thommarkham projectbasedlearning

1. Developing Your Academy National Academy Foundation ConferenceJuly 18 – 19, 2011San Francisco, CAThom Markham, Ph.D. www.thommarkham.comwww.projectbasedlearning.us

2. What’s ahead… Monday Establishing your D&T culture Defining your vision Your ideal graduate Groups to teams Resources Tuesday How PBL fits Using PBL to make the culture work Opening the year A final plan Share, debrief, head out for Alcatraz

3. Building a culture of performance: How do we get there?… • Design a system that ‘supports’ high performance. • Build a positive culture with emphasis on communication and teamwork. • Active, relevant, authentic instruction. • Authentic projects. • Personalized instruction and behavioral support. • Meld youth development and education principles.

4. Academy and School Culture Instruction PBL An Integrative Model of PBL Youth Development

5. Human Performance and Education’s New three R’s Rigor Relevance Relationship Human Performance

6. Youth development in action Youth needs Resilient behaviors/internal assets Protective factors Safety Love Belonging Respect Mastery Challenge Power Meaning Cooperation Empathy Problem-solving Self-efficacy Self-awareness Goals and aspirations Caring relationships High expectations Meaningful participation Improved health, social, academic and culturally appreciative outcomes www.WestEd.org/hks

7. Career/skills competencies • Career specific skills and knowledge • Technology skills and knowledge • Engineering skills and knowledge • Self-management skills • Communication skills • Collaboration and creativity skills • Citizenship and ethics • Work ethic

8. Habits of Mind Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking about Thinking Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Thinking and Communicating with Clarity and Precision Gathering Data through all Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Taking Responsible Risks Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Source – Arthur L. Costa and Bena Kallick in The Habits of Mind

9. Intrapersonal Independence Assertiveness Self-awareness Mood regulation Interpersonal Empathy Listening Conflict resolution Social responsibility Stress management Working with deadlines Impulse control Adaptability Problem solving Flexibility Reality testing Personal strengths/Emotional Competencies

11. Your Ideal Student… Critical thinker/problem-solver Appreciates diversity Global awareness Technology literacy Communication skills Works independently and collaboratively Healthy lifestyle Resilient Knowledge of science, history, literature, languages, etc. Time management Strong work ethic Respectful & Caring Organized Reading/writing/math skills Responsible

12. Your Academy Student…

13. Deciding your values and outcomes • Which skills will your Academy focus on? • Which habits of mind/dispositions/personal strengths? • How will teachers intentionally teach these skills and habits of mind?

14. The Academy Plan

15. The 2011 – 2012 Plan • What core competencies should students learn? • What core attitudes do you want them to bring to the next year? • What do you want them to ‘feel’ at the end of the first two months? • How will you focus on these goals?

16. From Groups to Teams

17. Five 21st Century Skills/Competencies You Must Teach Today’s Students Communication Self management Teamwork Problem solving Creativity

18. Using key tools • Norming to performing • Peer collaboration/work ethic rubrics • Contracts • Project rubrics

19. The Resources http://www.projectbasedlearning.us http://www.glef.org http://bie.org

20. Know why PBL is necessary • Connects a ‘sense of purpose’ with teaching and learning • Integrates instruction, community, and personalization • Draws on research showing that ‘relationship drives rigor’ • Provides the primary method for teaching 21st century skills

21. Create a “PBL-friendly” structure • Time for formal planning and informal learning • Attention to ‘debriefing’ and cycle of inquiry • Outreach staff to support teachers • Mechanisms for integrated instruction • A welcoming environment

22. Keep the End in Mind Identify the Challenge Project Design Cycle Craft the Driving Question Facilitate the Teams Enroll & Engage Plan Backwards Build the Assessment

23. Identify the Challenge

24. Craft a Driving Question

25. Plan Backwards

26. Build the Assessment

27. Five Keys to Teaching 21st Century Skills Use rubrics Practice. Practice. Practice. Grade the skills Train your students Go back to the rubric

28. Create multiple assessments • Daily • Homework • Weekly • Quiz • Early milestone • Journal • Self-reflection • Informal assessment • Mid-project milestone • Essay • Artistic product • End of project • Exhibition • Oral presentation • Defense • Exam

30. Enroll and Engage

31. EXAMPLE ENTRY EVENTS • Field Trip • Guest Speaker • Film, Video, Website • Simulation or Activity • Provocative Reading • Startling Statistics • Puzzling Problem • Piece of Real or Mock • Correspondence • Song, Poem, Art • Lively Discussion Enroll and Engage

32. Facilitate the Teams

33. Keep the End in Mind

34. Reflect on process and outcomes Student performance. Student engagement. Clarity of instructions. Clarity of process. Clarity of evaluation. (Reeves, 1999)

35. Craft a Driving Question

37. Defining ‘authentic’ academic work • Construction of knowledge • Disciplined inquiry • Build on prior knowledge • In-depth understanding/concepts • Elaborated communication. • Value beyond school • - Fred Newmann, 1998 • Authentic Achievement

38. How do I build a birdhouse? How do I become a craftsman?

39. What can we learn from the 1930’s? How important is self-reliance in today’s world?

40. What were the qualities of the first five presidents of the U.S.? How can we use our knowledge of the first 5 presidents to become more informed voters in the 2020 presidential election?

41. Is global warming affecting the health of the ecosystems of the world? How will climate change affect biodiversity in our local ecosystem?

42. Why should we be generous? Is being generous worthwhile? What are the costs and benefits of generosity?

43. How does media shape our perception of war? How has media become more or less powerful in shaping our perception of war?

44. How does distributed and social media affect our perception of war?

45. What is a heart-healthy meal for seniors? How do heart-healthy meals nurture seniors and extend longevity?

46. The ‘Project-Project’ The AOHT Exemplar

47. Critical Friends Group (CFG) Group A presents, outlining Academy plan, including goals and opening of year. Other groups listen without responding or questioning. (10 minutes) Audience asks clarifying questions. (5 minutes) Audience discusses project among themselves and offers nonjudgmental feedback (“I like…” and “I wonder...”) Group A takes notes and does not respond. (15 minutes) Group A responds by talking about what has been learned through the feedback. Group A may choose to engage in open conversation with audience members. (5 minutes) Facilitator debriefs the protocol and closes it.

48. Thom Markhamthom@thommarkham.comMaterials: www.thommarkham.comwww.projectbasedlearning.us