember a project several years back where I badly misjudged the community partners we chose. The task was to design an interactive museum exhibit of a certain cell function. The curators from the museum were great at interacting with students but were ill equipped to give them feedback on the technical aspects of the exhibits, as they were not experts in cell biology. Again, while it would not make sense to scrap the project for that reason, there is a lot of logic in getting separate community partners that are, in fact, experts in cell biology to guide those designs. There again, it is not a matter of changing course entirely, but instead, adding a layer to an already good project foundation.</span></div>
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<span class="s1"><b>3.</b></span><span class="s2"><b> </b></span><span class="s1"><b>Improve your assessment tools and realign the standards.</b> You may know that feeling that the exhaustive list of standards that you have aligned with a project just feels like a pipe dream. Will you really address them all, and can you really expect proficiency from most or all of your students? I’ve had plenty of projects where it became clear that our exhaustive approach to a large bundle of standards was a detriment both to the authenticity and the enthusiasm for the project. For example, in biology, we always do some sort of food project for our macromolecules standards. We have always felt like the project was too big, too long, and too hard for most students. Furthermore, we were trying to force too much depth of content into a final project. This year, we simplified. We taught students just enough biochemistry to create a nutritious, delicious and interesting salad dressing for our Thanksgiving feast. There was plenty of content that was introduced, but not assessed, and we shifted some of that to the next two projects instead. The results were very positive.</span></div>
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<span class="s1">For those of you tinkering with<a href="https://www.competencyworks.org/analysis/what-is-the-difference-between-standards-based-grading/"> <span class="s3">Standards- Based Grading</span></a>, I think it would be a great idea to try this approach for a project that you feel has promise but wanted for effective assessment. Project- specific rubrics are very time consuming and tough to get right. If you have tried this approach and didn’t feel confident that your students hit the targets you set out for them, I suggest you take a year to learn about SBG, write (and get feedback on) SBG rubrics, and try them with a project that you are excited to try again.</span></div>
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<span class="s1"><b>4.</b></span><span class="s2"><b> </b></span><span class="s1"><b>Increase the opportunities for practice and revision.</b> Not all projects lend themselves to the creation and defense of a prototype… but then again, maybe they should. I am a big fan of practice presentations and feedback sessions both with and without community partners present. Presenting an incomplete piece, be it a physical prototype or rough written/spoken draft, is often more useful than feedback given on a completed product. To me, there is something really unsatisfying about a final presentation that really should have been a benchmark and chance to improve a piece of work. I have also found community partners to be extremely forgiving in their critique of student work, especially if we all know that it is an incomplete iteration.</span></div>
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<span class="s1"><b>5.</b></span><span class="s2"><b> </b></span><span class="s1"><b>Bolster the incorporation of literacy.</b> Every project should involve reading, period. Even if the class does not have a language arts component. Given that my class at<a href="https://www.csanewtech.com/"> <span class="s3">Columbus Signature Academy New Tech High School</span></a> does, we try to read a book with each project. It did not start out that way, though; that goal surfaced from the realization that there is always depth to be added from reading. Even if there is not a book that is read as a part of a project, there can be readings, examination of current events, poetry, and more, and that will always add depth of content and (usually) authenticity to a project.</span></div>
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<span class="s1">On the topic of books, we try to have 2-4 titles for students to choose from. These will be differentiated by reading level, interest, or, occasionally, content. Students always appreciate choice in project products, so it’s no surprise that they will appreciate having choice in what they read as well. It is also true, though, that we never get to four title options in one year for the same reasons as everyone else: money. We may add 5-6 titles to our collection for the whole year, but that may translate to just one additional option for a given project. Or, perhaps you’ll read something a month after the project ended and lament how perfect it “would have been.” My teaching partner is great at keeping a running list of ideas for readings in projects. If you are not a list maker (as I am not,) find someone who is and have them help you to not lose it!</span></div>
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<span class="s1">While some projects cannot be repeated because they are a snapshot in time (take the eclipse projects our students did,) most are adaptable and improvable. There will never be a project that a teacher can take, execute, and replicate exactly the next year. If you read this far into this blog post, I assume that is obvious to you already! Indeed, the best project almost always have endured repeated iterations and occasional (if not frequent) hiccups. Project improvement is an ongoing process. Never despair if things don’t go perfectly! Instead, get back to work for next time.<span class="Apple-converted-space"> </span></span></div>
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-9151212077720510562017-12-26T10:17:00.000-08:002018-01-24T14:53:31.316-08:00Persistence in PBL By: Cory Vasek<div class="p1">
<span class="s1">My PBL journey began many years ago and has been very difficult but totally worth it....</span></div>
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<span class="s1">17 years ago, I read an article about PBL that peaked my interest and then spent nine more trying to find anything I could about this practice but without much luck.<span class="Apple-converted-space"> </span>That luck changed when I spent a summer at Georgetown for my James Madison Fellowship.<span class="Apple-converted-space"> </span>The first person I met was Cathy Alderman who teaches American History at <a href="http://www.auhsd.net/andersonnewtechnologyhighschool_home.aspx">Anderson New Tech High School in Redding, California</a>.<span class="Apple-converted-space"> </span>We got to know each other and after a couple of weeks, I casually mentioned I wanted to use PBL.<span class="Apple-converted-space"> </span>She responded that was all she used.<span class="Apple-converted-space"> </span>A year later, I travelled to California to observe her class and judge if PBL was for me.</span></div>
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<span class="s1">I saw students who were independent, yet worked cooperatively, used critical thinking, and acquired problem solving skills.<span class="Apple-converted-space"> </span>The process of a project was important, but students were also learning history as well as working on today’s issues.<span class="Apple-converted-space"> </span>I was going to use Project Based Learning no matter what, but now I had to find a way to get more training.</span></div>
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<span class="s1">That opportunity came in the summer of 2014.<span class="Apple-converted-space"> </span>I searched long and wide for a place to get additional training.<span class="Apple-converted-space"> I came into contact with Bob Abrams who at the time was working for an organization called<a href="http://econetworks.org/"> Economic Opportunities through Education by 2015 (EcO15)</a>, a workforce development/education initiative, funded by the Lilly Endowment, that operated in 10 SE Indiana counties. According to Bob, "the initiative embraced PBL as an effective model for supporting students to success at tough STEM subjects".</span></span><span style="background-color: white; font-family: "calibri" , sans-serif; font-size: 14.6667px;"> </span>After talking to Bob, I decided the closest and best option was the PBL Academy at Jac-Cen-Del High School in Osgood, Indiana.<span class="Apple-converted-space"> </span>My school was willing to pay for my registration fee, but I had to pay for my transportation and lodging.<span class="Apple-converted-space"> </span>After being trained by excellent teachers like Andrew Larson from <a href="https://www.csanewtech.com/">CSA New Tech in Columbus</a>, I was ready to try my first unit.<span class="Apple-converted-space"> </span>I ran it that fall.<span class="Apple-converted-space"> </span>The unit was on Immigration in my American History class. <span class="Apple-converted-space"> </span>It went well, but I needed to revise it so I went back to Indiana the following summer for additional training and have been going back to the <a href="http://magnifylearningin.org/indiana-june-2018-open-workshops/" target="_blank">PBL Open Workshop </a>every summer since.<span class="Apple-converted-space"> </span>I have also added a unit on democracy (I won an award the first year I taught this!) and will be using a media unit later this year as well.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWAYMZtuZfNR_Mf2t2pD0mrmZk1XR-HYZAVsN11xQumoOUKIKQfGeGRrSQHJl2xZqn9PsJU4QLGT5u0fJbMgUck16gJpqNX_9imKYdkKUjG6fPN5Q0amDmC2XGiVdU6iSF6R3d0GvdUqjm/s1600/Cory+Vasek%252C+SDA+2017+award+winner.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="648" data-original-width="972" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWAYMZtuZfNR_Mf2t2pD0mrmZk1XR-HYZAVsN11xQumoOUKIKQfGeGRrSQHJl2xZqn9PsJU4QLGT5u0fJbMgUck16gJpqNX_9imKYdkKUjG6fPN5Q0amDmC2XGiVdU6iSF6R3d0GvdUqjm/s320/Cory+Vasek%252C+SDA+2017+award+winner.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me accepting the Strengthening Democracy award from my Community Partner (Nebraskans for Civic Reform) for the work on my Democracy Unit.</td></tr>
