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Shift Control. Julie Graber Jaymie Randel. Session #5. Today’s Objectives. Participants will… …verify the alignment between their PBL - Unit Summary, CFQ’s, and Objectives
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Shift Control Julie Graber Jaymie Randel Session #5
Today’s Objectives Participants will… • …verify the alignment between their PBL - Unit Summary, CFQ’s, and Objectives • …finalize their PBL - Unit Summary, CFQ’s, Objectives, and Assessments (gauging needs and demonstrate understanding) • …create an additional assessment(s) (encouraging self-direction and collaboration, monitoring progress, or checking understanding) • …
Opener Find one other person with the same color sheet. Individually read the screening filters for writing objectives. Together, determine which objectives meet expectations and which ones do not. Together, rewrite the objectives that do not meet expectations.
Opener We need to use criteria to judge our work which is part of continuous improvement when developing curriculum (content, instruction, and assessment). When using criteria that pushes us to go beyond good practice, we can achieve excellence. When we have to defend our practice to our peers using the criteria, we ensure that we hold ourselves accountable to excellence and not just taking what we are already doing and putting it in the box.
Opener Today we are going to see how well your student learning objectives are written and if they clearly align to your Unit Summary, CFQs, and Assessments. The filters we used in the opener will be used today to evaluate your student learning objectives.
Unit Summary… Read the unit summaries and underline the authentic role, circle the authentic products/performances, and box the authentic audience Authentic Role: People in the workforce do this kind of work. Authentic Product or Performance: People in the workforce create these kinds of products and performances. Authentic Audience: People in society either as a worker or citizen would utilize the information that is shown in products or performances.
Unit Summary Example One As the local DNR conservationists, students use actual wildlife injury data from a local wildlife rescue center to determine what animal species have been injured and the causes of injury. Students as conservationists use spreadsheet software to sort, organize, and evaluate their findings to prepare and present their recommendations for reducing human-caused injury to wildlife for the local Audubon Society, The Humane Society, neighborhood associations, and other interested groups. At the end of each public presentation, students as conservationists gather public reaction to the data and collect ideas on how to reduce injury to wildlife. These ideas are compiled into a newsletter and wiki for dissemination to a wider audience.
Unit Summary Example Two In this simulation, students assume the role of staffers to the U.S. ambassador of a developing country. Students as staffers, correspond with Peace Corps volunteers working around the world to identify problems facing people in developing countries? Once the students as staffers narrow their focus to a particular problem in a specific country, they create a proposal to present to the U.S. ambassador serving their country regarding a volunteer program that may help alleviate the problem. In this simulation, students as staffers are appointed to fact-finding committees to research a particular problem. They study the historical context, research steps that have been taken to alleviate the problem, and develop a proposal for addressing the problem in a new or better way. Each committee presents its proposal to the ambassador (played by adults from the community), using supportive multimedia. The project concludes with students debating and writing about the issue of mandatory national service in the United States. Their written opinions are sent to their state’s senators.
Rain, Rain, Go Away? Man has been trying to modify the weather for centuries. Can the current technological advances allow us to do this? Should we? Students will attempt to answer these questions by first understanding the elements that affect the weather. Using weather instruments, students will learn to collect weather data. Through collaborative work, class discussions, and Internet research, the students will gain skills that will allow them to analyze patterns in the data. The new insight that the students gain will be applied to the study of weather disturbances. As a culminating activity, students will break up into groups to do research on current trends and issues on weather modification. Each group must decide if they are for or against weather modification. For groups who are in favor of weather modification, they will pretend to be a company that offers weather modification services, while groups not favoring weather modification will act as environmental advocates and will promote the negative effects of modifying the weather. They will publish these supporting information on a web site which they will develop for their group. Each group will be given 15 minutes to report to class and present their web site.
Authentic Role: People in the workforce do this kind of work. Authentic Product or Performance: People in the workforce create these kinds of products and performances. Authentic Audience: People in society either as a worker or citizen would utilize the information that is shown in products or performances.
Rain, Rain, Go Away? Man has been trying to modify the weather for centuries. Can the current technological advances allow us to do this? Should we? Students will attempt to answer these questions by first understanding the elements that affect the weather. Using weather instruments, students will learn to collect weather data. Through collaborative work, class discussions, and Internet research, the students will gain skills that will allow them to analyze patterns in the data. The new insight that the students gain will be applied to the study of weather disturbances. As a culminating activity, students will break up into groups to do research on current trends and issues on weather modification. Each group must decide if they are for or against weather modification. For groups who are in favor of weather modification, they will pretend to be a company that offers weather modification services, while groups not favoring weather modification will act as environmental advocates and will promote the negative effects of modifying the weather. They will publish these supporting information on a web site which they will develop for their group. Each group will be given 15 minutes to report to class and present their web site.
