Adventures in Project-Based Global Learning

ISSN WebinarJanuary 10, 2013

@wwcsags

The Vision…

Student Characteristics

• There are currently 199 students in Grades 9 & 10 in AGS.

• Currently, we have 16 of those 199 students identified as having learning disabilities (SLD, CD, OHI).

• Students are serviced through IEPs developed and reviewed once per year per Federal and State law.

• We also have other “non-identified” students that struggle with reading, math, and study skills.

Rigorous Academics - Longer School Day

Program Academic Requirements

• World Studies; American Studies; Government & the Rights of Man; Interdisciplinary Senior Capstone

• Algebra I; Geometry; Algebra II; Pre-Calculus or Calculus

• Physical Science; Biology; Chemistry; Physics

• 4 years of Spanish or Mandarin Chinese• Global Seminar 9, 10, 11 & 12

4 Pillars of Global Competence

Investigate the World: Produce

New Global Knowledge

Recognize & Weigh

Perspectives: Apply Cross-

Cultural Understanding

Communicate Ideas: Connect & Collaborate

Across Boundaries

Take Action: Enact Global

Solutions

School Wide Learning Outcomes

Academic Content

Communication

Global Awareness

Collaboration

Media Literacy

Critical Thinking

Work Ethic Creativity & Innovation

Project-Based Learning (PBL)

• Synonyms: Problem-Based Learning (PrBL); Challenge-Based Learning; Task Design

• Student groups are given a project which simulates an authentic task

• Project leads students to material the teacher needs them to learn.

• Students become more interested in learning the concepts because they “need” them to finish their project.

Some PBL Examples…

System of Linear Equations

November 10, 2012 – December 6, 2012

Driving QuestionHow can we apply mathematics to determine optimization?

Problem Based Learning in Math• Shorter than projects – only 3-5 days

• Gives context for the math content• Encourages deeper thinking• Traditional homework and tests

Quadratic Equations Unit• How high can you throw a ball contest?• Can the baseball player go pro?• What is the biggest box?• Sidewalk stones in Prague (MARS task)

How High Can You Throw a Ball?

KNOW NEED TO KNOW

Acceleration due to gravity is a=32.2 ft./second squared. (9.8 meters/second squared)

How can you measure the height of the ball?

Have to include a graph showing the height of the ball over time

Strategies on throwing the ball?

the motion of objects is governed by one basic equation: d= d0+v0t+1/2at^2

How do we find the velocity?

v0 is the  initial velocity How will we measure the velocity?

Include all calculations and an explanation of all reasoning

Force applied to the throw?

The Outer Limits October 11, 2012 – November 19, 2012

Driving QuestionHow can we as AGS students create an Astronomy Toolkit so that we can learn, understand, and build upon current scientific concepts about our universe?

Student Work-Astronomy Toolkit

Student Work-Astronomy Toolkit

Hot Zone CDC Cell Unit Project

August 21, 2012 – September 27, 2012

Driving QuestionWhat are the components necessary for cellular life?

Hot Zone CDC Cell Unit Project

• Investigate the World? Students test their school for bacterial/mold micro-break areas.

• Recognize and Weigh Perspectives? Students collaborate within their team and then use real-world scientific methods in order to perform their investigation.

• Communicate Ideas? Students present their findings to a panel of professional scientists from area businesses.

• Take Action? Students temporarily shut down areas determined to be potential microbreaks and do not open them back up until they decontaminate them.

The Hot Zone CDC Cell Unit ProjectHow does it …

Tanzania ProjectSeptember 3, 2012 – September 10, 2012

Driving QuestionHow can we as AGS help students in Tanzania so that they can learn English and practice multiplication tables?

Scaffolding in a PBL Environment

• Every student can learn.• Every student brings unique skills and

challenges to the (learning) table.• Our goal is to develop those skills and

address those challenges in a way that builds proficiency in the subject matter as well as builds self-confidence in our students as they prepare to make a difference in our world.

Obstacles we had to overcome…1. TMS (time, money, space)2. Transition from traditional teaching

pedagogy to PBL3. Changing the student and adult

culture4. Initial lack of technology5. Scaffolding soft skills6. Everything takes longer than you

expect7. Developing a sustainable travel option8. Fear & tradition

What we learned…..1. Change, while invigorating, can be hard

on students & adults2. Our kids constantly surprise us3. A strong mastery of 21st century skills is

necessary for the success of our students

4. PBL works! (and is scalable)5. Student engagement is the foundation

for other success measures (achievement; attitude; attendance)

6. Giving students ownership is hard but worth the effort

7. Networks are instrumental for success