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<span class="s1">What has made my transition to PBL difficult?<span class="Apple-converted-space"> </span>Besides the money/travel I mentioned earlier, I am the only one in my school to use it.<span class="Apple-converted-space"> </span>There are not really any cross curricular opportunities because of that.<span class="Apple-converted-space"> </span>My administration accepts me doing this but is not overly supportive.<span class="Apple-converted-space"> </span>Because of this, converting to a total PBL culture in my class has been difficult.<span class="Apple-converted-space"> </span>I also coach two sports, lead an annual trip to Washington D.C. and help with its fundraisers, and am working on Nebraska’s civic improvement initiative.<span class="Apple-converted-space"> </span>So having the time available to plan and run a total PBL conversion has not been an option.</span></div>
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<span class="s1">I don’t want to sound like I am complaining because I am not.<span class="Apple-converted-space"> </span>It has been a difficult transition, and I will continue to teach PBL and convert more units until I use PBL “wall to wall.”<span class="Apple-converted-space"> </span>For anyone that is struggling with the decision to convert or to continue using PBL, stay strong.<span class="Apple-converted-space"> </span>You can do it.<span class="Apple-converted-space"> </span>Is it hard?<span class="Apple-converted-space"> </span>Yes.<span class="Apple-converted-space"> </span>Is it worth the struggle?<span class="Apple-converted-space"> </span>Absolutely!<span class="Apple-converted-space"> </span>When I feel tired or think it would be easier to go back to a more traditional model, I always come back to what this country needs from education at this moment and going forward…cooperative learners, critical thinkers, and problem solvers. The best option to develop these kinds of students is Project Based Learning. </span></div>
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<i><span class="s1">Cory Vasek is a</span><span class="s1"> 7</span><span class="s2"><sup>th</sup></span><span class="s1"> and 8</span><span class="s2"><sup>th</sup></span><span class="s1"> grade history teacher at Mary Our Queen school in Omaha, and<span class="Apple-converted-space"> has been teaching</span> for 22 years.<span class="Apple-converted-space"> He has been implementing PBL since 2014.</span></span></i></div>
Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-70228491560340745332017-12-20T14:02:00.001-08:002017-12-20T14:02:42.605-08:00A Teacher's Holiday Wish LIst<h4 style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">Andrew Larson</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Columbus, Indiana</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Being a teacher often means being one who accepts delayed gratification. Just yesterday at the gym I ran into a former student who had just graduated from college with a degree in Mechanical Engineering Technology and was immediately employed. I was touched when he said, “Thanks for everything, especially the technical writing!” The times that students reach out to us mean a LOT. I don’t need to remind anyone of the fact that it’s why we do what we do. But we also know that those thanks may take a decade or so to crystalize in students’ minds and only some of them ever reach out at all. I suppose all of that hard work that we make students do does not always feel like a “thanks” is warranted!</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">During the holidays, though, all is forgiven. Depending on the state of the economy, some holiday seasons find us inundated with cookies, chocolate- dipped pretzels, coffee mugs and maybe even a couple gift cards (fist pump.) </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">It’s all nice. It’s all appreciated. At the end of the day (and I suspect I speak for most teachers here) my list came back to what items most benefit our learning environment. (For the record, I will never turn away a gift card--- they are the only Christmas Bonus we’ll ever see, so now that that has been said, here is my wish list for this year.) But here is a personal list from several facilitators at Columbus Signature Academy New Tech High School in Columbus, Indiana. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-weight: normal; white-space: pre-wrap;">1. Food. One of the most gratifying acts that I carry out regularly is offering students something to eat. It is almost always the case that when I see a tired or grumpy student, a bite of something will help. Every week when I go grocery shopping, on my list is always a couple boxes of granola bars and a big container of nuts. I keep these items in a drawer in my desk and students know that I will feed any of them, any time, no questions asked. By necessity, any gifted food will need to be of the packaged and portable variety, but even so, they do not have to be excessively sugary. I love introducing kids to protein and energy bars, nuts they rarely eat because they are expensive, and protein- fortified granola that provide far more nutritional value than the “cereal bars” they can grab in the cafeteria. Providing this particular form of aid for a student has a visceral and wholly gratifying feeling, and not only do they appreciate it, but their behavior almost always improves and our relationship grows as a result. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">Another weekly ritual that we do at school is borrowed from the Swedes. O</span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">nce a week we have </span><a href="https://sweden.se/culture-traditions/fika/" style="font-weight: normal; text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Fika</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">, a short break from the work to sit together and have a few bits of food and a warm drink. As a </span><a href="https://www.slu.se/en/" style="font-weight: normal; text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">study abroad student during college</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">, I learned to love Fika, which occurred twice per day, no matter the weather. Most Swedes will tell you that even though they love their coffee, it’s not about the coffee; it’s about the pause, the time together, and the ritual. For us, instead of coffee and chocolate, it might be a Dixie cup of hot cocoa or juice and a bit of scone or hummus and pita chips (again, another opportunity to introduce new, healthier food options.) I ask students to chip in on the cups and anything not perishable that we use. Fika supplies would also be warmly accepted as a holiday gift. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">2. Magazine subscriptions. Their impact ripples through classrooms and beyond. Given that they can be saved, passed along, or cut up for collages, they make for a flexible gift. Educational titles such as Popular Mechanics, Time, and Scientific are a favorite of UDL Specialist </span><a href="https://twitter.com/lauraburbrink4" style="font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration-line: none; white-space: pre;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Laura Burbrink</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">. Facilitator </span><a href="https://twitter.com/cloudhid" style="font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration-line: none; white-space: pre;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Joe Steele</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"> also appreciates the subscriptions that speak to a common interest between he and a student, such as a Rolling Stone subscription. In addition to being a great source of leisure reading, it also builds relationships between teacher and student. And they last a year (or more.) </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-weight: normal; white-space: pre-wrap;">3. Houseplants. For obvious reasons, having plants in a classroom makes the learning environment better. In a good year, I like my room to feel like a jungle. Naturally, students should become the stewards of those plants and these jobs can provide that important responsibility and trust that, again, grows relationships between teacher and students. Houseplant care is a great skill to learn that can spill over into gardening, horticulture, landscape design or farming. Being generally easy to care for, students come to see that there is no real mysticism involved in caring for plants, and that simply knowing the care requirements and consistently monitoring & watering them can go a very long way. Given that plants need supplies (many of which may be languishing in the garages or sheds of my students,) I would also graciously accept new or used ceramic pots, bags of potting soil, and fertilizer sticks.</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-weight: normal; white-space: pre-wrap;">I prefer plants to classroom pets not just for the ease of care but also for their long life and the bond that can form between a person and a plant that they might find surprising. Also, there is something really cool about taking a really sickly, brown plant and nurturing it back to strength (with little real threat of tragedy if it does not work out.) Imagine if that plant is then gifted to the student that saw its return to health. Now there is a “regift” worth giving!