THE RED FRAMEWORK: AN INTEGRATED APPROACH TO...

Mid Pac Kupu Hou Academy, May 2013, Dr. Lisa Mireles, [email protected]

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THE RED FRAMEWORK: AN INTEGRATED APPROACH TO SCHOOL TRANSFORMATION

KUPU HOU ACADEMY, MID-PACIFIC INSTITUTE DR. LISA MIRELES

MAY 31, 2013 8:00 A.M. – 9:30 A.M.

DRIVING QUESTIONS

• Why RED? • What is Deep Learning? • How Can Teachers Design Meaningful & Engaging Learning Experiences? • What Role Do Teachers Play in Shaping School Environments That Support Deep

Learning? • How Can Teachers Ensure That Technology is Integrated Both Ubiquitously &

Authentically? 8:00 – 8:30 RED 101: Laying the Foundation 8:30 – 9:15 RED Design Elements

PEDAGOGY • Relevance • Engagement • Deep Learning

TEACHER LEADERSHIP

• Relationships • Empowerment • Deep Learning

TECHNOLOGY

• Right Tool/Right Task • Equitable Access • Deep Learning

9:15 – 9:30 Discussion & Action

Baby Steps: What’s Your Action?


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THE RED FRAMEWORK FOR SCHOOL TRANSFORMATION

A THREE DIMENSIONAL APPROACH

THE RED FRAMEWORK


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SURFACE VS. DEEP LEARNING

THEMATIC UNITS: SURFACE LEARNING

INTEGRATED UNITS: DEEP LEARNING

Topics are often selected at random and are based on language themes (colors, pirates, fantasy etc.) Topic selection is often NOT content driven.

Topics are seen as vehicles for the gradual development of big ideas about society. CONTENT drives the unit.

Activities are often only linked to the topic: a transport theme may involve students making a graph of the different colored cars in the car park. The learning about transport itself is minimal

The teacher asks: How will this activity help to develop and challenge students’ understandings about this topic? Activities are INTENTIONALLY designed to develop planned understandings about the topic.

Attempts are made to include every area of the Curriculum in each theme, often resulting in forced rather than genuine links. The teacher may ask, for example: How can I make Math fit into this theme?

The study of society drives the teacher’s planning and forms the content of the unit. Math, language, art and other areas are selected according to the extent to which the learner can purposefully use them. The students and teacher might ask: What is the most effective way we could present this data?

There is no necessary sequence of activities. They tend to be discreet and unconnected and are able to be carried out in random order.

Activities are developed along an inquiry model of teaching and learning. Units move through a broad sequence of stages.

The various separate curriculum areas largely drive themes but they are typically not presented in an integrated manner.

The unit merges areas of the curriculum together in purposeful ways to show connections across disciplines.

Themes are often planned as the whole classroom program: all or most activities done during the course of the week are under the umbrella of one topic.

Integrated units are a significant part of the classroom program. Regular routines continue to operate alongside them and there will be times when the teacher will ‘step out’ of the unit to focus on a particular skill or concept or other curriculum area.

Student choice and input may be limited within a theme; activities are planned and directed by the teacher.

Teachers consider both the interests and needs of students in their planning. A degree of choice exists for the learner but this is negotiated with other students and with the teacher.

• TREAT IDEAS AS UNRELATED BITS OF KNOWLEDGE • MEMORIZE FACTS & CARRY OUT PROCEDURES ROUTINELY • FIND DIFFICULTY MAKING SENSE OF NEW IDEAS PRESENTED

• SEE LITTLE VALUE OR MEANING IN LEARNING TASKS • STUDY WITHOUT REFLECTING ON PURPOSE OR STRATEGY • FEEL UNDUE PRESSURE AND WORRY ABOUT WORK

Surface Learning

• RELATE IDEAS TO PREVIOUS KNOWLEDGE & EXPERIENCE

• LOOK FOR PATTERNS & UNDERLYING PRINCIPLES

• CHECK EVIDENCE & RELATE IT BACK TO CONCLUSIONS

• EXAMINE LOGIC AND ARGUMENT CAUTIOUSLY

• AWARE OF UNDERSTANDING THAT DEVELOPS WHILE LEARNING

• ACTIVELY INTERESTED IN CONTENT

Deep Learning


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PROJECTS VS. PROJECT BASED LEARNING

PROJECTS PROJECT BASED LEARNING

Projects done in school are usually the RESULT of learning students have already done.

