creating and sustaining a culture of collaboration and rigorous reasoning in a project-based...

Creating and Sustaining a Culture of Creating and Sustaining a Culture of Collaboration and Rigorous Collaboration and Rigorous

Reasoning in a Project-Based Reasoning in a Project-Based ClassroomClassroom

Janet L. KolodnerJanet L. Kolodner

College of ComputingCollege of Computing

Georgia Institute of TechnologyGeorgia Institute of TechnologyJackie Gray, Jennifer Holbrook, Barbara Fasse, Mike Jackie Gray, Jennifer Holbrook, Barbara Fasse, Mike Ryan, and a host of other LBD™ pioneers and group Ryan, and a host of other LBD™ pioneers and group

members (teachers and researchers)members (teachers and researchers)

June 7, 2001 Kolodner: Creating Culture in a Project-Based Classroom

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Culture of Collaboration and Culture of Collaboration and Rigorous ReasoningRigorous Reasoning

Awareness, want, and appreciation of the Awareness, want, and appreciation of the need to collaborateneed to collaborate

Collaboration and communication skillsCollaboration and communication skills Awareness, want, and appreciation of the Awareness, want, and appreciation of the

need for rigor in collecting and using need for rigor in collecting and using evidence, using the vocabulary of a domain, evidence, using the vocabulary of a domain, explaining phenomena, and justifying explaining phenomena, and justifying decisionsdecisions

Skills to engage in those practices fluently Skills to engage in those practices fluently


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Creating and maintaining that culture Creating and maintaining that culture is hard!!!is hard!!!

Because competition for grades is the norm in Because competition for grades is the norm in school, not collaborationschool, not collaboration

Because right answers are normally required Because right answers are normally required rather than deliberationrather than deliberation

Because students normally are expected to Because students normally are expected to follow rules rather than take responsibility for follow rules rather than take responsibility for what they are doing and learningwhat they are doing and learning

Because teachers roles are different and evolvingBecause teachers roles are different and evolving And because it takes time to learn all these things And because it takes time to learn all these things

-- a lot of deliberate repetition and practice-- a lot of deliberate repetition and practice


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Our Solution:Our Solution: Foregrounding the Foregrounding the Learning of Important Practices and SkillsLearning of Important Practices and Skills

Continuous, frequent, authentic, and reflective use Continuous, frequent, authentic, and reflective use of targeted practices/skills over a variety of of targeted practices/skills over a variety of contextscontexts

A classroom setup in which kids always need each A classroom setup in which kids always need each other’s results and reportsother’s results and reports

Expectations of rigor set clearly, discussed, Expectations of rigor set clearly, discussed, modeled by the teacher, and enforced (gently)modeled by the teacher, and enforced (gently)

Reflective iteration towards solutionsReflective iteration towards solutions Public ritualized practice of collaboration, Public ritualized practice of collaboration,

communication, and science practices (skills)communication, and science practices (skills) Scaffolding responsibilities shared by teacher, Scaffolding responsibilities shared by teacher,

paper-and-pencil journals, software, and peerspaper-and-pencil journals, software, and peers


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AndAnd Developmental Sequencing to Developmental Sequencing to Promote Gradual Learning of PracticesPromote Gradual Learning of Practices

Skills/practices/expectations are introduced Skills/practices/expectations are introduced within the context of a “launcher unit” at the within the context of a “launcher unit” at the beginning of the yearbeginning of the year

Then practiced (publicly) over a variety of Then practiced (publicly) over a variety of units throughout the yearunits throughout the year

With the teacher beginning as a modeler, With the teacher beginning as a modeler, coach, and enforcer and students gradually coach, and enforcer and students gradually taking on those rolestaking on those roles


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Learning by Design™Learning by Design™ A project-based inquiry approach to science A project-based inquiry approach to science

education for middle schooleducation for middle school Students learn science concepts and Students learn science concepts and

practices together in the context of attempting practices together in the context of attempting to achieve design challenges.to achieve design challenges.