</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">4. Clothing donations. </span><a href="https://www.csanewtech.com/" style="font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration-line: none; white-space: pre;"><span style="color: #1155cc; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">At our school</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">, we have a Professional Dress Closet that students may access for presentation outfits. It is an expectation that students look their very best for presentations, which at our school, happen often. Teachers regularly contribute gently worn shirts, pants, blouses, dress shoes, ties, and belts to the Closet, but even so, there could always be more; often students will hurry in to a presentation looking a bit “frumpy,” wearing pants that are clearly two sizes too big. We smile, offer a nod of approval, and wish we had pants for such a student that actually fit! </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">Once students learn the basics of professional dress (like having dress clothes, remembering to bring them, tying ties and tucking in shirts,) we then like to add more “advanced” topics, such as matching shoes and a belt, </span><a href="https://lifehacker.com/how-can-i-create-a-work-friendly-wardrobe-on-a-budget-825337978" style="font-weight: normal; text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">creating a mix- and- match wardrobe</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">, and learning to iron. To take those additional steps means to have a more robust selection from which to choose. Knowing that only certain families have the ways and means to pass along extra (clean) dress clothing (on a hanger,) it is probably also true that those families are the same ones that would be bringing in cookies for us anyway. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">5. Personal and handmade goods. Chemistry facilitator Josie Senko says, “I think the best types of gifts from students or parents are ones that are thought out and specific for the person. I appreciate cards that talk about something they value about me, little trinkets specific to my content, or gifts that are homemade and help me connect to the student more. One of my favorite gifts I received was a little gift box with lotions and such that the family of the student makes and sells. It showed me what the student does outside of school and gave me a connection to the family that I may not have had otherwise.” I have received such handmade or personalized gifts that are not only sentimental but also practical; I can use them as scaffolds for content, like the </span><a href="https://www.tanglecreations.com/" style="font-weight: normal; text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Tangle</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;"> toy that can model protein folding or the student- made clay cell model that is so uncannily accurate that fifteen years’ worth of students have picked it up with amazement. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">For most of us, the holidays are a joyous time of year that offers us a chance to breathe and devote time to our families, hobbies, and other passions. We will all eat too much, so extra sweets as gifts are burdensome. Coffee mugs are great, but if they are holiday- themed (they will be,) then we will either tuck them away into an over- full cabinet or awkwardly use the mug year round. Handmade trinkets are special and sentimental, but for pragmatic teachers like me, I would prefer something that can create benefit for students in the future. But whether I get a pile of gifts this season or not, I will be back in January, with the rest of the teacher world, and we will keep doing the necessary work that will pay back society in a million invisible ways over the next half century and beyond. </span></div>
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-46100914906835222242017-11-24T13:56:00.001-08:002017-11-26T15:40:41.688-08:00What If We Taught Them Communication and Collaboration? Alumni from a Project- Based High School Reflect<br />
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<b id="docs-internal-guid-cb0a001e-faae-a830-e1ea-4d650abff2d6" style="font-weight: normal;"><br /></b><br />
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Andrew Larson</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">@andrewmlarson</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">November 26th, 2017</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What happens when you intentionally develop a common vocabulary and set of practices around collaboration at school? What if nearly everyone in a school community spoke with a professional, efficient, kind and productive lexicon? How would that translate for them later in life?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ydbQeea-2v4n8EzG77hjPfYNWfnQCrBvyguQa5wtAZg_k3RyIMeAHKpINfzxhoErzokS_PrZEA4z457MqVkQSUTbjYus7PXmKLtTed5bKHJx3bwEVnre5WWpIPzsujH6StGjBJ46HNU/s1600/group.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="547" data-original-width="525" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ydbQeea-2v4n8EzG77hjPfYNWfnQCrBvyguQa5wtAZg_k3RyIMeAHKpINfzxhoErzokS_PrZEA4z457MqVkQSUTbjYus7PXmKLtTed5bKHJx3bwEVnre5WWpIPzsujH6StGjBJ46HNU/s320/group.jpg" width="307" /></a></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At</span><a href="https://www.csanewtech.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></a><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, we are very intentional about using language and developing practices that both emulate professionalism and increase productivity. Over ten years, it has become (though by no means original or patented) a trademark of our school that our students learn to speak with language that fosters clear and open communication with others in a professional setting. And while we claim no perfection, we hear from alumni that the language and collaborative processes that they developed while in high school set them apart and gave them leadership skills that their peers lacked.</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Recently I was scrolling Facebook when I happened upon a thread involving several former students. All now out of college and gainfully employed or enrolled in post- graduate programs, they were musing over some of the phrases and practices that they use in their work and adult lives. I thought it would be interesting to elicit a bit more from them (via Facebook, of course,) asking, “What types of language and collaborative practice do you commonly use in your adult work life?” Caleb Warren, Class of 2015, reflects that, "I think that out of everything I've taken away, the most important is collaboration. I never knew how important it was until CSA, and whether I'm bringing it up in job interviews, work, or casual conversation, I always try to remember teamwork. It always makes the load easier and everyone happier."</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc3iFJYaQZA8dLkW1ycNY2AUe9I-5J_A2bMMTNE-8UvB3VqZHihpuhUhHz3j9JKVon21q0F6QSSqXlgO5yhxxsFEsvBxh3HrKFHrGyJdcsKC9fgGxB7hHhMPksKtqWEgr118PDl7x5I38/s1600/caleb.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="481" data-original-width="725" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjc3iFJYaQZA8dLkW1ycNY2AUe9I-5J_A2bMMTNE-8UvB3VqZHihpuhUhHz3j9JKVon21q0F6QSSqXlgO5yhxxsFEsvBxh3HrKFHrGyJdcsKC9fgGxB7hHhMPksKtqWEgr118PDl7x5I38/s320/caleb.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Caleb Warren and Wyatt Tracy<br />CSA New Tech HS<br />Class of 2015</td></tr>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here are a few of the questions and practices shared by graduates now out of college and making their way as adults:</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. “What are our goals?” While this seems like a fundamentally simple and perhaps obvious way to start a meeting, conversation, or project, I still find myself in meetings in my out- of- school life where this conversation never happens. We may start talking, and after ten rambly minutes, I find myself unsure of what it is we are trying to accomplish. When this happens, I feel inclined to press pause and ask the question. I am always glad that I did.</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the habits we try to instill in students at the outset of any collaborative meeting, project, work session, or intervention is to lay out clear, concrete goals. It is also very helpful to set a time limit for discussion of topics, especially if there are many items on the list that need to be addressed.</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Can I ask a clarifying question?” A novel concept, again, but one that we try to be intentional about defining for all involved. These questions happen near the start of a complex topic to be discussed in depth, and are likely to be answered quickly and easily by the presenter. Generally, a more efficient conversation ensues. Some examples of clarifying questions are, “how many people do you think will be involved,” “how long you expect this project to take,” or “is there a budget for this proposal?” </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk9lYbujLQFhMsmO1VQjVdWeXvzsOih947fgnmY77lZSBpgWSE0hKx4iel4Ak8m3HUfCq1C-2sAgQ1qlt4IzN3jVHDlmRMNnldCns2GpSywVcKcNXeSWSQuXFnzDgEnMaBoD865CJDpZ8/s1600/sarah.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="535" data-original-width="365" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk9lYbujLQFhMsmO1VQjVdWeXvzsOih947fgnmY77lZSBpgWSE0hKx4iel4Ak8m3HUfCq1C-2sAgQ1qlt4IzN3jVHDlmRMNnldCns2GpSywVcKcNXeSWSQuXFnzDgEnMaBoD865CJDpZ8/s200/sarah.jpg" width="136" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sarah Flores<br />CSA New Tech<br />Class of 2012</td></tr>