Students tend to learn about a topic through readings, worksheets, and direct teacher instruction before they are allowed to work on the project.

Create a project that demonstrates the learning that has occurred through the unit.

Teacher driven. The task is usually only seen/found in

school settings. Students take information and

reorganize it. Can be done individually. Usually assessed only by the teacher

The project is not simply the visible result or culmination of the learning, but rather the CAUSE of the learning.

Learning is guided by essential or driving questions.

Students inquire to uncover or discover the information needed to answer a question, solve a problem/mystery, or invent/create something new.

Student driven Mimic something an adult might do in

the real world of work. Students take information in order to

evaluate, synthesize & create something new with it.

Require a group approach with outside expert/adult input

Presentation of Learning is Public and/or Authentic

PROJECT BASED LEARNING CONTINUUM

Scripted Lessons Rich, Deep Driving Questions Reading, Outlining Skills Crossing All Disciplines Answering Questioning Something Extra, Afterthought Sets Up a Need to Know Teacher Directed Student Voice & Choice First Draft is Final Draft Multiple Revisions In Class Presentation/Assessment Public Display of Learning Products Look the Same Originality & Creativity Test and Forget Internalization of Knowledge: DEEP LEARNING


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Activity-Based vs. Project Based Teaching Strategies Example Themes

Activity-Based Instruction

Project-Based Learning Differences Between the Two Strategies

Civil War Battles

Take a field trip to Gettysburg. Write a report on the experience.

Investigate the question "How could wars be made more humane?" Use Gettysburg as an example of a high-casualty battle, comparing it to other battles. Complete a portfolio, including an essay and a literary response journal, then conclude with a debate.

Students investigate an overall challenging question. Distinct activities are conducted in the context of the challenge. No single activity is likely to be sufficient for responding to the challenge.

Sound Pollution

Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear.

Identify five sound pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each.

Although the activity-based tasks are useful for instruction, the tasks themselves may not be provocative. The project-based approach, in contrast, defines an overarching challenge and embeds these tasks (listening, graphing, identifying features) in a meaningful community project.

Ancient Architecture

Make posters depicting the architecture of ancient Egypt.

Complete a case study on the pyramids using the question "How were the pyramids built?" to address five controversial issues: source of the design, source of materials, time to completion, method of transportation of materials, and contents of the chambers.

The project addresses fundamental principles and issues. The project has an overarching question that engages students' critical thinking as well as their creativity. The project reflects current historical mysteries and investigations.

Geometry

Observe and measure various school buildings and record data.

Design a "School of the Future" with scale drawings and models, taking into account the site and anticipated needs. Present plan to an audience of school officials or community experts.

This complex project goes beyond simply "getting students out of their seats.'' It requires application of concepts and a defense of choices made.


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The Six A’s of Designing Projects

The Six A’s constitute a powerful list of features that are present in high quality classroom projects. Many teachers use these six factors as a quality check during the project design process. Developed by Adria Steinberg, Jobs for the Future. Used by permission.

AUTHENTICITY Project emanates from a problem or question that has meaning to the student. Project problem or question is actually tackled by adults at work or in the community. Students produce something that has personal and/or social value beyond the classroom.

ACADEMIC RIGOR Project leads students to acquire and apply knowledge central to one or more discipline or

content area. Project challenges students to use methods of inquiry central to one or more discipline (e.g.

to think like a scientist). Students develop higher order thinking skills and habits of mind (e.g. searching for

evidence, taking different perspectives).

APPLIED LEARNING Learning takes place in the context of a semi-structured problem, grounded in life and work

in the world beyond school. Project leads students to acquire and use competencies expected in high performance work

organizations (e.g. teamwork, problem solving, and communications). Work requires students to develop organizational and self-management skills.

ACTIVE EXPLORATION Students spend significant amounts of time doing field-based work. Project requires students to engage in real investigation, using a variety of methods, media,

and sources. Students are expected to communicate what they are learning through a formal exhibition.

ADULT RELATIONSHIPS Students meet and observe adults with relevant expertise and experience. Students have an opportunity to work closely with at least one adult. Adults collaborate on the design and assessment of student work.

ASSESSMENT PRACTICES Students reflect regularly on their learning using clear project criteria that they have helped

to set. Adults from outside the classroom help students develop a sense of real world standards for

the work. Opportunities exist for regular assessment of student work through a range of methods,

including exhibitions and portfolios.


