PROJECT

MANAGEMENTD.Q. How do we effective manage the problem/project

based process to substantially enhance student

learning?

Enduring Understandings related to

cognition

• Social Learning Theory: Human learners benefit

enormously from social examples, from directed

instruction, and from corrective feedback. Learning from

exposure to the information provided by other people

represents a fundamental aspect underpinning human

adjustment and evolution; the more expert these ‘other

people’ are in understand the progression of learning, the

more effective is the learning.

• Hattie and Yates (2014)

Enduring Understandings related to

cognition

• Role of Prior Knowledge: We naturally learn from

exposure to information detected by our senses. But to

increase our knowledge base, this information has to

possess a level of organization which matches how our

minds are structured and organized.

• Hattie and Yates (2014)

Cognitive Accelerators

• 1- Cognitive Conflict- The mind develops in response to

disequilibrium

• 2- Metacognition-The mind has a growing ability to be

conscious of, and take control over its own processes.

• 3.- Social Construction- high-quality discussion with

peers and mediated by teachers are critical for cognitive

development

Challenges in PrBL/PBL

• E.g.

• Problem Solving Teaching E.S. .61 (221 studies, 15,235 students)

• Problem-based learning E.S. .15 (285 studies, 38,090)

• Powerful moderators are found in the literature; these

moderators are predicated on the cognitive elements

discussed prior.

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and responding to

that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction,

and providing students with a clear understanding of expectations for

meeting learning outcomes (Where are we going?, where are we now?,

and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep

level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Impact on PrBL/PBL: Intervention Practitioner

• Facilitate the problem solving process, direct the learning

unapologetically.

• Access and utilize student’s prior knowledge in daily

practice.

• Students learn from experience, but that experience

perceived differently by all students.

• Design the learning experience to focus on the cognitive

aspects of the work.

Building Blocks of Pedagogy

• Content/Skill Development- How do I develop student content knowledge and skill over time?

• Routines- What patterns of practice to I/we infuse in the classroom to enhance student learning over time?

• “Just in Time” Responses- When situations emerge in the classroom how I do/we respond to enhance student learning over time?

Project Launch

Teaching and Learning Process

Critique and Product

Finalization

Project Presentation

Critique

PBL: Students are pulled through the curriculum by a driving question or

realistic problem that provides a “need to know”. Lectures, readings, and

skill building are integrated into the problem as the students need the

information.

Know/ Need to Know

Project-Based Learning Unit:

Project

Launch

Entry Event and

Rubric Create

“Need to Knows”

and Next Steps

Activities

Workshop

s

Lectures

Homework

Benchm

ark

Research

Labs

Simulation

sDiscussio

ns

Modeling

Reading

Benchm

ark

Interviews

Quiz

Re

fle

ctio

n o

n

Le

arn

ing

P

R

E

S

E

N

T

Creating

Feedback

Building

Writing

Preparing

Drafts

Project Launch

Teaching and Learning Process

Critique and Product

Finalization

Project Presentation

Critique

Content/Skill Development- How do I develop student content knowledge and

skill over time?

Design

•Develop a performance task and entry event aligned to “applying

understanding” requirements.

Implementation

•Develop workshops for content and skill progression levels

•Align workshops to ‘need to knows’

•Develop a project calendar

• Access technology, maximize adult connections, and utilize collaborative

tools

The Nairobi Decision

• D.Q.: How do you argue for the “Nairobi Proposal” to the

Kenyan National government?

• Task: Present an argument, including a submitted

literature review, to a committee that represents the

interests of local communities, business, tourism, and

science and technology.

• Expectations: The presentation will held on________ and

the government expects the following guidelines are

adhered to_________.

Goals/Scales

• 4.0 Level Expectations

• Predict changes to an ecosystem’s structure if the current human

activity continues and if it changes.

• Analyze how development sin science and technology- such as

agriculture, medicine, or resource availability impact the human

population

• Calculate growth rates to predict future population size

Project Management

Build my calendar

• 1. Phases

• 2. Pedagogical Elements- content and routines

Assessment Types

Unobtrusive ObtrusiveStudent

Generated

Applying

Understanding

Making Meaning

Building

Knowledge

Single/Multiple Ideas- What instructional approaches

will support students in understanding foundational

knowledge (e.g. facts, vocabulary terms) related to

learning outcomes?

Relating ideas- What instructional approaches support

students in connecting and contrasting ideas? What

are generalizations and principles that can be made

about these ideas?

Extending ideas- What instructional approaches support

students in applying the learning outcomes to other

contexts

Next Steps- Teachers

Aligning “High Probability Strategies” from

the Art and Science of Teaching to

Progression Levels.

Outcome Questions Activities

Applying understanding What do I typically do to

engage students in

cognitively complex

tasks involving

hypothesis generation

and testing?

Experimental-inquiry

tasks

Problem-solving tasks

Making meaning What do I typically do to

organize students and

deepen knowledge?

Venn diagrams

Comparison matrix

Building knowledge What do I typically do to

identify critical

information?