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<span style="color: #e69138; font-family: Arial; font-size: 11pt; white-space: pre-wrap;">Similarly important for presenters is to ask, “Are there any clarifying questions?” Sarah Flores, CSA New Tech Class of 2012, is an Intervention Specialist at Turning Point Domestic Violence Services and says, “I CONSTANTLY ask if there are any clarifying questions whenever I’m presenting.” </span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. “What do we know, and what do we need to know” in order to solve this problem? Tessa Wilson, CSA New Tech Class of 2013, is a Cardiac Monitor Tech at Major Health Partners and says, “I’ve found that when we have a new policy at work or (something is discussed) in our council meetings to improve our patient satisfaction, I often use the “know-need to know” process for myself or to help educate other staff...here’s what they broadly know, and here’s an extra tid bit that they may need to know to improve of quality of care and efficiency of time.” </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinw7WRMWeL4p48KtRFVp0fgOH0jS-_6-e5RRtq5UhMe1yEQjIW9lsnzgZj8vUiGHz70kLjynXkOygwu29e4rTGW9SIRJPxjRWT8OSNWCjtTvxzWBxr_hMtVlw8WLZJJsYwKR68PjokKLc/s1600/tessa.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="329" data-original-width="309" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinw7WRMWeL4p48KtRFVp0fgOH0jS-_6-e5RRtq5UhMe1yEQjIW9lsnzgZj8vUiGHz70kLjynXkOygwu29e4rTGW9SIRJPxjRWT8OSNWCjtTvxzWBxr_hMtVlw8WLZJJsYwKR68PjokKLc/s200/tessa.jpg" width="187" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tessa Wilson<br />CSA New Tech<br />Class of 2013</td></tr>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This is the very process that we use to dig into every project that we present to students, and is similarly used by our staff when we are grappling with something difficult. The act of taking inventory of prior knowledge and pinpointing the challenges or learning that needs to occur is so fundamentally important that, again, I find myself surprised when a similar process is excluded in adult meetings outside of school.</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3. “What I think I hear you saying is…” The act of paraphrasing is a clear indication that active listening is occurring. When phrased this way, it sends the message that you (the listener) are definitely interested in clear communication and understanding. This can be used, of course, in a situation where the topic is somewhat uncomfortable, and can help the other(s) involved see a different point of view on an important matter.</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4. “I am sharing you on a Google Doc right now.” Hah! It is clear that the world lags behind when it comes to the use of collaborative digital tools. Hope Alexander, a </span><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Political Science Ph.D student at Northern Illinois University says, “Still being in school, I definitely still use a lot of the collaborative tools we were exposed to for projects. I often teach people about</span><a href="https://www.google.com/docs/about/" style="text-decoration: none;"><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Google Docs</span></a><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> or</span><a href="https://www.box.com/home" style="text-decoration: none;"><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Box</span></a><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> so we can work on one document together!”</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxE2EJyElF_414WghiOk-BtjUXAtCe8Tt1oIbwhvCV7FYpyaZpBrfdopJ_VHss-Whc8TTIFrBgzCEUyew78Zem1hPHewRMSfh2gJulO6W6a_HMFromlHlSVg8RoJ1JWL3PR1vNDqXeo5U/s1600/hope.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="761" data-original-width="533" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxE2EJyElF_414WghiOk-BtjUXAtCe8Tt1oIbwhvCV7FYpyaZpBrfdopJ_VHss-Whc8TTIFrBgzCEUyew78Zem1hPHewRMSfh2gJulO6W6a_HMFromlHlSVg8RoJ1JWL3PR1vNDqXeo5U/s200/hope.jpg" width="140" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hope Alexander<br />CSA New Tech HS<br />Class of 2013</td></tr>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">5. “What is our Problem Statement?” Again, a fundamental part of the Project- Based Learning process involves the creation of a Problem Statement that drives every facet of the work. Sarah Flores says, “Currently, the prevention team is reconstructing our narrative and mission statement for the agency, and we’re using a “how do we as (blank) do/create (blank) so that (blank)” driving question to help shape our ideas.”</span></div>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">6. “What are our next steps?” and “What are our benchmarks?” These essential </span><span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">questions are brought to you by Emily Darlage, CSA New Tech Class of 2013 and currently a Program Associate in an Indiana manufacturing company. Emily says, “When we receive new business from a customer, we have a launch meeting and create a living document with our next steps and due dates of when they need to happen in order for our company to launch the program successfully.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW8bR40f7IMKyXG1CKERLk07g6GKjqfWnSK886GnByAlTqHQ97GdYvDsoj81yelbdbCRwyUEaicap0ZKnZpgOsETfvKk3aVFtWmKgYgfDpfDyOUwr2SxTeHq8BZuiTauAc7vAPQA42ftk/s1600/emily.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="477" data-original-width="285" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW8bR40f7IMKyXG1CKERLk07g6GKjqfWnSK886GnByAlTqHQ97GdYvDsoj81yelbdbCRwyUEaicap0ZKnZpgOsETfvKk3aVFtWmKgYgfDpfDyOUwr2SxTeHq8BZuiTauAc7vAPQA42ftk/s200/emily.jpg" width="119" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Emily Darlage<br />CSA New Tech HS<br />Class of 2013</td></tr>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">7. “Who is responsible for what, and by when?” Alex Whirley, also a CSA NewTech graduate from the Class of 2013, is now part of a Digital Technology Leadership Program for a Fortune 500 company. She learned in high school that it is vital to have accountability and specific job assignments for the team members involved. “We also have roles in a lot of teams, similar to liaison and team leader like we used to have (in school,) just under different titles.”</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7QAZeVFsykY76B6ZnIXivoLSLuTGwLqI5ZVnaVhT87YdD60m7UGNTPMT5NuJt8w00oJgDeDexUxq179laKUhavqSVFJkWBYqiW6XKGjx6Dqyy9Cthx852JmumEvWS8lIPlHsifFvzaoA/s1600/alex.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="417" data-original-width="303" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7QAZeVFsykY76B6ZnIXivoLSLuTGwLqI5ZVnaVhT87YdD60m7UGNTPMT5NuJt8w00oJgDeDexUxq179laKUhavqSVFJkWBYqiW6XKGjx6Dqyy9Cthx852JmumEvWS8lIPlHsifFvzaoA/s200/alex.jpg" width="145" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Alex Whirley<br />CSA New Tech HS<br />Class of 2013</td></tr>
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<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #e69138; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is worth noting that before starting at CSA myself, I had approximately zero of these habits, as a ten- year teaching veteran. These skills are developed over time and with practice. And they do not develop in a vacuum, but rather in a system (school) where people learn to speak the language and live the practice together. It will take years to develop. If, though, the testimonials of these graduates reflect a broader trend of collaborative skill development in our students, it is all worth it.</span></div>
<br />Anonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-22297210081383496682017-11-14T11:42:00.001-08:002018-04-23T07:54:48.688-07:00Why I Chose PBL<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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: </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVzyu9QgK8SM1Z5lkXg0f48HC7XdzUP0DUUnOebxjFkkR8dmPahDO8G39oePaXgE2Crgc_9VqNufHF1kY0_JTSa58xRrksg21PjTOBB-c5TatzDwgr5iKOX5rHhImWQfcqfrKy0oU1-3fd/s1600/Screen+Shot+2017-11-14+at+11.12.06+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="940" data-original-width="838" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVzyu9QgK8SM1Z5lkXg0f48HC7XdzUP0DUUnOebxjFkkR8dmPahDO8G39oePaXgE2Crgc_9VqNufHF1kY0_JTSa58xRrksg21PjTOBB-c5TatzDwgr5iKOX5rHhImWQfcqfrKy0oU1-3fd/s320/Screen+Shot+2017-11-14+at+11.12.06+AM.png" width="285" /></a></span></div>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-Harley G. (8th grader)</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaW96cs7ad7Pz0qBfenNP_QObhYcKjVD_hut-1o_oPQziEup9WrAIarJTxUlJcfl9sflTKaySVGvGAAuRobOCALFQOs1Jzv79bv6mtbNNfI-N6aL1yeBJOLO71Ha3unqYgrvRtcA7DwLii/s1600/Screen+Shot+2017-11-14+at+11.13.03+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1144" data-original-width="760" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaW96cs7ad7Pz0qBfenNP_QObhYcKjVD_hut-1o_oPQziEup9WrAIarJTxUlJcfl9sflTKaySVGvGAAuRobOCALFQOs1Jzv79bv6mtbNNfI-N6aL1yeBJOLO71Ha3unqYgrvRtcA7DwLii/s320/Screen+Shot+2017-11-14+at+11.13.03+AM.png" width="212" /></a></span></div>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Karly H. (8th grader)</span></div>
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><br />
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDOKib6ofdMw7EY_0XHacuimGaqqS2qXQ86adMS6Fuw6AkydvRRC6ouXelTQA2CX1ZyKaV0R7wRcj6n_J-mg69ZsQaEv2FDAjMEM8_23Fi2kiVERu9qnn3-JJj4Quo-G0xwwRUHPkthYdc/s1600/Screen+Shot+2017-11-14+at+11.12.19+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1030" data-original-width="810" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDOKib6ofdMw7EY_0XHacuimGaqqS2qXQ86adMS6Fuw6AkydvRRC6ouXelTQA2CX1ZyKaV0R7wRcj6n_J-mg69ZsQaEv2FDAjMEM8_23Fi2kiVERu9qnn3-JJj4Quo-G0xwwRUHPkthYdc/s320/Screen+Shot+2017-11-14+at+11.12.19+AM.png" width="251" /></a></span></div>
<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span><br />
<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">-Nate C. (8th grader)</span></div>
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why PBL works for me is because I learn best through projects. PBL works best for me </span><br />
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqebKMjiySZR03PWE5j8z7KQh5I3cNnOFGMTX1jEdX6zful0wg-Mi_KeKCYh6Hd6122VCbfxoHjbc-YKxgz5FlhD2j5wZA_AKt7ipHW_0X2k69mSYaCVdhqOUJYc7GCIR4Isa-hr5hCBKh/s1600/Screen+Shot+2017-11-14+at+11.12.35+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1176" data-original-width="910" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqebKMjiySZR03PWE5j8z7KQh5I3cNnOFGMTX1jEdX6zful0wg-Mi_KeKCYh6Hd6122VCbfxoHjbc-YKxgz5FlhD2j5wZA_AKt7ipHW_0X2k69mSYaCVdhqOUJYc7GCIR4Isa-hr5hCBKh/s320/Screen+Shot+2017-11-14+at+11.12.35+AM.png" width="247" /></a></span></div>
<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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). </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; white-space: pre-wrap;">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! </span><br />
<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: italic; white-space: pre-wrap;">-Cory L. ( 8th grader)</span></div>