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SIX A’s PROJECT DESIGN RUBRIC UNSATISFACTORY BASIC EXEMPLARY

Authenticity Where in the real world might an adult experience or tackle this work?

The project has little or no connection with the outside world.

The problem or question has little or no meaning to the students.

There is no audience for the student work.

The project simulates "real world" activities.

The problem or question has meaning to the students.

There is an appropriate audience for the student work.

Adults in the "real world" are likely to tackle the problem addressed by the project.

The problem or question has meaning to the students.

There is an external audience for the student work.

Academic Rigor What is the central problem? Driving question? Key concepts?

The Driving Question is not based on standards.

The project demands little specific knowledge of central concepts.

Students can complete the project without learning new content.

Project does not include habits of mind in outcomes.

The Driving Question is based on standards.

The project demands specific knowledge of central concepts.

Students learn minimal content. Project reinforces previously

learned habits of mind.

There is a well-defined and clear Driving Question that is derived from specific national, state, district, or school content standards.

The project demands breadth and depth of specific knowledge of central concepts.

Students develop new habits of mind (e.g., questioning; precision of language and thought; persistence).

Applied Learning How will students apply their knowledge to a complex problem? What will they actually do?

Students do not apply new knowledge to a problem.

Students are not required to develop collaborative or teamwork skills.

Students apply new knowledge to a problem.

Students are required to work in teams.

Students use self-management skills to improve their performance.

Students apply new knowledge to a realistic and complex problem.

Students use multiple high-performance work organization skills (e.g., working in teams; using technology appropriately; communicating ideas, collecting, organizing, and analyzing information).

Students formally use self-management skills (e.g., developing a work plan, prioritizing pieces of work, meeting deadlines) to improve their team's performance.

Active Exploration What field based activities will the students engage in?

No research is required. Students gather information

from textbooks or other secondary sources.

Students use raw data provided by the teacher.

Students conduct their own research.

Students gather information from a limited number of primary sources.

Students do field-based activities (e.g., interviewing experts, surveying groups of people, exploring worksites).

Students gather information from a variety of primary sources and use a variety of methods (interviewing and observing, collecting data, model-building, using on-line services).

Adult Connections Who besides the teacher will the students interact with? Do they have relevant expertise?

Students have no contacts with adults outside of school.

Students have limited contacts with adults outside of school (e.g., guest speakers).

The teacher uses role-playing or other staff members to simulate "expert" contact.

Students have multiple contacts with adults outside of school who have expertise and experience and who can ask questions, provide feedback, and offer advice.

Students have the opportunity to observe and work alongside adults in a worksite relevant to the project.

Adults outside of school provide students with a sense of the real-world standards for this type of work.

Assessment Practices Will students help set the criteria? How will they receive ongoing feedback?

Students are not provided with explanation of the assessment at early stages of the assignment.

The only product is a culminating exhibition or presentation.

Students are provided with a clear explanation of the assessment in the early stages of this assignment.

Students receive infrequent feed-back on their works-in-progress from teachers, mentors, and peers.

The project includes multiple products.

The final product is a culminating exhibition or presentation that demonstrates their ability to apply the knowledge they have gained.

Students help in establishing assessment criteria.

Students use a variety of structured self-assessments (journals, peer conferences, conferences, rubrics). Students receive frequent and timely feedback on their works-in-progress from teachers, mentors, and peers.

The final product is a culminating exhibition or presentation in front of an informed audience.

The project employs multiple products, and all products are aligned with outcomes.

Courtesy of the Buck Institute of Education (www.bie.org). The rubric is adapted from materials provided by Napa New Technology High School, Napa, CA. The “Six A’s” is adapted from Adria Steinberg, Real Learning, Real Work (Boston, Mass: Jobs for the Future, 1997).


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DESIGNING AND PLANNING SUCCESSFUL PROJECTS

STEP 1 – BRAINSTORM PROJECT IDEAS

• Develop a project idea • Decide the scope of the project • Select standards • Incorporate simultaneous outcomes • Work from project design criteria • Create the optimal learning

environment

STEP 2 – CRAFT THE DRIVING QUESTION

• Make sure the question is provocative • Make sure the question is open-ended • Make sure the question goes to the heart of the topic and/or discipline • Make sure the question is challenging (why or how versus who or what) • Make sure the question is consistent with curricular standards

STEP 3 – PLAN THE ASSESSMENTS

• Align products with outcomes o Work backwards o Decide on culminating products o Consider multiple products and artifacts

• Know what to assess • Use rubrics

STEP 4 – MAP THE PROJECT

• Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a storyboard • Create a calendar

STEP 5 - MANAGE THE PROCESS

• Share the project goals with your students • Use problem-solving tools • Use checkpoints and milestones • Plan for evaluation and reflection


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PBL BRAINSTORMING

STEP 1: POSSIBLE PROJECT IDEA What will we learn?

