Projects, Performances AND College and Career Ready

1. Projects, Performances AND College and Career Ready MICHELLE SWANSON Swanson & Cosgrave Consulting, LLC www.swansonandcosgrave.com October 2011

2. COSTA’S HABITS OF MIND • Persisting • Managing Impulsivity • Listening With Understanding and Empathy • Thinking Flexibly • Thinking About Thinking (Metacognition) • Striving for Accuracy • Questioning and Posing Problems • Applying Past Knowledge to New Situations

3. HABITS OF MIND, CONTINUED… • Thinking & Communicating With Clarity & Precision • Gathering Data Through All Senses • Creating, Imagining, Innovating • Responding With Wonderment & Awe • Taking Responsible Risks • Finding Humor • Thinking Interdependently • Remaining Open to Continuous Learning

4. 21st Century Skills

5. COLLEGE & CAREER READY CONTEXTUAL SKILLS & AWARENESS ACADEMIC BEHAVIORS KEY CONTENT KNOWLEDGE From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley KEY COGNITIVE STRATEGIES

6. COLLEGE & CAREER READY From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley KEY COGNITIVE STRATEGIES

7. KEY COGNITIVE STRATEGIES From the work of David Conley

8. COLLEGE & CAREER READY KEY CONTENT KNOWLEDGE Problem formation Research Interpretation Communication Accuracy From College & Career Ready: Helping All Students Succeed Beyond High School by David Conley KEY COGNITIVE STRATEGIES

9. PBL RESEARCH BASE “There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is they’re studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as needed, the ideas just disappear.” -- Howard Gardner, Harvard University

10. PERFORMANCE MAPPING

11. PERFORMANCE MAPPING

12. PERFORMANCE MAPPING TOPICS STANDARDS PERFORMANCES

13. INITIAL LOGIN CODESwww.connectedstudios.org

14. PERFORMANCE VERBS

15. Table Talk: • What is performance assessment—characteristics, elements—craft a definition for your team. • What are the benefits for students (and teachers?) • What are the cautions?

16. TRADITIONAL PARALLEL INTERRELATED INTEGRATED DEGREES OF CURRICULARALIGNMENT

17. WHAT IS A PROJECT? Well-designed projects ask students to: • Tackle real problemsand issues that have importance to people beyond the classroom. • Actively engage in their learning and make important choices during the project. • Demonstrate in tangible ways that they have learned key concepts and skills.

18. Real World Context Learning Community KEY PBL COMPONENTS • PROJECT • DESIGN • Simultaneous Outcomes • Mapping to Standards • Six A’s of PBL • PROJECT • IMPLEMENTATION • Scaffolding • 9 Steps of PBL • Marzano’s Essential 9 • PROJECT • ASSESSMENT • Products & Performances • Feedback Strategies • Authentic Audiences

19. TRADITIONAL VS. PBL • RESEARCH PAPER • Required Elements: • Select a disease to study • Go to library and do research • Write ten pages • Use proper essay form • Include a bibliography

20. TRADITIONAL VS. PBL • HEALTH PROJECT • Required Elements: • Develop family medical histories • Write proposal to study health issue of personal or community interest • Keep research log, including citations • Produce a newsletter • Develop lesson plans and materials for underserved population • Present to real audience

21. TRADITIONAL PARALLEL INTERRELATED INTEGRATED DEGREES OF CURRICULARALIGNMENT

22. INTEGRATED UNIT DESIGN STEPS 1. Identify themes through curriculum mapping 2. Decide on topic of integrated unit 3. Craft the essential question 4. Identify topical or key questions 5. Assign responsibilities 6. Review and revise the curriculum map 7. Set the learning scenario 8. Establish learning assessments 9. Check alignment with standards 10. Connect with industry and postsecondary partners 11. Write lesson plans 12. Evaluate the unit From ConnectEd

24. THEMES AND DRIVING QUESTIONS • Two approaches to focusing project content: • Themes • Driving or Essential Questions

25. THEMES AND DRIVING QUESTIONS How can we, as _____ do ______ so that ______?

26. THEMES AND DRIVING QUESTIONS How can we, as _____ (who) do ______(action) so that ______? (result)

27. PROJECT SCAFFOLDING • Structure Organizing features like groups, benchmarks, and timelines • ContentAcademic foundation for work • TrainingExplicit skill-building in all required production areas • Expertise Professional-level training and consultation provided by experts

28. PROJECT SCAFFOLDING • Oversight Structured times for teacher to meet, motivate, and mentor student teams • DocumentsHandouts to help explain and organize project • ToolsThe technological resources necessary to produce products & performances • Time In-class opportunities for students to meet, research, produce, exhibit, evaluate

29. Jigsaw Pages • Overview – Pg. 14 • #1 – pg 15 • #2 – pg 16-18 • #3 – pg 19 + 23 • #4 – pg 20-21 • #5 – pg 24 • #6 – pg 25-26

30. FACTORS THAT SUPPORT PBL In the Classroom: • Safe, respectful learning environments • Personalized teacher-student relationships • Productive peer relationships • Transformed teacher roles • Intensified teacher engagement and commitment • Best practices of daily instruction

31. FACTORS THAT SUPPORT PBL At the School: • Supportive school structures (SLCs/Academies/Pathways) • Professional collaboration • Administrative support

32. FACTORS THAT SUPPORT PBL In the Community: • Engaged employer partners • Parent involvement in learning