bc project based learning in the elementary classroom · 27 • start with an egg shape, add your...

1

SD48 – Project Based Learning in the Elementary Classroom

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY

1


SET►BC Tier 1 Workshop

Project Based Learning in the Elementary Classroom

School District #48 (Sea to Sky)

November 18, 2016

2

How are you feeling today?


3

2


About the Facilitator…


Name: Debby Kim (Tier 1 Consultant – District Support)

Email: [email protected]

AfterShare Blog: http://learningnetwork.setbc.org/dkim/

4

SET►BC Services


5

SET►BC Website:http://www.setbc.org/

District Partner

District Partner for Sea to SkyName: Michelle WadaPhone: 604-898-3651Email: [email protected]


6

3


Housekeeping…


WiFi information

Photo PermissionRegistration –Please sign in!

Washroom

7

AfterShare – Resource Sharing

• AfterShare Space (Blog):

http://learningnetwork.setbc.org

• For today’s session: http://learningnetwork.setbc.org/pblworkshop/


8

Navigating SET‐BC Website


9

http://setbc.org/

4


CAPACITY


10

• SETconcierge• Upcoming Events• UDLresource.ca• Self-Directed Courses• Recorded Presentations• Technology Tutorials• SETflix

STUDENTS


11

• Accessible Books• ARC-BC• curriculumSET• pictureSET• SETstories

TECHNOLOGY


12

• PSAP• District Technology

Projects• Classroom Technology

Projects• Student Technology

Projects• SETdirect• iPad/iOS App Information• Retired Inventory Program

5


Pre‐Workshop Tasks

• Pre-Workshop Tasks -http://learningnetwork.setbc.org/pblworkshop/2016/10/17/workshop-resources/

• What is UDL?

• What is PBL?

• UDL and PBL in Action

• Assessing the Four C’s


13

Reflection

• How are UDL and PBL related?

• What are some things you are doing that is already UDL and/or PBL?

• What assessment strategies can you use for PBL?


14

Why UDL and PBL?


15

6


Combination of Frameworks


16

RTI Triangle

UDL Triangle

Planning Triangle

WHAT am I teaching?

WHO am I teaching? HOW can I support my students?

Source: Curriculum for All – Shelley Moore

WHO are we teaching?

• Class Profile

• Student Profile

• RTI


17

How to Develop a Class Profile


18

Compiling Information

• Class Profile• Interests• Strengths• Decisions• Goals

• Student Profile

Collecting Information

Everyone• Assessments• Observations• Student self report• Previous teachersMore information• File review• Parent questionnaires

7


Class Profiles

• Interests – What do they like?

• Strengths – What are they good at?

• Stretches – What areas could they develop?

• Goals – What will they focus on?

• Decisions – What will help them meet their goals?


19

Interests:

Classroom Strengths Classroom Stretches

Individual Concerns

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

20CLASS PROFILE

CLASS PROFILE

Interests: socializing, sports, performing arts (dance and drama), MSN, reading

Classroom Strengths• Alternative• Good listeners• Ask for help• Like real-life examples/applications• Visual, hands-on learners• Good with text features• Positive towards each other

Classroom Stretches• Generating their own strategies• Determining importance• Discussion• Self-monitoring• Accessing prior knowledge

Individual Concerns

Goals• Making connections• Determining importance• Applying their learning across the curriculum• Help students develop planning and self-monitoring strategies• Be able to write a persuasive piece using research skills

Decisions• Before, during, after lesson structure• Targeted, extended strategy instruction• Multimodal representation opportunities (differentiation)• Planning activities, metacognitive steps in lessons

Medical• Nate (ADHD) – difficulty

with staying focused

Language• Peter – ESL 2• Cory, Doug & Ellie ESL 3 • 6 other students ESL 4 and 5

Learning• Allen, Marley, Derek – frontload, key

ideas, adapt outcomes, reduce workload• Nate: Alphasmart

Socio-Emotional• Nate: tunes out, seeks

attention, few friends

Other• Lonnie (gifted)• Marley (gifted)

21


8


Student Profiles

• Interests – What does he/she like?

• Strengths – What is he/she good at?

• Stretches – What areas could he/she develop?

• Goals – What will he/she focus on?

• Decisions – What will help him/her meet their goals?