STEP 2: POSSIBLE DRIVING QUESTIONS

What matters most?

STEP 3: POSSIBLE PERFORMANCE TASKS

How will we know we have learned?

STEP 4: MAPPING OUR PROJECT How will we learn?

(Possible Learning Tasks)

STEP 5: MANAGING OUR PROJECT How will we stay on track?

POSSIBLE RESOURCES What resources will support deep

learning and/or the expression of our deep learning?

(People, Websites, Organizations, Books, Technology Tools etc.)


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STEP 2: THE IMPORTANCE OF DRIVING QUESTIONS

?

Whether they are called “essential,” “focus,” or “driving” questions, many teachers find unifying queries to be useful organizers for project work. These materials were developed by the Buck Institute for Education, a nationally recognized leader in PBL instruction and training materials.

The Driving Question is what makes a project intriguing, complex, and problematic. Although typical classroom assignments like story problems and essays pose questions that students must answer, a Driving Question is more complex: it requires multiple activities and the synthesis of different types of information before it can be answered. A Driving Question brings coherence to disparate project activities. In addition, a Driving Question promotes student interest and propels students toward the project’s goals and objectives. Although it is usually easier to focus students’ attention on a single question, some topics will require multiple Driving Questions. When writing a Driving Question, there are a number of things to keep in mind: • Driving questions are provocative. They must sustain students’ interest during the project and

challenge students to go beyond superficialities. • Driving Questions are open-ended. They do not lead to easy answers. Instead, Driving

Questions engage students in higher-level thinking and require them to integrate, synthesize, and critically evaluate information.

• Driving Questions go to the heart of a discipline or topic. They can focus on controversies central to a field and debated by the experts within them.

• Driving Questions are challenging. They encourage students to confront difficult issues and try out unfamiliar behaviors.

A 12th grade history teacher developed a project to address national standards associated with conflict and revolution as well as historical inquiry. One of the driving questions for the project was “When are people justified in revolting against an established government?” Students studied revolutions and revolutionary movements in Central America, Russia, Spain, and Africa looking for common patterns and principles.

A Vermont science teacher wanted her students to understand how rocks are formed and to learn about the sources, properties, and mineral compositions of indigenous Vermont rocks. She created a project by asking students: “How could we build a new community center using only materials that are native to the state?” This Driving Question focused students’ attention on identifying the structural elements and features of a community center and evaluating the strength and durability of natural and manufactured materials available in the state. More importantly, this driving question led students to make careful decisions about why, for example, slate is appropriate for roofs, but not for playgrounds.

• Driving Questions arise from real world situations and problems that students find interesting.

They encourage students to pay more attention to the world around them and become involved in concerns that affect their community and society in general.

• Driving Questions are consistent with curricular standards and frameworks. It is not enough

for a question to be provocative. It must also lead students to master the agreed upon skills, knowledge, and processes that define a course of study.

• Driving Questions must be feasible. They must be conceived with an eye toward available

resources and student skills.


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IDEA BANK: REFINING DRIVING QUESTIONS

INITIAL DRIVING QUESTION IMPROVED DRIVING QUESTION What is radiation fog and how can it be dangerous? Good beginning. The question requires students to focus on central scientific principles.

How can we reduce traffic accidents associated with radiation fog? Good expansion. Students will still have to understand the principles of radiation fog. In addition, they will have to apply this understanding to generate solutions.

What have been the most popular 20th Century novels among teenagers? Good beginning. The question integrates the curriculum topics of genres, plots, and characters in a way that teenagers might find appealing.

What instructions would you give a computer so it could create a book combining the plot features, characters, and genre features popular with teenagers in the 20th Century? Good reframing. This question covers the same content as the initial question, but adds a generative and challenging culminating activity.

What is global warming? Good beginning. The topic is central to both the earth science curriculum and current events.

Should we be worried about global warming in our town? This rewording brings the Driving Question home. With this statement, students can anchor their investigations in local geography, climate, and ecosystems.

Was Truman’s decision to drop the bomb justified? Powerful question. It forces student to confront the dilemmas and consequences of war. Students will not only learn history, but will also learn about issues that remain relevant today.