Identifying critical input

experiences

Progression Level

Single/Multiple Ideas- What strategies am I using that

will support me in building knowledge and skills (e.g.

facts, vocabulary terms) related to learning outcomes?

Relating ideas- What approaches appear to be working

or I should attempt to connect and contrast ideas? How

am I going as related to making generalizations and

principles?

Extending ideas- What approaches support me in

applying the learning outcomes to other contexts?

Next Steps- Students

Single/Multiple Ideas- What strategies am I using that

will support me in building knowledge and skills (e.g.

facts, vocabulary terms) related to learning outcomes?

Relating ideas- What approaches appear to be working

or I should attempt to connect and contrast ideas? How

am I going as related to making generalizations and

principles?

Extending ideas- What approaches support me in

applying the learning outcomes to other contexts?

Next Steps- Students

A few key items to consider

• Identify ‘lessons’ or activities and products that are

anchored in the content

• Align to the learning process

• Establish routines that engage learners on the cognitive

aspects of a problem or project

• “Just in Time” and routines are anchored in your cultural

agreements

• Teams are put together to enhance learning through

dialogue not for the sole purpose of work flow efficiency

Building Blocks of Pedagogy

• Content/Skill Development- How do I develop student content knowledge and skill over time?

• Routines- What patterns of practice to I/we infuse in the classroom to enhance student learning over time?

• “Just in Time” Responses- When situations emerge in the classroom how I do/we respond to enhance student learning over time?

Routines are…

• to form strong relationships, articulate expectations,

identify current progress, and enable learners and

teachers to co-construct next steps in the learning

process.

E.g.s

• Entry Event

• Twists

• Know/Need to Know Lists

• AfL- cups, strips, whiteboards, open/closed, (basically

anything other than hands up or blurt out).

“Just in Time” Responses are..

• to actualize the strength in our relationships, to articulate

our expectations, identify current progress, and enable

learners and teachers to co-construct next steps in the

learning process.

“Just in Time” Responses are..

• Breaking protocol

• Enhance conversations

Learning Centered Culture and Climate

• Project based learning requires a unique set of

classroom strategies to support all students in meeting

content and 21st Century skill knowledge and skill

based transfer level requirements.

Learning Centered Culture and Climate

Sub-Feature Steps

Group

Parameters

•Create and implement agreements, roles and intervention

processes

•Establish a language of learning and empathy

•Inspect culture and climate through an intervention process

•Structural devices and processes for conversations

Organization Organize room, meetings, and teams to leverage collaboration

Model, Model, Model

#vlconf2014

• Create an agreed upon decision-making process

• Use that process to check for disagreements and to discuss “undiscussables”

• Use questions to address potential conflicts and to explore ideas

• Always check in on each member of the group to make sure they understand group process

• Each group member will explain their actions or beliefs to the group

• Each group member is responsible for all other group members in understanding the task and coaching each other to perform at a high level

• Each group member will explain important words and provide specific examples when needed

• All group members will question other members when they encounter “jump to conclusion” comments

• When sharing ideas all members will advocate their ideas and ask questions about other ideas.

• Be behaviorally specific (e.g. look fors) , e.g. each

group member will explain their actions or beliefs to the

group.

• Stay small, stay focused: test drive a few agreements,

2-3

• Focus on conversational agreements- no need for “be

on time”, everyone knows that

• Create roles- create a viewpoint coach (summarizes

what folks are saying) and a process observer (reviews

agreements and monitors process)

.

• Use agreements to intervene: The strategy I’ve seen

work the best is the following: state facts, test

assumption, ask if assumption is correct, discuss

infraction OR move on.

• Call out “critical moments”- think of those moments

where the use of agreements are critical, did you or your

teammates take action? Process these critical moments,

they are usually in the undiscussable range.

• Arrange meetings for tough conversations, nuts and

bolts go into memos or in short 5-10 minute sequences.

• Be behaviorally specific (e.g. look fors) , e.g. each group member will explain their actions or beliefs to the group.

• Stay small, stay focused: test drive a few agreements, 2-3

• Focus on conversational agreements- no need for “be on time”, everyone knows that

• Create roles- create a viewpoint coach (summarizes what folks are saying) and a process observer (reviews agreements and monitors process)

• Use agreements to intervene: The strategy I’ve seen work the best is the following: state facts, test assumption, ask if assumption is correct, discuss infraction OR move on.

• Call out “critical moments”- think of those moments where the use of agreements are critical, did you or your teammates take action? Process these critical moments, they are usually in the undiscussablerange.

• Arrange meetings for tough conversations, nuts and bolts go into memos or in short 5-10 minute sequences.

Project Launch

Teaching and Learning Process

Critique and Product

Finalization

Project Presentation

Critique

Next Steps

• I. Pre-Work:

• Review your performance task, entry event, and scales- are they

aligned?

• Does your entry event have enough “breadcrumbs” to elicit “need

to knows”?

• II. Management- Content Scope and Sequence

• Develop a series of workshop at the 2.0, 3.0, and 4.0 level

• Craft potential assessments at those levels

• Craft a calendar

• III. Management- Identify one or two routines to utilize

tomorrow.