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 16px; white-space: pre-wrap;">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!</span><br />
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<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><i>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!</i></span></span></div>
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com1tag:blogger.com,1999:blog-7614990456677584631.post-71949978260547975672017-11-12T06:07:00.001-08:002017-11-13T08:28:27.630-08:00Keeping Content in the Forefront: Standards- Based Grading in Project- Based Learning<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Andrew Larson</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">Science Facilitator</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">Columbus Signature Academy New Tech High School</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">@andrewmlarson</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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, “</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If only I had thought of…_____________ ."</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Most of these struggles work themselves out with experience, while others cannot be controlled. </span></span></div>
<b id="docs-internal-guid-364c0408-b08b-2bdb-7536-f4af5716f2ce" style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Standards- Based Grading</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></span></div>
<b style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Nonetheless I was convinced once and for all that SBG was a practice I needed to adopt by my friend and mentor </span><a href="https://twitter.com/mmcdowell13" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Michael McDowell </span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">at </span><a href="https://newtechnetwork.org/resources/ntac-2014-highlights/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">New Tech Annual Conference 2014</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (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. </span></span></div>
<b style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">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. </span></span></div>
<b style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://twitter.com/cindewirth" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Cinde Wirth</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, was ready to give Standards- Based Grading a proper trial run.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">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. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Depth of Knowledge</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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 </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">every year.</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></span></div>
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<b style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">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.” </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="http://pdkintl.org/blogs/learning-on-the-edge/solving-the-problem-of-zeros-in-grading/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">0% - 100% grading scale</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. 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. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://newtechnetwork.org/resources/new-tech-network-agency-rubrics/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">New Tech Network Rubric for Agency</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: Using Effort to Practice and Grow.) When we do presentations, it is almost always the case that I am assessing </span><a href="https://newtechnetwork.org/resources/ntn-oral-communication-rubrics/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Oral Communication</span></a><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">not </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></span></div>
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<b style="font-weight: normal;"><span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , serif;">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. </span></span></div>
<br />Anonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-5463272883619849232017-10-01T09:44:00.001-07:002017-10-03T07:20:49.010-07:00Reading is Fundamental (in PBL)<br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Andrew Larson</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">@andrewmlarson</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
<b id="docs-internal-guid-65f2ff80-d8d1-1fb1-76a8-a4c65d4fdd92" style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the “Need to Knows” we get a lot in </span><a href="http://magnifylearningin.org/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Magnify Learning PBL training sessions</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Provide options. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our favorite projects in Global Science Perspectives (integrated English 9 and Environmental Studies) at </span><a href="https://www.csanewtech.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Columbus Signature Academy New Tech High School</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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 </span><a href="http://theharlequintheatre.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">our local theater</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">,) they choose from a number of titles such as </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1984,</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Anthem, The Circle</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, and </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Uglies</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Some students will read only one short book (such as </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Anthem</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) and that might be fine for them; others can, and should, read more than one book. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Choose books with thematic ties. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Into the Wild</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A Walk in the Woods,</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A Long Way Gone. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use lit circles. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Literature circles give</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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 </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Omnivore’s Dilemma</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, 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.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use books as direct sources for research.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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 </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Omnivore’s Dilemma.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) 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.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Rethink your classics. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Old Man and the Sea</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. That does not mean we will not read it; it may just mean that we will not read in in conjunction with a project. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use books to bridge content areas. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Life of Pi </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Have students read with purpose.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use books to help students see the real- life connections. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Whether the book is a social commentary (think: </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Circle</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) or a memoir about human rights violations (</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Zeitoun</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">,) 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.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use books in non- language arts courses. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our Environmental Science facilitator uses the novel </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Flight Behavior</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to help students see how climate change impacts not just animals and plants, but communities and local economies. In Biology, we use </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>In Defense of Food </i></span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Celebrate and model sustained silent reading. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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!</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
<br />Anonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-45767979689422306942017-09-17T14:25:00.000-07:002017-09-18T16:44:52.147-07:00"It's Just One Dam Project After Another"Andrew Larson<br />
Columbus Signature Academy New Tech High School<br />
Science Facilitator<br />
@andrewmlarson<br />
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<b id="docs-internal-guid-a566149d-91b3-fdc1-f327-daac205acabf" style="font-weight: normal;"><br /></b>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here sits perhaps the best gift I ever received from a student. </span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><img alt="File_000.jpeg" height="200" src="https://lh5.googleusercontent.com/pQfrpLGiruS-QPuvDGzl8bLlc2LxpSg_EsWllYOPtSI5ATcYFO4VCAG8l9BQ8VtO535PcGu6PElaQhE8WoCqjyiXLeShGO9ilxND-lqmGqY6zLvGKP5mm9n-3hFtGdSCwaz-HSSV" style="border: none; margin-left: auto; margin-right: auto; transform: rotate(0rad);" width="150" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"It's just one dam project after another."<br />