Can the use of nuclear weapons be justified? Broadening the question increases its power. The project can now focus on a number of different decisions about the use of nuclear force, require students to compare these situations, and lead students to develop and justify their own decision criteria.

What does it mean to live at a subsistence level? Good beginning. This Driving Question focuses on a central concept and prompts students to learn about poverty, survival, and economic development.

Could my family live at a “subsistence level”? A better wording for the question. Students will learn about poverty, survival, and economic development, but will now be required to apply what they have learned to their own family and daily life.

How has robotics and automation changed our society in the past century? Good question. The question prompts students to learn about economics and automation, and it also leads students to apply what they have learned.

How might robotics and automation change our town and its businesses in the next century? A better question. Students will probably learn how society has changed to date from automation and robotics. They might also learn about anticipated technological changes and their possible effects, and they are sure to find this project more engaging because it is relevant to their present and future lives.

What happened to the Anasazi? Create an exhibit using words and pictures. Good question. The question prompts students to learn what life was like in pre-Columbian America and appeals to their interest in mysterious phenomenon.

Why did the Anasazi/Inca/Aztec civilizations disappear? Put together a presentation that supports our case suitable for an archeology convention. A better question. The use of multiple civilizations may increase students’ learning of pre-Columbian civilizations as well as increase the breadth of their explanations. Making them work towards a professional presentation may increase their sense of authenticity and realism.

Adapted from the Buck Institute for Education


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SAMPLE UNITS OF DISCOVERY WITH DRIVING QUESTIONS

HOW DO HUMANS

CONNECT?

WHERE ARE WE IN TIME

AND PLACE?

HOW DO WE EXPRESS

OURSELVES?

HOW DO THINGS WORK?

HUMAN INGENUITY & DESIGN

SHARING THE

PLANET

Title: Conflict Resolution Essential Understanding There are many reasons for conflict between individuals but there a variety of ways to resolve these conflicts. Essential Questions: • What is

conflict? • What creates

conflict? • What are the

consequences of conflict on individuals and groups?

• How can we best resolve conflicts with our peers and families?

• How is conflict resolved in different cultures?

Title: Native Americans Essential Understanding: The ability to adapt allows humans to survive and migrate. Essential Questions: • What are the

origins of Native Americans?

• How did the environment of Native Americans impact their lifestyle and culture?

• How has the lifestyle and culture of Native Americans changed over time?

• What was the impact of contact on Native Americans?

Title: Very Inspiring People (VIP’s) Essential Understanding: When people act on their beliefs and talents, they can change and influence the world. Essential Questions: • What does it

mean to be inspiring?

• What are the differences and similarities between very inspiring people and us?

• How do very inspiring people change and/or influence the world?

• Can we create a profile of a very inspiring person?

Title: The Solar System Essential Understanding: The Earth is part of a vast and complex universe that we are striving to better understand. Essential Questions: • What

comprises the solar system?

• How did ancient peoples explain the solar system?

• How do we learn about the solar system?

• What is the technology of space exploration? (past, present and future)

Title: Plants and Food from the Earth Essential Understanding: The Ahupua’a supported a self-contained community working with a spirit of cooperation of caring and revering the land to meet the needs of all. Essential Questions: • What is the

nature of the Ahupua’a?

• How were plants and foods cultivated and shared under the Ahupua’a system?

• What were the various roles of individuals in the Ahupua’a?

• How did interdependence work in the Ahupua’a?

• Does Ahupua’a work in today’s society?

Title: Wings, Waves and Wind Essential Understanding: Kauai’s ecosystem is comprised of a unique blend of endemic and introduced species. Essential Questions: • How does

Kauai’s ecosystem work?

• What is the difference between endemic and introduced species?

• How do introduced species arrive on Kauai?

• What is the impact of introducing new species to a natural habitat?

• What species are endangered or extinct on Kauai?

• What organizations are trying to protect Kauai’s plant and animal species?

SAMPLE PLAN FOR A YEAR – CAN BE USED WITH ANY GRADE LEVEL.


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STEP 3: PLANNING THE ASSESSMENT

DO ALL STUDENTS NEED TO SHOW WHAT THEY KNOW, IN THE SAME WAY, ON THE SAME DAY?