22

Student Self ReportsWords that describe me

My favorite books/ stories

Things I like to do when I’m alone

Things I like to do with my friends

Things I like to do with my family

Things I’m very good at or interested in

Things I’d like (or need) you to know about me

My hopes and dreams for myself

The easiest way for me to show what I know is:

Things I would like to get better at in this class are:

Name:Who Am I? Profile

Schnellert & Brownlie, 2011

23

Providing CHOICE


24

9


Multiple Intelligences


25

Bodily-Kinesthetic

Visual-Spatial

Musical-Rhythmic

IntrapersonalLogical-

Mathematical

Interpersonal

Verbal-Linguistic

Naturalist

Existential

Our Brains

Celebration

• Be proud of who you are and what you are good at!

• You have something to contribute!


26

Responsibility

• You are committing to bring this to our community.

• You might be asked for help.

• What does help mean?

• What does help not mean?

Play Dough Activity


27

• Start with an egg shape, add your intelligences (the bumpy parts).

• Label your top 3 intelligences with flags.

10


Your Turn!


28

Interests:

What do you know about your class (or students) so far this year?• Interests – What do they like?• Strengths – What are they good at?• Stretches – What areas could they develop?• Goals – What will they focus on?• Decisions – What will help them meet their goals?

Response to Intervention (RTI)

• Who do you want to work with?• Entire class/small group?

• What is your focus?• Curriculum?• Social? Emotional-social

responsibility/behaviour?

• Who are your students?• Who needs the most challenge?• Who needs the most support?• Who needs a scaffold?


29


RTI Triangle


30

Tier 2

Tier 1

Tier 3

11


RTI Triangle


31

Peter, Jake, Alexa, Karmjit, Trudy,

Mona

Tom, Monica, Kristy, Courtney, Jen, Colin, Zafar, Amit, Kailey, Sarah, Ria, Bryan, Phoebe,

Daniella, Suzie, Mike, Mallory

NicoleJames

Regular Outcomes

Adapted Outcomes

Modified Outcomes

Your Turn!

• Determine what level of supports the students in your class require.

• Decide your lens (e.g. Math class).• Who do you want to work with?

• Who needs the most challenge?• Who needs the most support?• Who needs a scaffold?


32

Tier 2

Tier 1

Tier 3

WHAT are we teaching?

• Planning Triangle


33

12


Planning Triangle


Source: Curriculum for All- Shelley Moore

34

Even more goals

More goals

Goals

RTI and the Planning Triangle


35

Tier 2

Tier 1

Tier 3

ALL

MOST

FEW

RTI Triangle

PlanningTriangle

3 Stages of Backwards Design

• Wiggins and McTigue

1. Identify Desired Results: What do we want students to know and do?

2. Determine accessible evidence of learning: How will we know the student have reached the goals?

3. Plan learning experiences and instruction: What do we need to do in our classroom and lessons to prepare them for assessment?


36

13



Separating Goals from Methods

37


Example – Polar Bear Habitat

38


Your Turn!

39

14


Making Curricular Connections

Gr. 2 Math Theme(s): Number Big Idea(s): • Numbers to 100 represents quantities that can be decomposed into 10s and 1s.

Curricular Competencies:• Develop mental math strategies and abilities to make

sense of quantities• Use technology to explore mathematics• Model mathematics in contextualized experiences• Visualize to explore mathematical concepts• Communicate mathematical thinking in many ways• Represent mathematical ideas in concrete, pictorial, and

symbolic forms

Content:• Number concepts to 100


40

Developing Questions with Students

Content:• Number

concepts to 100

• Benchmarks of 25, 50, and 100 and personal referents

Elaborations:• Skip-counting by 2, 5, and 10

• Using different starting points• Increasing and decreasing (forward and backward)

• Quantities to 100 can be arranged and recognized• Comparing and ordering numbers to 100• Benchmarks of 25, 50, and 100• Place value

• Understanding of 10s and 1s• Understanding the relationship between digit

places and their value, to 99 (e.g. the digit 4 in 49 has the value of 40)

• Decomposing two-digit numbers into 10s and 1s

• Even and odd numbers• Seating arrangements at ceremonies/feasts

Ideas/Concepts:• Numbers • Skip-counting• Increasing• Decreasing• Numbers in the world• Benchmarks• Place value• Order• Comparing numbers• Decomposing• Even• Odd


41

Bloom’s Taxonomy


42

15


Let’s Try!