-The Busy Little PBL Beaver</td></tr>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="http://www.columbus.in.gov/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Columbus Mayor Jim Leinhoop,</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> members of Columbus City Council, the Columbus City Engineer, members of the Redevelopment Council, </span><a href="http://www.columbusparkfoundation.org/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Columbus Parks Foundation</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, 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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students were excited by the feedback that they got. They asked, though, “Will they </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">actually</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> use our ideas or was this all just </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">fake</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">?” 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.) </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
<br />Anonymoushttp://www.blogger.com/profile/16798598206875676375noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-40348469006359778112017-08-29T08:21:00.003-07:002017-11-14T11:54:08.545-08:00The Race to Real-World Readiness: A Culture-Building Project By: Trisha Burns<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In July, I wrote a blog and shared ideas on culture-building projects you could do at the beginning of the school year. </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Since my last blog, our school launched and just finished our own culture-building project</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. It started with the </span><a href="https://docs.google.com/a/bcsc.k12.in.us/presentation/d/1L8wfMOxPqeIu4OF6WWjzSyprTs9z9cxrX2TxddcdtgM/edit?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Entry Event.</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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: </span><br />
<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><br /></span></span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVUvRYVi_9-1eq0DW7AKZeIEAlSFdbPwbHiFqyYs2rZeH77nWhMIERUQQNikxPiTlxVs3P90wJTQPJOFTr2avCD780FDL5A_-P0DllLIny3nF2JfNJdgDRRy52gEkn7Z1Y5DmMj_TMnbe-/s1600/Screen+Shot+2017-08-29+at+5.21.04+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="882" data-original-width="1600" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVUvRYVi_9-1eq0DW7AKZeIEAlSFdbPwbHiFqyYs2rZeH77nWhMIERUQQNikxPiTlxVs3P90wJTQPJOFTr2avCD780FDL5A_-P0DllLIny3nF2JfNJdgDRRy52gEkn7Z1Y5DmMj_TMnbe-/s320/Screen+Shot+2017-08-29+at+5.21.04+PM.png" width="320" /></a></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will you run? (End Product: Quick Ignite Talk style presentation)</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we run? (End Product: Create Classroom Expectations)</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we tell others about our race? (End Product: Small-group share outs on plans for the year)</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://docs.google.com/a/bcsc.k12.in.us/document/d/1wV8OfCV1YJ2Y1OuNHqekCsVlV4d7CPvlJHLKiUUHlxM/edit?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">rubric for the project</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 1: Race Map</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Race Map session was an introduction to the </span><a href="https://drive.google.com/file/d/0B-QT_agLnndlaWNQNkZWSnVzb00/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">6 Steps of Problem Solving</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> we use in all of our projects. In this training session (a workshop), the students watched an episode of </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">House Hunters</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as a quick 22 minute example of the problem solving process. Every episode follows the same pattern as our problem solving process. First, they </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">define the problem</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Then they get the s</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">olution criteria </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(what the husband wants, what the wife wants). Then they </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">explore </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">three </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">possible solutions </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">before </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">choosing their solution. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Then they</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> run their solution </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(by moving in), and then they r</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">eflect and celebrate</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 2: Race Mindset</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://32dkl02ezpk0qcqvqmlx19lk-wpengine.netdna-ssl.com/wp-content/uploads/2016/08/ntnagencymiddleschool_0.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">New Tech Network’s Agency Rubric</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. 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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 3: Training Partners</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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 </span><a href="https://www.nsrfharmony.org/system/files/protocols/north_south_0.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Compass Points protocol from NSRF’s website</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. 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 </span><a href="https://32dkl02ezpk0qcqvqmlx19lk-wpengine.netdna-ssl.com/wp-content/uploads/2017/06/NTN-Collab-Rubric-Middle-School-Individual.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">New Tech Network Collaboration Rubric</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 4: Race Etiquette</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 5: Race Rules</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span><span style="background-color: white; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Training Session 6: Race Sponsors</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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: </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will I run?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we run?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we tell others about the race?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What does it mean to “race to real-world readiness?”</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will I run? </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Since the students used the Ignite talk format </span><span style="font-family: "arial"; font-size: 14.6667px; white-space: pre-wrap;">as seventh graders</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"> 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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we run?</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How will we tell others about the race? </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSnIbw3yK8kEsV6XUOk91byBQa-1gSCid9OCA8yp43IkcoshxztNXO2Wame1tEYdKLwrI4n_0ZVLpwy_I78H6yzdnqBw9bQvyaS1THmQm2XayFIVK1jiZFkhI1m54oudIoq8FV2gZC0N6D/s1600/IMG_2006.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSnIbw3yK8kEsV6XUOk91byBQa-1gSCid9OCA8yp43IkcoshxztNXO2Wame1tEYdKLwrI4n_0ZVLpwy_I78H6yzdnqBw9bQvyaS1THmQm2XayFIVK1jiZFkhI1m54oudIoq8FV2gZC0N6D/s320/IMG_2006.JPG" width="240" /></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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: </span><a href="https://docs.google.com/drawings/d/1B5eqM2OLMZBNrBSLE6SvUaZo1ViUbPeIiSNLAVzFCW4/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">bulletin board</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.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.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">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. </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">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. </span></div>
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<span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">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. </span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">The race has begun. Ready, set, go!</span><br />
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<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><i>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!</i></span></span></div>
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<br />Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-89519483545383754502017-07-11T08:36:00.001-07:002017-08-29T14:07:00.794-07:00Starting the Year off with Success By: Trisha Burns<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">If you have taken a glance at a calendar lately, you will notice that the summer is passing quickly. Have you thought about how you are going to start your school year? We know that it is best practice to train the students on your expectations for a successful classroom </span><span style="font-family: "arial"; font-size: 14.6667px; white-space: pre-wrap;">as you begin the year</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">. One of the practices I have found successful during my 8 years of facilitating a PBL classroom is to begin the year with a culture-building project. Basically you use a PBL project to teach the expectations and basics of your classroom process.</span><br />
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<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjKttfqbJ8zhHKT8cEqWVmT89jCrKy7gmCYDBWZv1jin7aoUVDz5zbuOIJonNxBALc83uUB7aSVIhRzb0m25Ghs5VRxv0gewUO-s8HKPo2Kz_cXDsugbKDPRT3AXIKwXpf4p_Dt-i4IKji/s1600/IMG_7882.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjKttfqbJ8zhHKT8cEqWVmT89jCrKy7gmCYDBWZv1jin7aoUVDz5zbuOIJonNxBALc83uUB7aSVIhRzb0m25Ghs5VRxv0gewUO-s8HKPo2Kz_cXDsugbKDPRT3AXIKwXpf4p_Dt-i4IKji/s320/IMG_7882.JPG" width="240" /></a></span></div>