TRADITIONAL MORE RELEVANT MULTIPLE MULTIPLE

POSSIBLE APPS

Interviews Letter Poster Brief

Proposal Poem

Outline/Essay Brochure/Pamphlet

Survey/Questionnaire Autobiography Book Review Data Analysis

Timeline

Idea Sketch Brainstorms Podcast

Wiki/Blog/Vlog Original App

MindMeister Outlines iTunes Playlist Google Forms Photo Collage

Annotated Collection of Resources or Bibliography

Movie Script Infographic

Mock Twitter or Edmodo Feeds

CULMINATING CULMINATING POSSIBLE APPS Speech/Debate

Play/Musical Piece/Dance Oral Report

Panel Discussion Dramatic Reenactment

Newscast Proposal

Art/Photo Product Exhibition of Products

How To Manual Diorama

PSA Prezi or Keynote

Documentary Animoto or iMovie

Garage Band Composition Annotated Google Earth

Exploration Explain Everything or Show Me

Tutorial Web Page

Digital Scrapbook or Virtual Museum

Community Awareness Event

ARTIFACTS ARTIFACTS POSSIBLE APPS Notes

Journal Entries Descriptions of Activities

Search History Email records

Purchase receipts Samples

Conversations Minutes of Meetings

Discarded ideas Prototypes

Group Process Reports Self-Reflections

Quickvoice Reflections Annotated instagram Feed

Wunderlist To Do Lists iBrainstorms

MindMeister Meeting Notes Blogs Vlogs

Google Hangout Chat Feeds Evernote Notebooks


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STEP 4: SAMPLE 6 WEEK PROJECT CALENDAR

Giving students a detailed project calendar not only provides them with important details about due dates, it also models an important organizational skill. The calendar below is a generic template that traces the typical sequence and flow of a six-week project.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1

Introduce unit and project, hand out descriptor, rubrics, and calendars

CONTENT

CONTENT

Project Day: Fill out group preference ballots, view examples of last year’s work

Project Day: 1st team meeting, plan & map back from exhibition

2

CONTENT

Project Day: Research & skill building (interviewing)

CONTENT

CONTENT

Project Day: Guest speaker – reporter talks about interviews

3

CONTENT

Project Day: Skill building and team time

CONTENT

CONTENT

Project Day: Reflection and process report due

4

CONTENT

Project Day: Team product production time

CONTENT

Project Day: Team product production time

CONTENT

5

Project Day: Teacher/team conferences and work time

CONTENT

Project Day: Teacher/team conferences and work time

CONTENT

Project Day: In-class “dry run” of exhibition

6

Exhibition at local foundation

Library displays mounted, school exhibition with Q&A session

Written evaluation due, oral debrief w/ whole class

Work samples prepared for portfolios, exam review

Final Exam


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STEP 5: Great Groups, Terrific Teams

Most effective PBL experiences involve student teams or groups. While there are many different ways to create and manage student groups, the teacher-tested suggestions below will help you to make thoughtful grouping decisions and to set up effective project teams.

CREATING GROUPS Questions to Consider: Creating project groups is an art, not a science. However, teachers need to be thoughtful about creating groups and should be able to support their choices with instructionally sound arguments. When creating groups, be sure to consider the following questions: Number of groups:

► Are there sufficient resources and materials to supply all groups? ► Will there be enough time to have all groups exhibit or present their work? ► Should the number of groups be adjusted in order to produce a desired group size?

Size of groups: ► Is there enough work to keep all group members occupied? Is there too much work?

Membership of groups: ► Is it desirable to create heterogeneous groups? ► Do language issues have an impact on student groupings? ► Should students with specific skills be grouped together or separated? ► Do any groups contain volatile combinations of student personalities? ► Are students asked to work with different students throughout the year? ► Are there occasions when advanced students should be grouped together?

Pros and Cons of Primary Grouping Methods: Most teachers create groups using one of the three methods below. Each has its limits:

GROUPING METHOD PROS

CONS

Students select their own groups Students generally get along with their group members

Students aren’t challenged to work with different people, unbalanced size likely

Students select groups based on interest in topics

Topic of interest likely to result in greater degree of student engagement

Unbalanced size likely, some students may make selections based on their friends rather than topics

Teacher selects groups Teacher can create heterogeneous, balanced groups

Student buy-in is compromised due to lack of input

Two Effective Grouping Strategies: The two grouping strategies below attempt to combine a student choice element with ultimate teacher discretion. Strategy #1 Students first submit the name of 1-2 people who they really want to work with, and then the teacher assembles pairs or trios into larger teams, taking into consideration all appropriate grouping factors. Strategy #2 This strategy works well when teams will be focusing on different topics:

1) Teacher creates a “ballot” that lists all possible project topics. 2) Students rank the options based on their preferences on the “ballot.” 3) Teacher sorts the ballots into piles based on students’ first choice. 4) Teacher moves students to different piles to balance group size, gender, skills, etc. 5) As much as possible, students are moved to their next highest choice.