Highly collaborativeHighly collaborative Ritualized classroom activities and scaffolding Ritualized classroom activities and scaffolding

are embedded in the approach to promote are embedded in the approach to promote learning practices and creating culture.learning practices and creating culture.


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We began with principles drawn We began with principles drawn from the literature on learning ...from the literature on learning ...

But making it all work in the classroom took But making it all work in the classroom took many iterations, working along with our many iterations, working along with our collaborating teachers and going back to the collaborating teachers and going back to the literature for adviceliterature for advice


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The practices we want students The practices we want students to learnto learn

Project practices: Project practices: Understanding a project challengeUnderstanding a project challenge Planning, managing time, ...Planning, managing time, ... Aiming for solutions together with understandingAiming for solutions together with understanding

Science practices: Science practices: Investigation with a purpose: identifying what needs to Investigation with a purpose: identifying what needs to

be investigated and carrying out an investigation wellbe investigated and carrying out an investigation well Informed decision making, reporting on and justifying Informed decision making, reporting on and justifying

conclusionsconclusions Explaining scientificallyExplaining scientifically

Collaboration practices: Collaboration practices: Teamwork, collaboration across teams, giving creditTeamwork, collaboration across teams, giving credit


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Our UnitsOur Units

Physical SciencePhysical Science– Apollo 13Apollo 13 – introduction to practices of design and – introduction to practices of design and

sciencescience– Vehicles in MotionVehicles in Motion – motion and forces – motion and forces– Machines that HelpMachines that Help – simple machines and mechanical – simple machines and mechanical

advantageadvantage

Earth ScienceEarth Science– Digging InDigging In -- launcher unit -- launcher unit– Managing Erosion Managing Erosion – erosion and accretion– erosion and accretion– Tunneling through GeorgiaTunneling through Georgia – geology, rocks and – geology, rocks and

minerals, rock formations, underground waterminerals, rock formations, underground water


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A Sample Unit: A Sample Unit: Vehicles in Vehicles in MotionMotion

Design and build a vehicle that can propel itself Design and build a vehicle that can propel itself over several hills and beyond; the farther the over several hills and beyond; the farther the betterbetter– Coaster Car ChallengeCoaster Car Challenge

Friction and keeping things goingFriction and keeping things going– Balloon Car ChallengeBalloon Car Challenge

Getting and keeping things goingGetting and keeping things going– Rubber-band and Falling Weight ChallengeRubber-band and Falling Weight Challenge

Comparing different kinds of propulsionComparing different kinds of propulsion– Put it all togetherPut it all together


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Sequencing to NoticeSequencing to Notice

Iteration towards better solutions provides Iteration towards better solutions provides opportunities for iteration towards better opportunities for iteration towards better understanding.understanding.

Sharing experimental results, design ideas, and Sharing experimental results, design ideas, and design experiences promotes focus on skills building.design experiences promotes focus on skills building.

Design diary pages and software provide scaffolding Design diary pages and software provide scaffolding for doing and reflection.for doing and reflection.

Multiple opportunities for engagement in science Multiple opportunities for engagement in science process, communication, collaboration, planning, process, communication, collaboration, planning, reflection, design in the process of learning and reflection, design in the process of learning and applying science contentapplying science content


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LBD™’s SequencingLBD™’s Sequencing Pose design Pose design

challenge.challenge. "Messing about" "Messing about"

leads to question leads to question posing. posing. (Messing (Messing About)About)

Investigation Investigation following scientific following scientific methodology. methodology. (My (My Experiment; SMILE)Experiment; SMILE)

Balloon-car challengeBalloon-car challenge

W/balloon engines W/balloon engines – Size of balloons?Size of balloons?– Length of straw?Length of straw?– Diameter of straw?Diameter of straw?– Double balloon?Double balloon?– Double engine?Double engine?