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<span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">When I taught in a traditional school and students came to me without any PBL experience, I started with a project called “What is PBL?” I launched this project with a <a href="https://drive.google.com/open?id=0BwgiWq38XZi4LVVIUHhfVjhSZnM">letter</a> to the students from me. Normally, I would want the letter to come from a community partner, but in this case I was their community partner because the final product was for my classroom. </span><span id="docs-internal-guid-51a8c041-2ecc-bacc-0d95-cbfa02f29110"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">In this one week project, the final product was a poster of the expectations for each of the 4 group roles that we use in our projects throughout the year (Facilitator, Liaison, Team Tutor, and Recorder). As with all of my projects, I had a <a href="https://drive.google.com/open?id=0BwgiWq38XZi4RlJSeUZxWkNzUmM">rubric</a> that I created for the benchmarks and t</span></span><span id="docs-internal-guid-51a8c041-2ecf-57b2-1ba6-133e14d0836b"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">he poster, which was the final product. </span></span><span id="docs-internal-guid-7f42cce8-3237-805a-7089-2437fd2c0299"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">While we went through the<span style="font-size: 14.6667px;"> </span><a href="https://drive.google.com/file/d/0B-QT_agLnndlaWNQNkZWSnVzb00/view?usp=sharing" style="font-size: 14.6667px;">6 Phase Problem Solving Process</a>, I made sure the students knew which phase we were in. </span></span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">They also began to notice how their “need to knows” planned the next steps of the project for us. It was a safe project to start with as I was beginning my PBL journey and as they were beginning theirs. Since there was no content in this project, the students and myself were able to learn together and see how the PBL process works.</span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another culture project idea is to have students design a team t-shirt as a final product. The potential project scenario is for the students to design a team t-shirt that represents who you are as a school or as a class. In order for them to be able to choose and design a t-shirt, they need to learn what sets apart your style of teaching and culture from what they are used to in a traditional classroom. An additional idea for a short culture project would be for each student to create an <a href="https://drive.google.com/open?id=0BwgiWq38XZi4SFFvTmI2enJUdEE">“I Can” </a>block to put up in the hallway. With all the “I Can” blocks designed and created, you can easily organize them to become a “We Can” wall. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Last year my school,<a href="http://www.bcsc.k12.in.us/Domain/440"> Columbus Signature Academy Central Campus</a>, did a project called “Go for the Gold.” We launched it by introducing all of the teachers for both our 7th and 8th grade team as students' “trainers.” The problem the students explored was how they were going to "go for the gold" throughout the year and master our different learning outcomes (Agency, Collaboration, Written Communication, Oral Communication). As part of their workshops they learned about our expectations for the building, for the classroom, for our technology, and for working in a PBL environment. All of those aspects became answers to how they would “Go for the Gold” during the school year. Students were put into teams where they designed a flag that had symbols and specific colors on them. They had to write a paragraph about how the colors and symbols represented their team. Then at the opening ceremonies, we had a “Parade of Teams” that was to simulate the Parade of Nations for the actual Olympics. We also did a torch ceremony where the 8th graders started outside and ran through the hallways, up the stairs, to the auditorium where they “lit” up a fake torch we had created. </span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF_Tk0bON9a7y_ndzWNPozS0R4pllzMP_VPtdjnyVfjqjRoEB0_m4Dj_41g0EHjkFYebpu7T78ZL54I4MkBzikdmAySkgdSCfpPW5hzs0IRNUHLtXwhcSyhQZG73YWMCs7TTJ8X0dOLwXB/s1600/Torch.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF_Tk0bON9a7y_ndzWNPozS0R4pllzMP_VPtdjnyVfjqjRoEB0_m4Dj_41g0EHjkFYebpu7T78ZL54I4MkBzikdmAySkgdSCfpPW5hzs0IRNUHLtXwhcSyhQZG73YWMCs7TTJ8X0dOLwXB/s320/Torch.JPG" width="240" /></a></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We showed the whole relay live so everyone could see it from the auditorium except for those involved. We finished the day with team-building games that the 8th graders put together for mixed-grade teams to participate in. This project really built our school culture and got us started on the right foot. Although we don’t want to use the Olympics this year, we are thinking maybe we could tweak the project to mimic training for a marathon. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another idea that I haven’t used to begin a school year, but I can see has some serious potential is to connect with <a href="http://www.pinwheelsforpeace.com/Pinwheels_for_Peace/home.html">Pinwheels for Peace</a></span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. In this culture project there would be a part of the final product where each student creates a pinwheel with their words of peace. The other idea I have thought about is to train all students on being tour guides or to know how to talk to visitors that we have come through our school. In order for them to be able to intelligently talk about the program, we would need to teach them about its various aspects, and they would need time to explore the school and what it offers. Again, neither of these ideas have been developed, but maybe they can help trigger the creative juices you have!</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Regardless of how you decide to build the culture in your classroom or in your school, make sure to start the year off with a solid project! This will help the students learn your expectations without the risk learning content can sometimes create. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How do you build culture at the beginning of the year? We would love to hear your ideas! If you would like more information on any of the project ideas that my school has tried or to see PBL in action, you can follow us on Twitter <a href="https://twitter.com/csantcentral">@csantcentral</a>. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i style="background-color: white; font-size: 14.6667px;">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 a PBL 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!</i></span><br />
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Anonymoushttp://www.blogger.com/profile/09731606256149492996noreply@blogger.com0tag:blogger.com,1999:blog-7614990456677584631.post-78151837351458800962017-06-11T18:21:00.002-07:002017-11-14T11:54:26.251-08:00The Power of Feedback By: Trisha Burns<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How do you get to the end of a project and know confidently that your students will do a great job presenting their final products to your community partners? How can you hold students accountable to meet benchmarks throughout the course of a project? How can you create a culture in your classroom or school that says it’s okay to make mistakes, take risks, and support each other? There is more than one answer to any of those questions, but the one answer they have in common is providing students opportunities for feedback throughout the process. Here are four ways that my 8th grade project based learning team provides opportunities for feedback.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teacher Check-off</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Even towards the beginning of the project, before it gets “messy,” “expensive,” or takes a lot of valuable class time, you should have some sort of benchmark, or checkpoint in the project, that gives the group (and the teacher) the confidence that students are on the right track. The group should describe the “possible solution” they have chosen to the problem presented to them in the project. This description can be in an outline or a proposal of some sort. At this point in the project, I find it helpful for teachers to give the feedback and give a green light of approval to continue. If it is an individual classroom project it is easier to manage, but when you try to integrate projects with one, two, or even three different classes, it is nice to be able to have all teachers give their feedback and “sign off” that they give the “green light.”</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On our team, we also promote reflection throughout the year and especially at the end of the year. Our students wrote “PED” Talks (Presentation of Educational Development) to show how they used a growth mindset to improve academically, personally, and socially throughout the year. They had to create a very general outline that included how they would use evidence to prove this growth. As a team of four teachers, we wanted to make sure we were all on the same page with these outlines. As we were working on another project, they had to get all four of us to approve their PED talk outline. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What did this do for their final products? One, it helped the students make them more specific. Without this feedback we would have heard the same presentation 100 times. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“I studied harder so my grades went up. I practiced presentations so now I can speak in front of people. I was a better group member than last year so I grew socially.”