Ivy Alford Ivy.alford@sreb Jim Kelch Jim.kelch@sreb

1. Using Anchor Project-Based Learning Units to Support College and Career Readiness as Outlined in the Common Core State Standards Internet Code: MTG345103 Ivy Alford Ivy.alford@sreb.org Jim Kelch Jim.kelch@sreb.org

2. Group Norms: Participate Ask questions of each other Work toward solutions Housekeeping: Restrooms Breaks Lunch Punctuality Group Norms and Housekeeping

3. Essential Questions: • How can we design instruction to increase retention of our content? • What are critical components that must be included in designing effective projects?

4. The Good News Is……..

5. 2 FRUSTRATIONS

6. Did You Know? American Industry is spending nearly as much each year to educate their employees mathematically as is spent on mathematics education in public schools A selection fromNumeracyby Lynn Arthur Steen

7. So… WHAT IS A DOABLE SOLUTION? Integrated Projects

8. Add to your understanding… • Project Structures • Integrated Project Design Not all projects have to look the same…

9. Project Structures

10. Project Structures

11. The Six A’s of Project Design

12. The Six A’s of Project Design

13. The Six A’s of Project Design

14. How Do New Pieces of Information Fit? Learning often occurs only when students process new information or knowledge in such a way that it makes sense in their frame of reference

16. HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid Fill out worksheet Reading Assignment Lecture Using only visuals Lecture with visuals Discussion with others Having a personal experience –Making connections (hands on) Teaching someone else Use art, drama, music, movement –Integrated curriculum with content 16

17. Table Brainstorming– From Yesterday • Review your Brainstorming Sheets and Common Core Standards Notes from yesterday to decide on a Final Project Topic

18. Overview: Eight Steps to Develop Authentic Integrated Projects

19. Our Process—8 Steps • Identify your project question or scenario • Identify primary and secondary standards that will be addressed • Plan for specific literacy experiences and to support Habits of Success • Design a Summative Assessment • Create a Pre-Test 6-7. Identify Daily Instructional Practices 8. Create the Project Overview

20. Step One: Identify a major project What are possible projects that can be designed and implemented within the next 9 weeks of school?

21. Looking at some samples… As a team: Google West Virginia + Project Lessons http://wvde.state.wv.us/teach21/pbl.html Google Micron + Math Lessons http://www.micron.com/k12/math/

22. Design your scenario… • Step 1 • Use the template to design the scenario that you will use as the foundation of your project

23. Step Two: Identify the embedded mathematics, academic/technical content and technology tools • Primary and Secondary teachers will outline their content standards for the project • Tools to help with this process: School/district pacing guides State Standards Competency Checklist Common Core Standards

24. The Big Six Literacy Strategies Any Teacher Can and Should Use Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic/Technical vocabulary

25. Habits of Success. 1. Create Relationships 2. Study, Manage Time, Organize 3. Improve Reading/Writing Skills 4. Improve Mathematics Skills 5. Set Goals/Plan 6. Access Resources

26. AUTHENTIC INTEGRATED PROJECT UNIT CONCEPTSStep Three: • Brainstorm literacy strategies and Habits of Success that can be incorporated into your project

27. Step Four: Summative Assessment Should include a traditional paper and pencil assessment and a rubric for the Culminating Task. Might also Include: • Performance assessment (if appropriate) • Traditional problems found on college placement and state level exams • Authentic Problems from the pathway

28. Step Five: Pre-assessment of what students need to be successful in the unit Might Include: • Paper and pencil • Questioning • Discussions • Observations • Varying levels of mathematics problems

29. Standardized Tests The project assessment should include items that might appear on • state assessments • ACT • SAT

30. Where can we find good examples of assessment items? • Released NAEP items http://nces.ed.gov/nationsreportcard/nde http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp • State accountability tests-released items • SkillsUSA test items http://skillsusa.org/compete/math.shtml • Textbooks (enrichment sections) • www.micron.com

31. Steps 6 & 7 Designing Engaging Instructional Strategies Step Six: Develop how PRIMARY FACULTY members will engage students with literacy, mathematics and academic/technical content and the use of technology and tools embedded in the projectStep Seven: Develop how SECONDARY FACULTY members will engage students with designated content within the project

32. A NEW Way of Thinking…Seven Elements for teaching mathematics through authentic integrated project units • CTE teacher introduces CTE lesson. • CTE teacher assesses students’ math awareness. • CTE teacher works through embedded example. • Math teachers work through traditional examples. • CTE and math teachers work through related, contextual examples. • Students demonstrate understanding in CTE and math classes. • CTE and math teachers formally assess students.

33. Cooperative learning Project-based learning Socratic method Anticipation guides Videos Readings Demonstrations Multi-intelligences approach Technology integration Blogs YouTube Graphing calculators CBL’s and CBR’s Excel Literacy Strategies Use of manipulatives Others? Engaging Instructional Strategies that aim toward college readiness.

34. Team Planning Time for Steps 6 and 7 • Consider the strategies that Primary teachers might use to teach core concepts • Consider the strategies that the secondary teacher(s) might use to relate the integrated concepts in the project

35. Step Eight: A Handout for Students This involves: • Coordinating the instructional activities and assignments from previous steps into a coherent plan which students complete. • Describe how students will demonstrate their understanding of all contnet knowledge and skills as they complete the project.

36. What are rubrics? RUBRIC: from Latin rubricameaning red earth • A rubric is a set of expectations used to judge student performance. • It measures a stated objective, using a range to rate performance. • Characteristics are arranged in levels, indicating the degree to which a standard has been met. • Rubrics are especially useful for assessing complex and subjective subjects. • They provide working guides for both teachers and students and are usually handed out before the assignment so that students know what is expected. http://www.centralischool.ca/~bestpractice/rubrics/index.html

37. Why use rubrics? • Very efficient and effective form of authentic assessment; they measure both process and product according to real-life criteria. • They show students where they are in relation to where they need to be and provide the scaffolding necessary to improve the quality of work. • The students become involved in both peer and self-assessment. • Rubrics are empowering for students. Teachers and students are clear about what makes a good final product and why. Rubrics improve students’ end products and therefore increase learning

38. Math Example Rubric Creation Tool: Rubistar

39. Complete Step 8 and include a Rubric

40. Remember the goal: “Supersize” Opportunities for Students to Connect Learning

41. Ticket out the door! The Evaluation Thank You for Being Here! See ya next time….