43

Prioritizing Goals


44

Ideas/Concepts:• Numbers • Skip-counting• Increasing• Decreasing• Numbers in the

world• Benchmarks• Place value• Order• Comparing

numbers• Decomposing• Even• Odd

Questions:• What are numbers?• What do numbers from 10 to 100 look like?• What do numbers mean?• How do I skip-count?• How does understanding 5 or 10 help us

think about other numbers?• What is the relationship between 10s and

1s?• What patterns do you notice in numbers?• What stories live in numbers?• How do numbers help us communicate and

think about place?• How do numbers help us communicate and

think about ourselves?

Goal Priority:AllAllMostAll

Most

AllMostMost

Few

Few


Planning Triangle

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goals for FEW

• What are numbers?• What do numbers from

10 to 100 look like?• How do I skip-count?• What is the relationship

between 10s and 1s?

• What do numbers mean?• How does understanding 5 or 10 help us

think about other numbers?• What patterns do you notice in numbers?• What stories live in numbers?

• How do numbers help us communicate and think about place?

• How do numbers help us communicate and think about ourselves?

Co-planning for All Shelley Moore 2013

45

16


Your Turn!

Plan a unit using these steps!1. Topic/Unit2. Big Ideas3. Curricular Competencies4. Content5. Elaborations6. Ideas/Concepts7. Access Questions8. Goal Priority (UDL)


46

Modified Goal(s)


47

Content:Number concepts to 100

Elaborations:• Skip-counting by 2,

5, and 10

Subject: Gr. 2 MathModified Goal

Topic: NumberEssential Question: What are numbers?

Ideas/Concepts:

• Numbers• Skip-counting

Access Questions:

• What do numbers from 10 to 100 look like?

• How do I skip-count?

Elaborations:

• Skip-counting

Ideas/Concepts:• Counting marbles• Hundred chart

Question:• How do we count

marbles in different ways?

All/Most/Few

All

All


How do we count

marbles in different ways?

Planning Triangle

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goals for FEW

• What are numbers?• What do numbers from

10 to 100 look like?• How do I skip-count?• What is the relationship

between 10s and 1s?

• What do numbers mean?• How does understanding 5 or 10 help us

think about other numbers?• What patterns do you notice in numbers?• What stories live in numbers?

• How do numbers help us communicate and think about place?

• How do numbers help us communicate and think about ourselves?


48

17


A Modified Goal…

• Is a starting point.

• Is background/prior knowledge.

• Is assumed knowledge.

• Will help EVERYONE.

• Gives a student a role in the learning community.


49

Your Turn!


50

Content:

Elaborations:

Subject: Topic: Essential Question:

Ideas/Concepts: Access Questions:

Elaborations: Ideas/Concepts: Question:

All/Most/Few

HOW can we support our students?

• Universal Design for Learning (UDL)• Multiple Means of Representation

• What were some ways the learning was scaffoldedand supported?

• How was content presented?• Multiple Means of Expression

• What opportunities did you have for demonstrating your knowledge?

• Multiple Means of Engagement• What were the different choices that were offered

during the lesson

• Flexibility and Choice


51

18



52Learning and Creating with iPads in Kindergarten

https://youtu.be/Y5b6y7DJuYk

UDL Triangle


Source: Curriculum for All- Shelley Moore

53

Even more support

More support

Universal Support


UDL Triangle

Supports for ALL• Multi modalities (video, images, words)• Independent practice• Discussion• Group work• Technology• Manipulatives

MORE Supports

EVEN MORE Supports

• Co-teaching• Guided practice• Alternate spaces to work• Graphic organizers

• Modified texts• Modeling• EA• Assistive technology• Scribe


54

19


The Three Triangles


55

Our Profile

Our Inclusive Supports

Your Turn!

• Determine supports for each tier that creates access and builds in choice for students in your class.


56

Word Cloud – Project Based Learning


57

20


So… Why PBL?


58

New Curriculum

UDL – Framework

PBL –Teaching Method

PBL = UDL in These Ways…

• Multiple means of engagement

• Multiple means of expression

• Multiple means of representation

• Projects

• Multiple steps

• Variety of resources


59

Activity vs. Project

Students in a history class study Westward Expansion for three weeks, culminating with a “Frontier Feast” where students dress in period costumes and eat typical western fare from the era.

Students in a history class spend three weeks focused on the essential question “How did Westward Expansion impact our community?” Students learn about the period, research local connections, and design a museum exhibit featuring historical artifacts, primary source documents, and expert commentary from local historians. The exhibit is mounted in the community center lobby, and students serve as docents to the general public.