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MANAGING GROUPS: BALANCING THE WORKLOAD Teachers (and some students) often complain that project teams result in an unbalanced division of labor where the top students wind up doing the majority of the work and the “slackers” ride their coattails. While there is no way to completely eliminate this problem, groups can improve time on task and move closer to a healthy workload balance through the strategies below: Increase the Engagement Some students remain unmotivated in group settings because they are not interested in the group’s task. The power of PBL is that a well-crafted project that incorporates the Six A’s of PBL design can result in higher student engagement, and thus a more balanced group workload. If some students “check out” of your group project, reexamine the project design and pay special attention to the authenticity, active learning, and adult relationship dimensions. Build Community Groups and teams function more effectively when there is at least a trace of affinity between the members. Many teachers begin group project experiences by investing in the group’s interpersonal relationships through fun (and often project-related) community-building activities. Scavenger hunts, trust walks, and friendly group competitions can pay big dividends over the course of a long-term project. Teach Group Skills Many students, particularly at the upper grades, can learn to help include and motivate their peers if taught to do so. Consider explicit instruction on topics such as group dynamics and active listening. In one academy program, students in new group experiences are required to share their strengths, weaknesses, AND are asked to share with the group one strategy to help get them back on track when they exhibit their weakness. It sounds like this: “I’m a good writer, but I have trouble with procrastination. If you see me procrastinating during this project, remind me verbally and help me come up with a deadline for my work.” Assign Group Roles While experienced PBL students can be expected to manage their own workload and create any necessary group roles, students new to the approach should be provided with more structure in this area. As suggested by much of the formal cooperative learning training, groups can be assigned specific roles (facilitator, liaison, recorder, etc.) to ensure that each member makes a significant contribution. If you use this approach, be sure to provide adequate training and explanation for each role, and make sure students rotate through different roles from one project to another. Include Individual Accountability Checks If carrots don’t work, try some sticks. Many veteran PBL practitioners incorporate both group and individual responsibilities in their project work. For example, while groups are working to create web sites about native plant species, each student is required to research and write a paper about a related topic. If properly sequenced, this individual work can be incorporated into the overall group product. Conduct Frequent Check-Ins Countless group project disasters have been averted through the timely interventions of savvy teachers! When students are given class time to work in their groups, teachers often sit in on group discussions to gauge group progress, coach students towards solutions, and determine which students need prodding. Written check-ins are also an effective way to gather reconnaissance on group efforts. Use Real-World Strategies In the business world, workers who are poor team players often have difficulty advancing within their organizations. While students should not be “fired” from project work, some teachers have found success by developing elaborate rewards and accountability systems. One project-based program has students complete written evaluations of their group members at the end of each project. The evaluations then are filed in a “resume” folder that follows each student to their next group. This accountability measure motivates students to improve upon their past performance.


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Use a Balanced Grading System Students who are motivated by a desire to pass your class may be inspired by the inclusion of an individual participation grade in project work. Some teachers give students a significant voice in determining individual grades. One method uses a “zero-sum” system whereby student projects are given a lump sum of points that students within groups then haggle over and distribute to individuals. Other approaches ask older students to provide feedback on the efforts of their group members. A simple “brag sheet” format (as seen below) can be used to collect valuable information about individual participation.

Courtesy of Swanson & Cosgrave

GROUP PARTICIPATION “BRAG SHEET”

Directions: Write the names of each group member in the appropriate box and comment on their contributions to the group. On the back, describe IN DETAIL your own contributions to the project.

LEVEL DESCRIPTION NAMES

Excellent Worked extremely hard, provided essential contributions to group, served as a leader and

model for all, completely responsible

Chris – was a leader, helped others do their best

Good Worked hard, provided important contribution to group, a “team

player”, responsible

Pat – always on task and organized

Satisfactory Usually worked well, helped group complete tasks

Jo – OK, did what was asked

Unsatisfactory Frequently off task, absent, and/or disinterested, made the

group efforts more difficult

Terry – Missing in action


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iPad Artist Project: Starting Simply Driving Questions:

What makes an artist? How do artistic styles vary across cultures and centuries?