Unit Summary Man has been trying to modify the weather for centuries. Students as scientists who work for the company, Weather Modification Incorporated, will present their research and recommendations to a politician seeking information about weather modification legislation. The other students as environmentalists will present their research and recommendations to the same politician promoting the negative effects of modifying the weather. Students will create a multimedia presentation (Keynote or PowerPoint) or video presentation (Movie Maker, iMovie, Youtube) and share it with the politician.
Apply Unit Summary Enter Unit Summary into Blank PBL Unit Template
Peer Review – Unit Summary Authentic Role: People in the workforce do this kind of work. Authentic Product or Performance: People in the workforce create these kinds of products and performances. Authentic Audience: People in society either as a worker or citizen would utilize the information that is shown in products or performances.
Peer Review – Unit Summary Authentic Role: People in the workforce do this kind of work. Authentic Product or Performance: People in the workforce create these kinds of products and performances. Authentic Audience: People in society either as a worker or citizen would utilize the information that is shown in products or performances.
Peer Review – Unit Summary Authentic Role: People in the workforce do this kind of work. Authentic Product or Performance: People in the workforce create these kinds of products and performances. Authentic Audience: People in society either as a worker or citizen would utilize the information that is shown in products or performances.
CFQs In your own words, describe the difference between Essential Questions, Unit Questions, and Content Questions. Write your responses on the back of the CFQs.
CFQs Find your partners who have the same color sheet as yours. Together, complete the missing questions on the sheet. Use the rubric to assist you in developing the missing questions and be sure to check for alignment between all three question types.
CFQs Why are all three types of CFQs important in a PBL unit?
Apply CFQs Enter CFQs into Blank PBL Unit Template
Peer Review CFQs Compare your peer’s CFQs to the CFQs rubric. Help your peer to revise questions. Make sure to have 1 Essential Question, at least 2 Unit Questions, and no more than 4 Content Questions. Make sure the CFQs are connected to one another.
Objectives Individually, reread the Unit Summaries and CFQs for the two examples. With an elbow partner, read the Objectives and determine if the Objectives meet expectations using the filtering questions. If they don’t revise the objectives.
1) Is the objective an instructional activity? (Delete it) 2) Does the objective include a cognitive process at the apply, analyze, evaluate, or create levels? (If not, revise.) 3) Does the objective include a noun following the cognitive process? (If not, revise.) If the objective meets the filter for #2 and #3, then the objective meets expectations; unless, the noun following the cognitive process is only a product or performance such as create a menu, produce a brochure, etc. If this is how the objective is written, then it also must tell why.
Apply Objectives Enter Objectives into Blank PBL Unit Template
1) Is the objective an instructional activity? (Delete it) 2) Does the objective include a cognitive process at the apply, analyze, evaluate, or create levels? (If not, revise.) 3) Does the objective include a noun following the cognitive process? (If not, revise.) If the objective meets the filter for #2 and #3, then the objective meets expectations; unless, the noun following the cognitive process is only a product or performance such as create a menu, produce a brochure, etc. If this is how the objective is written, then it also must tell why.
Peer Review Objectives Compare your peer’s Objectives to the filters. Help your peer to revise the objectives if needed. The objectives need to stand alone without explanation of how they will be instructed. Remember - HOT
1) Is the objective an instructional activity? (Delete it) 2) Does the objective include a cognitive process at the apply, analyze, evaluate, or create levels? (If not, revise.) 3) Does the objective include a noun following the cognitive process? (If not, revise.) If the objective meets the filter for #2 and #3, then the objective meets expectations; unless, the noun following the cognitive process is only a product or performance such as create a menu, produce a brochure, etc. If this is how the objective is written, then it also must tell why.
1) Is the objective an instructional activity? (Delete it) 2) Does the objective include a cognitive process at the apply, analyze, evaluate, or create levels? (If not, revise.) 3) Does the objective include a noun following the cognitive process? (If not, revise.) If the objective meets the filter for #2 and #3, then the objective meets expectations; unless, the noun following the cognitive process is only a product or performance such as create a menu, produce a brochure, etc. If this is how the objective is written, then it also must tell why.
To do… • Finalize Unit Summary • Finalize CFQs • Finalize Objectives • Finalize at least 1 Gauging Needs Assessment and 1 Demonstrate Understanding Assessment • Begin additional Assessments • Go through Module 5 of Project Based Learning
Please complete the online survey prior to leaving. Be sure to include what you want to complete during the last session. http://survey.aea267.k12.ia.us/survey/6504/3e96/
CONNECT… G What are some significant points we heard today that we want to share with colleagues?
REFLECT… G Why are these points important to us? What helped us learn today?
DIRECT… G How will we accomplish sharing these significant points with colleagues? My Plan…
In Your School Team Discuss… • What went really for you today? • What helped you learn today? • What didn’t work so well for you today? • What suggestions would you make for next time? • What is something you can do as a result of today? • What did you learn about collaborating with others?