</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> However since they needed four teachers approval and we were all checking in on them, we were able to encourage them to be more specific and make it their own. So instead I heard things about building churches, volunteering in the community, overcoming tragic family situations, and yes, we still heard about how grades improved, but we saw the evidence. We saw students include their reading levels from the beginning of the year, or a screenshot of grades from seventh to eighth grade. By taking the time to talk to the students, we were able to help them truly reflect on how they were gold medalists this year instead of being generic in their reflections. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Do you have a brochure, flyer, PSA, or some sort of “stand alone” piece to your project? If so you could try a feedback carousel or a gallery walk. These two ways to provide opportunities for feedback can get you the same outcome, but the way they are facilitated may change how the students engage in the activity. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We used the feedback carousel recently in our Carnival for a Cause project where the students had to raise money for ASAP (Alliance of Substance Abuse Progress). </span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnBEi-4PbgLTOHZYVeWIlldB0TyL1tG8Kn-vN3KYTkmjpXGAM7mP0USmgtZ0c7weFOHwqJDF1QluR3davH8r-XuC32hPi1-IE7cnI1JE3xXbU0KT2HX2DJC1SuKlYCT_bK-0ZBX0E1cstm/s1600/feedbackcarousel.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnBEi-4PbgLTOHZYVeWIlldB0TyL1tG8Kn-vN3KYTkmjpXGAM7mP0USmgtZ0c7weFOHwqJDF1QluR3davH8r-XuC32hPi1-IE7cnI1JE3xXbU0KT2HX2DJC1SuKlYCT_bK-0ZBX0E1cstm/s320/feedbackcarousel.JPG" width="320" /></a></span></div>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the pieces of the final product was to create a PSA (Public Service Announcement) about drug abuse awareness. They posted these at their carnival booth . Most students chose a flyer, but we had one group make a video and two of the PSAs were shared by being wrapped around prizes or even being the stick they put cotton candy on. About a week before the project was due, we could tell the students needed some focus time on their PSAs. They looked more like research papers, but there are only so many times teachers can tell them that. So we conducted a feedback carousel. All the groups hung their PSA on the wall (and the video was on a laptop on the counter). We sent 4-5 people to each PSA with several post-it notes and a tiny sheet that had the PSA solution criteria on it. The students then had 2 minutes to look at the PSA (because let’s get serious, no one is going to spend more than 1 minute looking at a flyer at a carnival!) and write feedback in the form of “Plus”, “Delta” or to give them next steps. Students drew a “+” sign on top to give positive feedback, “delta,” a triangle, to list things they would change, or wrote “next steps” that the group could use. After the two minutes, we rotated clockwise and those 4 students gave another group feedback. After about 10 rotations, we gave them 5 minutes to roam to other PSAs that caught their eye and give them feedback. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This provided three huge advantages for our groups. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They were able to “compare” their quality of their PSA to the others that would be represented at the carnival.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They became more familiar with the actual solution criteria that they would be graded on.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They were able to get some “fresh eyes” to give them some feedback.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As much as I would love to have a school culture where students naturally ask other groups for feedback, we are not there yet so giving them time to do this is powerful! Here is another idea to help facilitate a</span><a href="https://www.nsrfharmony.org/system/files/protocols/feed_back_carousel.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> feedback carousel </span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">in your classroom...</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Gallery Walk</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A very similar way to give feedback is through a gallery walk. A gallery walk can be used as a final product display, but you can also use it for feedback time before community partners come to see final products. We did this also in our carnival project with the actual booths. This time we invited high school students (who had done this project with us when they were here) to come and play the games and give feedback. By having this set time to be ready for “external enemies” to come and give them feedback, the students had almost the same pressure to have it completed before this deadline (instead of staying up all night the night before it's due). It was impossible for students to wait until the last minute to create their game because we did the gallery walk a week before the carnival was open. This gave them time to, not finish their work, but to make it better. It was nice for the students to hear “next steps” from the high schoolers as opposed to their teachers. This also worked really well as a practice set up time to make sure our carnival was going to fit where we had planned for it to be.</span></div>
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<span id="docs-internal-guid-1530a0c8-99ed-dd87-b958-991a68ed7b2c"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">One of the most fun ways to give feedback is a Shark Tank style presentation. We also did this in our carnival project. At the beginning of the project we watched an episode of Shark Tank. The students developed the solution criteria for the presentation they were going to have to give to the “sharks” (teachers) to see if we would approve their booth to be in “OUR” carnival. After watching the show the students saw that they needed to have an emotional tie-in in addition to data and statistics, which didn’t break my heart as a math teacher! They also realized they needed their game and prizes ready for us to demo as well as be able to discuss the process in which they created their booth. We did the Shark Tank presentations on a Friday before our Tuesday carnival. This gave the students time on Monday to make the changes we needed to see in order to approve them. This was a really fun way to give feedback. It became almost a celebration day because all the groups got to watch us (the sharks) play the different games. Since we had so much other feedback built into this project, we were able to “fine tune” their booths without any major surprises. As we were giving them feedback, one of us was creating a “Next Steps” list for them to have to work on Monday. It was very helpful for us to see and experience what the carnival would really be like. How did they do their data and statistics? They had to find the expected value of their game to predict the amount of prizes they would need and analyze how many people would need to play their game to meet their goal amount they wanted to raise. But again, if teams took advantage of checking in with me beforehand for feedback, there were no surprises here on Shark Tank day either.</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Seeking feedback is one way for students to be agents for their own learning. However, we as teachers are responsible for providing them these opportunities during class and helping them develop a mindset that we hope they take with them through all aspects of their lives. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There are a few things to remember about running feedback protocols in your projects.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make sure students understand the solution criteria. This helps them give higher quality feedback and gives them a chance to refresh their minds on what is expected in the project.</span></div>
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<a href="https://www.nsrfharmony.org/system/files/protocols/interactive_fishbowl_0.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Fishbowl </span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">the protocols for the first time or two. Students (even adults) do not naturally have a good critical friends group to give them feedback on their work. It feels awkward at times, but facilitating the protocol in a small group as the larger class observes helps the students see the benefit of the protocols.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Debrief how feedback was given. Yes, I’m asking you to have your students give feedback on getting feedback. It is important for students to hear how their feedback was received. Even as a class, it is okay to talk about poor feedback given and find ways to improve it for the next time around.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make phrases like “I Likes” “I Wonders” “Next Steps” “Clarifying Questions” “Plus” “Delta” part of your and your students’ vocabulary. This really helps create the culture of feedback that you are trying to cultivate.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Build feedback time into your projects by making it official benchmarks. It is easy to push feedback to the wayside when your community partners come in three days and your students still need work time. However, if from the beginning of the project you and your students know that it is an official project benchmark and it has a set date, you are more likely to make time for it. It will also push the students to have their rough drafts done sooner so they can get feedback on them. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span></div>
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<span id="docs-internal-guid-1530a0c8-99e2-c347-5865-97b4fac12b0f"></span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So as your summer is starting, and you begin to think about your projects for next year, how will you implement feedback sessions in your projects? What are some ways you have found feedback successful in your PBL classroom? Let us know!</span><br />
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<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><i>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!</i></span></span></div>
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