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    PBL Workshop GB Day 1

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    This document provides an agenda for a 3-day PBL workshop. Day 1 focuses on introducing PBL and having participants experience PBL frameworks. Participants will understand and begin developing a PBL unit to implement in the fall. The workshop aims to help teachers design curriculum aligned with the district's vision of developing creative, critical thinking, self-directed students. Participants will discuss what motivates student effort and how teachers can help students gain skills outlined in the district's portrait of a graduate.

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    PBL Workshop GB Day 1

    Uploaded by

    api-235609000
    82 views39 pages
    This document provides an agenda for a 3-day PBL workshop. Day 1 focuses on introducing PBL and having participants experience PBL frameworks. Participants will understand and begin developing a PBL unit to implement in the fall. The workshop aims to help teachers design curriculum aligned with the district's vision of developing creative, critical thinking, self-directed students. Participants will discuss what motivates student effort and how teachers can help students gain skills outlined in the district's portrait of a graduate.

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    This document provides an agenda for a 3-day PBL workshop. Day 1 focuses on introducing PBL and having participants experience PBL frameworks. Participants will understand and begin developing a PBL unit to implement in the fall. The workshop aims to help teachers design curriculum aligned with the district's vision of developing creative, critical thinking, self-directed students. Participants will discuss what motivates student effort and how teachers can help students gain skills outlined in the district's portrait of a graduate.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    82 views39 pages

    PBL Workshop GB Day 1

    Uploaded by

    api-235609000
    This document provides an agenda for a 3-day PBL workshop. Day 1 focuses on introducing PBL and having participants experience PBL frameworks. Participants will understand and begin developing a PBL unit to implement in the fall. The workshop aims to help teachers design curriculum aligned with the district's vision of developing creative, critical thinking, self-directed students. Participants will discuss what motivates student effort and how teachers can help students gain skills outlined in the district's portrait of a graduate.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 39

    PBL Workshop: Day 1

    Presented By
    Pete Grostic & Elaine Stiefel
    [email protected]
    [email protected]

    Website: bit.ly/GBPBL17
    Participants will…..
    Objective Rationale Evidence

    Leave with a partially or fully formed To prepare teachers for Will complete or partially
    PBL unit implementing a PBL unit complete a unit overview
    in the fall document for a PBL unit

    Understand and experience the To increase teachers’ Will complete 3 day training
    framework of PBL ability to create PBL and have “Need to Knows”
    experiences answered

    Be able to modify curriculum, aligning it To meet district Will design a unit that is aligned
    to your district’s vision of a portrait expectations for teaching with district vision of the ideal
    student using PBL pedagogy and learning portrait student in Grand Blanc
    Day 1 Why?

    Why are we here?


    (3-day Objective)
    Opening Event:
    Authentic Application of Standard
    Introduction:
    Purpose Based Learning
    (Knows and Need to Knows)
    PBL in Action (Video)
    Break Teachers’ needs v.s. Students’ needs
    Roles and Settings
    Portrait of the GB Graduate
    PBL Alignment with district vision statement
    How does the student gain these skills?
    Lunch Intro to Samoan Circle
    Addressing the Effort Gap, Skill Gap and Authenticity
    Understanding the Framework Gap
    Research and Theory
    Addressing what student know, what they think, how Preview of the “how?”
    they act because they know Using the unit planning documents
    Day 2 How?

    What’s on Your Mind?


    Revisit Knows/Need to Knows
    Pick Your Standard
    Analyzing targets and creating
    Facilitated Build Time: emotional connections
    Using Backward Design (UBD)
    Lunch

    Introduction to the Project Pitch


    Intro to Critical Friends and Project
    Scope Statement
    Project Pitch
    Peer review with Critical Friends
    Reflect and Revise
    Inspiration Video
    Preview and Prep for the “What?”
    Day 3 Now, What?

    Morning Meeting
    Defining student voice and
    choice in PBL Update Knows and Need to Knows

    Intro to the Workshop Format


    Classroom Management
    Assessment Lunch
    Video Conference with Teachers in the Field
    Exhibition
    Speed Dating
    Small Group Unit Presentation
    Facilitated Build Time
    Final product revision
    Additional optional workshops
    Synthesis of 3-days with the GB Portrait
    of a Graduate
    Next Steps
    CBD Services
    Certus, Appear, Shoulder to Shoulder
    Day 1 Why?

    Driving Question:

    Why should a teacher


    consider PBL?
    How do standards apply to the real world?

    Authentic
    Application of the Standards
    Carousel Activity
    2 Groups of 20

    Connect the standard to the real world


    Carousel Activity
    2 Minutes - Browse

    What do you notice since you last read the poster?


    Carousel Activity

    3 Minutes - Discuss
    How did it feel to make those
    connections and what was helpful?
    Carousel Activity

    Whole Group Discuss


    What might be some examples of
    cross-curricular connections?
    Where might an authentic audience “fit”
    into a PBL unit?
    Content Knowledge
    What do I KNOW?

