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Better with Practice:PBL Implementation Tips from the Field

Your Hosts

Suzie Boss Jane Krauss

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Better with Practice:PBL Implementation Tips from the Field

Our Guests

Anthony ArmstrongDel Mar Middle School

Tiburon, CA Terry SmithEugene Field Elementary, Hannibal, MO

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Today ~ Creating a Culture of Inquiry

Creating a Culture of Inquiry in 4 Acts

Act 1: Inspiring Wonder

Act 2: Activating Prior Knowledge

Act 3: Modeling Curiosity

Act 4: Building on What Came Before: The Class Archive

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Act 1: Inspiring Wonder

“It’s aspirin!”

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Act 1: Inspiring Wonder

Photo courtesy Connie Weber

“There's an art to just settling and taking things in, using the senses to ignite the fire of WONDER.”

~Connie Weber

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Act 1 Spotlight: Terry Smith’s Class

Getting into “project mode”with Monster Project

Eugene Field SchoolHannibal, MO

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Act 1 Spotlight:Terry Smith’s Class

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Act 2: Activating Prior Knowledge

What are you building on?

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Act 2:Activating Prior Knowledge

Sherri Johnston reminds us:

“Sylvia Chard’s Project Approach suggests that the beginning of any project should be spent building student interest and activating background knowledge. 25% of a project should be spent in this phase before moving into investigations and then sharing newfound understandings. This phase is usually rushed or skipped and we move students directly into "answering the big question."

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Act 2:Activating Prior Knowledge

Fine-tuning our practice:

• Using “I wonder….” statements

• Timing, fine-tuning K-W-L activities

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Act 3: Modeling Curiosity

Nick Ryan reminds us to be role-models:

“While students might not see the value that inquiry learning brings to their immediate lives, if they can see how it has enriched my life, they will eventually appreciate the everyday application of PBL.”

Key idea: Show your inquiring mind.

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Act 3: Modeling Curiosity

And…

“Never be afraid to tell a student that you don't know the answer to a question. Show students that it's not a crime to not know an answer, and that the real problem is not taking the time to find it.” Photo by Daemon Squire

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Act 3 Spotlight: Anthony Armstrong’s Class

•Using primary sources as entry to inquiry

•Encouraging students to ask questions that historians ask

Library of Congress thc 5a49952

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Act 3: Modeling Curiosity

Fine-tuning our practice…

From… “Do you have any questions?

To… “What questions do you have?”

(Hat tip to Bud Hunt and Zac Chase)

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Act 4: Building on What Came Before

The Class Archive

http://smithclass.org/proj/projects.htm

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Act 4: Building on What Came Before

Student Portfolios: Face to World

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Act 4: Building on What Came Before

George Mayo reminds usto “tell the story” of past projects:

“Having past examples of student work online and at my fingertips is incredibly valuable. The work becomes an ever-growing resource for me and my current students. We'll look at past projects and talk about what we liked, and what worked. But we'll also talk about things that could have been improved.I also try to find student work from other classrooms to share with my students.”

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Closing Thoughts

Fine-tuning our practice…

60% of questions asked by teachers are lower-order, calling for recall or recitation

20% are procedural

20% are higher-order, asking for evaluation or analysis

(Reinventing Project-Based Learning, pp.114-119)

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Closing Thoughts

What questionsdo you have?

Photo by Jim Kuhn

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Let’s Continue the Conversation

Contribute to the discussions in Classroom 2.0 group PBL~Better with Practice www.classroom20.com/group/pblbetterwithpractice

Two more live events—March 4, March 11

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Resources

Terry Smith:http://smithclass.org/

Anthony Armstrong:

http://web.me.com/armstrong.anthony/CR20/CR2.0.html

Krauss/Boss Reinventing Project-Based Learning blog:http://reinventingpbl.blogspot.com

Project Foundry:http://projectfoundry.org

Learn Central

http://www.learncentral.org/