PBL+and+Common+Core

= PBL and Common Core =

Goals

 * Evaluate lessons/units for the 21st century learning environment and Common Core
 * Create PBL (or 21st Century Unit/Lessons) to address rigor and relevance in standards

Welcome

 * Sign Ins
 * Opening Activity
 * Norms
 * Open Back Channels (all day long)
 * Join appropriate Diigo Groups

Build Background Knowledge with PBL

 * ** What is PBL? **
 * Directions:
 * 1) We are going to break into 6 groups. (Note: If PBL is new to you, I recommend one of the top three readings).
 * 2) Each group will be given one of the topics below.
 * 3) Silently read.
 * 4) Then discuss with your small group. What is the main idea of your topic? What take aways are the most valuable to share with others?
 * 5) Display your information on a poster.
 * Use these resources for our jigsaw:
 * Define PBL
 * Discuss misconceptions, and misconceptions #2
 * PBL benefits and Does PBL Lead to Higher Student Achievement?: Understanding the Benefits of PBL
 * Keeping Students Engaged in the One-to-One Project Based Classroom
 * 10 Steps to Managing Cooperative, Project-Based Learning Groups
 * The PBL Launch Pad, Part One: Worthwhile Projects for High School Students

Connect Prior Knowledge of Common Core, PBL, and 21st century learning

 * ====**Common Core discussion question:**====
 * What does college and career readiness mean, and what does that look/sound like in the classroom?


 * ====**Connecting Common Core and 21st century learning**:====
 * 1) Review this list of 21st century skills.
 * 2) What do you notice?
 * 3) How are Common Core and 21st century learning connected?


 * ====**Connecting Common Core and PBL directions**:====
 * 1) //Peanut Butter//: Half the class will read, The Common Core is the "what." PBL is the "how." Then discuss the main points with your small group.
 * 2) //Jelly:// The other half of the class will read, "How can I design an interdisciplinary project?" Then discuss the main points with your small group.
 * 3) After we've processed what we read with our colleagues, create //Peanut Butter & Jelly// partners. Share and compare ideas with your new partner.
 * 4) Then synthesize by answering this question, "Why does Common Core and PBL fit together?"

Connect Prior Knowledge of Awesome Learning

 * ====** Think of your most successful lesson/unit. What made it successful? **====
 * Small Group Activity:
 * 1) Share with your group.
 * 2) On sticky notes, list common traits that made it successful. List only one trait per sticky note. (For example, It was Standards based." Or, "Kids related to it."
 * Whole Group Activity: Sticky Note Sort


 * ====** Self-Reflect using the //Learning Activity Checklist//--What was present in your own lesson? **====


 * ====** Closure: ** Debrief and discuss in group. ====

Using the Learning Activity Checklist to Evaluate Lessons/Units

 * **Videos**:
 * Media Saves the Beach
 * Banned in America!!! Video


 * **Whole Group Activity**:
 * 1) Watch Video.
 * 2) (Think) After video, make notes individually about what criteria from the Learning Activity Checklist was present.
 * 3) (Pair) Discuss with a partner.
 * 4) (Share) Share with another small group.
 * 5) (Share All) Share with the whole group.
 * 6) Repeat with next video.


 * **Group Activity**:
 * 1) Reinventing the Biography(Be sure to follow links to other examples and information as time allows)
 * 2) Student Choice... Tech Integration -- and a lesson idea on Conservation
 * 3) [[file:ajusdajhs/My Example Japanese Internment by TW.pdf|My Example Japanese Internment by TW.pdf]] -- This is an example of the template being used. While it's an improvement from, "Write a 10 page research report on the Japanese Internment," it's not superb. How would you improve it using the learning activity checklist?

Lesson Improvement Template

 * Let's think about your content area now.

>>>>
 * Open "Lesson Improvement Template" from Google Apps templates. (Click herefor directions on how to download from templates.)
 * 1) == Task ==
 * Authentic Purpose
 * Rigorous, Relevant, & Relationships
 * Open-ended, with more than one "right" answer
 * Complex, and not easily solved
 * **Tips:**
 * 1) Open Ended Scenario
 * 2) Who? (Audience)
 * 3) When?
 * 4) What?
 * 5) Why?
 * 6) Essential Questions
 * 7) Does it pass the "Engaging Task" Test from the //Learning Activity Checklist//?
 * 8) Does it pass the "Problem-Based Task" Test from the //Learning Activity Checklist//?
 * 1) == Standards ==
 * AJUSD Standards, Common Core, or State Standards
 * NETS-S
 * **Tips**:
 * Where is it on Bloom's Taxonomy?
 * Does it pass the "Standards-Based Task" Test from the //Learning Activity Checklist//?
 * 1) == Assessment ==
 * 2) Focus on the Framework.
 * What can be evaluated as evidence of learning? -- How will you know learning took place?
 * 1) Return to create the Rubric in detail later.
 * 2) == Directions ==
 * Think through the steps -- Use the Learning Activity Checklist as your reference.
 * Do the students have choices?
 * Authentic Purpose/Audience?
 * Is the technology used by the students to collaborate and create something?
 * Management Tools
 * Management Tips/Resources
 * Scaffolding Ideas
 * Use the //Learning Activity Checklist// as your reference.
 * 1) == Resources ==
 * List what will be needed.
 * It's okay (even good) to give them choices with the technology.
 * Remember to finish the Assessment Plan.

Closure

 * Discussion
 * When you leave here, what are your next steps?
 * Who can help with this process?


 * Blog comment
 * Post a comment on the GOAJ Campus Blog.

Resources

 * Lesson Improvement Template from Microsoft Peer Coaching--Partners in Learning
 * Learning Activity Checklist from Eeva Reeder and Microsoft Peer Coaching--Partners in Learning
 * Microsoft Peer Coaching Lesson Improvement Training (Session 4) developed by the Peer-Ed Team