    How do How do
    I THINK differently I ACT differently
    because because
    Source framework: Kereluik, K.,
    I KNOW? I KNOW? Mishra, P., Fahnoe, C., & Terry, L.
    (2013). What knowledge is of most
    worth: Teacher knowledge for 21st

    Learning with a Purpose


    century learning. Journal of Digital
    Learning in Teacher Education,
    29(4), 127-140.
    KNOWS AND NEED TO KNOWS
    PBL in Action

    8th Graders write a novel in 30 days


    Teacher’s needs v.s. Students’ needs
    Based on the video shown:
    What are the teacher’s needs?
    What are the students’ needs?

    **located in packet pg. 6


    Ice Breaker
    Work in pairs to get to know each other by
    choosing a starburst color on the table and
    discussing the topic aligned to that color:
    Topics for discussion:
    Purple - Family Red - Mentors/Influences

    Yellow - Education Orange - Movies/Music

    Pink - Favorite Vacation Blue - Bucket List Items


    Portrait of a
    Grand Blanc
    graduate
    Portrait Compared
    to Mission
    The mission of Grand Blanc Community Schools,
    the hallmark of academic and personal excellence,
    is to ensure students actualize their own unique
    genius, freely and without fear, through a system
    distinguished by:

    *Dedication to the discovery of profound learning

    *Exemplary models of character and judgment

    *Global experiences in life and living

    *Emphasis on individual autonomy and


    self-direction

    *Unremitting pursuit of the highest human ideals.


    Portrait of a
    Grand Blanc graduate
    Dedication to the discovery of profound learning
    ● Creative thinker
    ● Critical thinker / researcher

    Exemplary model of character and judgment


    ● Has led or participated in a community-based project
    ● Contributing member of society / cares about others / has empathy
    ● Possesses awareness of and demonstrates positive character traits

    Global experiences in life and living


    ● Aware and active in global issues
    ● Connects, collaborates, and communicates with the world in healthy
    ways

    Individual Autonomy and Self-Direction


    ● Takes initiative in their own learning / Self-driven / Risk-taker
    ● Self-advocates
    ● Realization of own learning style and gifts

    Unremitting pursuit of the highest human ideals


    ● Strives to continually better self, community, and world
    Portrait of a
    Grand Blanc graduate
    How do students develop each of these areas?

    Head (Dedication to the discovery of profound learning))

    Heart (Exemplary model of character and judgement)

    Legs (Individual Autonomy and Self-Direction)

    Hands (Unremitting pursuit of the highest human ideals)

    Toes (Global experiences in life and living)


    Workshop will resume at Noon
    Samoan Circle
    Why does PBL fail?
    EFFORT

    SKILLS

    AUTHENTICITY

    SAMOAN CIRCLE
    Why does PBL fail? DRIVING QUESTIONS

    EFFORT:
    What motivates a student
    to give effort?

    SKILLS:
    How does a teacher help
    students acquire the
    skills of a GB graduate?

    AUTHENTICITY:
    What is authentic
    SAMOAN CIRCLE learning?
    Framework for PBL
    Content Knowledge
    What do I KNOW?

    How do How do
    I THINK differently I ACT differently
    because because
    Source framework: Kereluik, K.,
    I KNOW? I KNOW? Mishra, P., Fahnoe, C., & Terry, L.
    (2013). What knowledge is of most
    worth: Teacher knowledge for 21st

    Learning with a Purpose


    century learning. Journal of Digital
    Learning in Teacher Education,
    29(4), 127-140.
    I KNOW
    Authentic Application
    of the Standards

    I THINK I ACT
    Voice and Choice 21st Century
    Skills

    Learning with a Purpose PARALLELS PBL Framework


    Please make a copy of the “Project Overview Document” and follow the steps below it.

    Project Planning Overview Document: This is the document for the teacher to plan the
    project. (Example)

    Initial steps of planning a project:


    1. Choose a standard that you would like to create a project OR have the students solve a
    real-world problem.
    2. Brainstorm how this standard applies to the "real-world"
    3. Brainstorm community connections or current events to that standard
    a. What projects could students make to provide relevancy for that standard?
    4. Use the backward design model on the "Project Overview" document and begin to fill in the
    timeline.
    a. Start with the benchmarks of the project (What will they need to do in order to get to
    the final product?)
    b. What workshops might they need to learn the foundation of the standard?
    i. How might they learn this using a workshop format?

    Website: bit.ly/GBPBL17
    What’s on your
    mind?
    Update K/NTKs
    http://bit.ly/2ssEFDb
    Day 2: How?
    Planning a PBL Unit
    Day 2 How?

    What’s on Your Mind?


    Revisit Knows/Need to Knows
    Pick Your Standard
    Analyzing targets and creating
    Facilitated Build Time: emotional connections
    Using Backward Design (UDL)
    Lunch

    Introduction to the Project Pitch


    Intro to Critical Friends and Project
    Scope Statement
    Project Pitch
    Peer review with Critical Friends
    Reflect and Revise
    Inspiration Video
    Preview and Prep for the “What?”
    Please take the free personality test: http://bit.ly/1PLCvly

    (Page 14 of packet)

    Then read your results regarding your personality ID

    https://type-coach.com/types Website: bit.ly/GBPBL17


    “If you want to build a ship, don't drum up people
    to collect wood and don't assign them tasks and
    work, but rather teach them to long for the endless
    immensity of the sea.” Antoine de Saint-Exupery

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