60

ACTIVITY PROJECT

21


Activity vs. Project

Students in a Spanish class spend five weeks collaborating with a travel destinations course to design travel briefings for members of a local service club who are considering planning a volunteer work trip somewhere in Central America. Integrated student teams provide club officials with written and oral reports outlining important considerations when traveling to various Central American countries. Students learning Spanish translate oral presentations onto audio for later critique.

Students in a Spanish class study Central American nations for five weeks. Students select a country, conduct research, write a two-page report, and give a three-minute oral presentation (in Spanish) about their country to the class.


61

PROJECT ACTIVITY

So… What does ‘Project’ mean in PBL?


62

Design of the Redesigned Curriculum• The new curriculum is based on a “Know-

Do-Understand” model • Content (KNOW) – the essential topics

and knowledge at each grade level; thinking, reasoning, applying, solving a range of problems

• Curricular Competencies (DO) – skills, strategies, and processes that students develop over time; skills, facts, procedures

• Big Ideas (UNDERSTAND) –generalizations and principles and the key concepts important in variety of subject areas


63

22


Planning a PBL Unit

1. Familiarize yourself with the curriculum for your grade.

2. Identify competencies, content and assessments.

3. Design the real or imaginary scenario.

4. Develop a Unit Question.


64

Example – Big Ideas


65

Mathematics 2

Numbers to 100 represent quantities that

can be decomposed

into 10s and 1s.

Science 2

Water is essential to all living things, and it cycles through the

environment.

Applied Design, Skills, and

Technologies 2

Technologies are tools that extend human

capabilities.

English Language Arts 2

Curiosity and wonder lead us

to new discoveries

about ourselves and the world

around us.

Example – Core Competencies


66

Social Responsibility

• Contributing to community and caring for the environment

Creative Thinking• Generating

ideas

Communication• Acquire, interpret,

and present information (includes inquiries)

• Collaborate to plan, carry out, and review constructions and activities

23


Example – Curricular Competencies

Mathematics 2

• Develop mental math strategies and abilities to make sense of quantities

• Use technology to explore mathematics

• Visualize to explore mathematical concepts

Science 2

• Experience and interpret the local environment

• Make simple predictions about familiar objects and events

• Compare observations with those of others


67

Applied Design, Skills, and Technologies 2

• Choose an idea to pursue

• Choose tools and materials

• Explore the use of simple, available tools and technologies to extend their capabilities


• Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

• Exchange ideas and perspectives to build shared understanding

Example – Content


68

Mathematics 2

• Number concepts to 100

• Benchmarks of 25, 50, and 100 and personal referents

Science 2

• Water sources including local watersheds

• Water conservation

• The water cycle

Applied Design, Skills, and

Technologies 2

Same as Curricular

Competencies


• Reading strategies

• Oral language strategies

• Metacognitive strategies

• Letter formation

Assessments• Written examinations – quizzes, tests

and exams• Concept maps – brainstorming • Self-assessment• Peer-assessment• Teacher-assessment• Presentations• Culminating products• Activities• Reports• Student portfolios – digital portfolios or

physical portfolios


69

24


Example ‐ AssessmentAssessment Activity Curricular Connections

1. Assessment of product design plan • Applied Design, Skills and Technologies 2 Curricular Competencies and Content

2. Teacher assessment of measuring and counting water consumption in class

• Mathematics 2 Curricular Competencies and Content• Science 2 Curricular Competencies and Content

3. Teacher assessment of student’s rationalefor ideas and planning

• Core Competencies: Communication, Creative Thinking, and Social Responsibility

4. Assessment of product presentation • ELA 2 Curricular Competencies and Content• Applied Design, Skills and Technologies 2 Curricular

Competencies and Content

5. Peer assessment of product • Core Competencies: Communication and Creative Thinking• Applied Design, Skills and Technologies 2

6. Self-assessment of outcome and process • Core Competencies: Communication and Creative Thinking


70

“How do you know what makes a successful product?”