Learning Task: In triads or quads, select any famous painter and create a 3-5 minute stand-alone presentation using an iPad that a museum might include as a “learn more about this artist” feature next to a painting of that painter or on their web-site. Make sure to include the following information in your presentation:

5 Significant Biographical Facts 5 Meaningful Personal Traits 5 Achievements/Accomplishments as an Artist 5 Examples of His/Her Work with a short 1 paragraph summary of each Bonus points if you create an original image that replicates his/her artistic style

Getting Started:

How might you get started? What roles might you each take on to ensure optimal task and group success? What research apps might you use for this task? What arts apps might be helpful? What apps might be good for organizing your work? What apps might be best for presenting your work? What other questions do you have?

Project Criteria:

Criteria

Exceeds Meets Working Towards

Group Effectiveness: We worked together harmoniously & efficiently with equal contributions from all members.

Creative: Our final product was engaging, out of the box and entertaining.

Informative: We included all the required elements with flair & all members of our audience will remember at least 3 takeaways about our painter.

Quality: We would be proud to have this in a museum or on a web-site


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PBL RESOURCES

On-line resources for educators are expanding at a dizzying rate. Below are some of resources you might find useful.

PROJECT-BASED LEARNING Buck Institute for Education - http://www.bie.org This site contains materials and training for middle and high school teachers to help plan and implement project-based units in their classrooms. There is a resource page with an extensive set of links to other PBL sites. Edutopia – George Lucas Educational Foundation (www.edutopia.org/) The Lucas Educational Foundation’s Teacher Resource Center includes video clips highlighting exemplary projects What Kids Can Do (www.whatkidscando.org/index.asp) This national non-profit organization focused on student voice has links to several outstanding projects in their “projects and products” section. WestEd PBL Network (www.pblnet.org/) A national network of schools and resources focused on PBL Pearson-NAF Project Based Learning Resource Packet (http://pearsonfoundation-naf.org/downloads/PBL_Guide.pdf) This brief PBL packet was written by Swanson & Cosgrave Consulting for the Pearson Foundation’s partnership with the National Academy Foundation. International Education and Research Network (iEARN - Canada) (www.iearn-canada.org/guideontheside.html) A vast array of PBL-related topics, examples, tools and ideas for teachers, provided by the Canadian chapter of the iEARN network PBL SITES AND SCHOOLS Expeditionary Learning Outward Bound (www.elschools.org) Promotes a methodology using an “expedition” as the core for learning. The approach is experiential and the site has great projects and ideas. Ron Berger is one of the leaders here. Coalition of Essential Schools – (www.essentialschools.org) Focus on ten essential principles and using them to organize schools, classrooms, teachers and students. Some great ideas & philosophy to ponder. High Tech High School – (www.hightechhigh.org) Many K-12 projects on the site with a bonus of great PBL resources. Very well developed student exhibitions. The products at a very high professional level. Kathy Schrock’s Guide for Educators http://discoveryschool.com/schrockguide “Kathy Schrock's Guide for Educators is a categorized list of sites useful for enhancing curriculum and professional growth.” Use the search option to access a list of projects and project-based learning resources. The Global Schoolhouse http://www.gsn.org The Global Schoolhouse site is an on-line projects site that contains a projects registry of collaborative projects, organized by topic, grade, and project date.


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How Did We Do?

Please take a few minutes at the end of the session to complete the evaluation questions on this page. Your thoughtful feedback will help us to improve our presentations in the future. Thank you in advance for your helpful comments!

Presenter(s): Lisa Mireles Date: 5.31.13

Topic or Title of Session: RED: An Integrated Approach to School Transormation

STRONGLY DISAGREE

DISAGREE UNSURE AGREE STRONGLY AGREE

This session was well organized. 1 2 3 4 5

The concepts and ideas covered in this session were clearly presented. 1 2 3 4 5

The visual materials for this session (print and electronic) helped convey the content. 1 2 3 4 5 The examples and models used in this session helped to illustrate key concepts. 1 2 3 4 5

The presenter/s was knowledgeable. 1 2 3 4 5

The presenter/s was engaging. 1 2 3 4 5

This session was worth my time. 1 2 3 4 5

I plan to implement ideas from this training in my classroom. 1 2 3 4 5

The best aspects of this session were… (use back of sheet if necessary) This session could be improved by… (use back of sheet if necessary)

PLEASE GIVE THIS SHEET TO YOUR PRESENTER WHEN COMPLETE!

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