Process for Creating Your Own Rubrics

1. Look at models.

2. List criteria.

3. Articulate gradations of quality.

4. Practice on models.

5. Use self- and peer-assessment.

6. Revise.

7. Use teacher assessment.


71

Resources on Rubrics in PBL

• BIE Project Based Learning Rubrics -http://bie.org/objects/cat/rubrics

• WVDE PBL Rubrics - http://bit.do/pblrubrics

• Edutopia Resources and Tools for PBL Start to Finish -http://bit.do/pbl_edutopia

• Rubistar - http://rubistar.4teachers.org/


Image credit: PRESENTERMEDIA

72

25


How to Design a Scenario

• Ideas from colleagues and web-based resources

• Student inquiry – e.g. Student Profile and Class Profile, Planning Triangle

• Teacher’s own inquiry – e.g. Planning Triangle

• Community issues

• News (current events)

• Magazines or books

• Experiences or stories


73

Example – Designing a Scenario

“Canada has one fifth of the world’s fresh water. We’re home to thousands of lakes, rivers, streams and wetlands. They provide us with water to drink, to grow our food, to power our homes and to sustain our environment. This freshwater wealth is a huge global endowment that requires responsible stewardship. Healthy waters matter – for nature and for people. We’re incredibly fortunate to have this abundance of water, but we need to protect it.” - WWF Canada

Do we have never-ending abundance of water? Or is it time that we pay closer attention to our water and protect it?

Your challenge for this unit is to explore how water and our community affect each other.


74

Developing a Unit Question

Framing Words Person or Entity Action or Challenge Audience or Purpose

• How can…• How do…• Should…• Could…• What…• ______________

• I, we• We as… roles,

occupation• Town, city, country• Province, territory,

nation• Community,

organization• ______________

• Develop, plan• Build, create,

make• Design• Solve• Write• Propose, decide• ______________

• Real world problem

• For a public audience

• For a school• For a classroom• For an online

audience• ______________


(Resource: http://bie.org/object/document/driving_question_tubric) Image credit: PRESENTERMEDIA

75

26


Example – Unit Question

• How does water affect our community?

• How does our community affect water?


76

Example –Some Possible Project Ideas from Students

• Interview someone at the water treatment centre (e.g. BC Hydro)

• Video on water use in our community

• Campaign poster to keep water clean

• Podcast

• Creating a nature-friendly solution or soap


77


78

The Yellow Legged Frog Project

https://youtu.be/LAcpPj4oezs

27


Scheduling a Timeline


Multiple means of Representation

Multiple means of RepresentationMultiple means of ExpressionMultiple means of Engagement

Multiple means of Expression

79

Your Turn!


80

Unit Topic ?

Unit Title ?

Unit Question ?

Context (Real or Imaginary Scenario) ?

Learning Content/Objectives ?

Expression and Assessment ?

PBL Examples

Grade Link

K • Cycles and Patterns - http://bit.do/cyclesandpatterns

1 • Ocean Explorers - http://bit.do/oceanexplorers

2 • Natural Disaster - http://bit.do/naturaldisaster• Changes over Time - http://bit.do/changesovertime

3 • What Influences What We Eat? - http://bit.do/whatweeat• Dream Project - http://bit.do/dreamproject

4 • Instructional Samples - http://bit.do/bcpblsamples• Off the Wall Together - http://bit.do/offwalltogether

5 • Pompeii - http://bit.do/pompeii_destruction

6 • Newspaper Plays - http://bit.do/newspaperplays


81

28


PBL Resources

• PBL using UDL Principles and Guidelines -http://bit.do/pbl_techtutorials_setbc

• BC Curriculum Instructional Samples -https://curriculum.gov.bc.ca/instructional-samples

• High Tech High Student Projects -http://www.hightechhigh.org/student-work/student-projects/

• BIE Pick a Project - http://pblu.org/projects

• PBL Social and Emotional Learning -http://bit.do/socialemotionallearning


82

Workshop Survey

Please go to http://bit.do/sd48pbl_elementary1 and complete the workshop survey before you leave.


83

Suggested Things‐to‐do Checklist• Complete the PBL Unit Planner (focus on the third

term)• Get to know the curriculum• Update your class and student profiles.• Gather up ideas and resources for your project.• Share your ideas and discuss with colleagues.• Develop your UDL and PBL toolkits.• Think about assessment strategies.• Plan your tentative timeline.• Plan your materials and resources needed (e.g. library

books, iPads, computer lab booking, field trips, photo consent, art supplies, outside school contact, etc.)


84

29


Focus of the Second Session

• Assessment and reporting

• Sharing time – What has been done from the first session

• Examine how specific technology available in the district (e.g. Kurzweil 3000) can be used with PBL


85

Exit Ticket


86

bc project based learning in the elementary classroom · 27 • start with an egg shape, add your...

Documents