Each group chooses a Each group chooses a question and designs question and designs and runsand runs an an experimentexperiment


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From Group Work to Class Discussion; From Group Work to Class Discussion; From Activity to ReflectionFrom Activity to Reflection

Sharing results Sharing results (Poster Session)(Poster Session)

Drawing out design Drawing out design rules of thumb rules of thumb (My (My Rules of Thumb); Rules of Thumb); Drawing out scientific Drawing out scientific methodologymethodology

Why were the results Why were the results of that run so of that run so different?different?

Maybe you didn't blow Maybe you didn't blow up the balloons the up the balloons the same every time.same every time.

Two engines are better Two engines are better than onethan one

When designing an When designing an experiment, make sure experiment, make sure to ...to ...


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Getting to the ScienceGetting to the Science

Design planning Design planning ((SMILESMILE))

Pin-up Session Pin-up Session (Pin-(Pin-up Notes)up Notes)

Construction and Construction and testing testing (Testing my (Testing my Design)Design)

Gallery Walk Gallery Walk (SMILE; (SMILE; Gallery Walk Notes)Gallery Walk Notes)

Need for science (Need for science (My My Rules of ThumbRules of Thumb))

Let's use two engines Let's use two engines and double the balloons and double the balloons in each because …in each because …

When we did that, the When we did that, the wheels spun out. … We wheels spun out. … We don't know why.don't know why.

Read pages about Read pages about Newton’s 2nd law, refine Newton’s 2nd law, refine rules of thumb with rules of thumb with explanations, demos, ...explanations, demos, ...


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Iteration, Summary, Pulling it All Iteration, Summary, Pulling it All TogetherTogether

Iterative refinementIterative refinement Final gallery walkFinal gallery walk Product history Product history

((SMILESMILE)) Application problems Application problems

and scenariosand scenarios Lessons learned Lessons learned

((SMILESMILE))

Back to Back to Vehicles’Vehicles’ big big challengechallenge

Individual and group Individual and group writeupswriteups

About science, About science, science practice, science practice, collaboration, ...collaboration, ...


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ResultsResults

Kids “talk” scienceKids “talk” science– Use vocabulary of forcesUse vocabulary of forces– ExplainExplain– Justify and persuadeJustify and persuade

Kids “do” scienceKids “do” science– Control variables, design procedures, measure, observe, Control variables, design procedures, measure, observe,

record, interpret, apply, …record, interpret, apply, …

Kids require each other to be “rigorous”Kids require each other to be “rigorous” They collaborate willinglyThey collaborate willingly They learn contentThey learn content All gets better and better throughout the yearAll gets better and better throughout the year


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Making it Work; Getting to the Making it Work; Getting to the CultureCulture

Foregrounding of practicesForegrounding of practices– Pushes kids to focus on how they are doing things, what works Pushes kids to focus on how they are doing things, what works

well, what doesn’twell, what doesn’t

Introduction through “launcher”Introduction through “launcher”– Helps kids understand the importance of practices and when Helps kids understand the importance of practices and when

each is usedeach is used– Gives a first chance at using them and learning about themGives a first chance at using them and learning about them

Repeated public and reflective practiceRepeated public and reflective practice– Helps them debug the way they do thingsHelps them debug the way they do things– Provides opportunities to see how well they are performingProvides opportunities to see how well they are performing

Shifting roles of teacher, shifting locus of initiativeShifting roles of teacher, shifting locus of initiative


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Foregrounding the Practices: Foregrounding the Practices: LBD™’s Community RitualsLBD™’s Community Rituals

Provide a systematic way of carrying out Provide a systematic way of carrying out some important skill set that some important skill set that – systematizes practices to make them methodical; systematizes practices to make them methodical;

promotes habitspromotes habits– situates practices in several contexts; promoting situates practices in several contexts; promoting

adaptabilityadaptability– engages students in public practice as engages students in public practice as

collaborators; affording noticing, asking, collaborators; affording noticing, asking, discussion, productive reflectiondiscussion, productive reflection


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Three Presentation RitualsThree Presentation Rituals Poster sessionsPoster sessions (investigation, interpreting, (investigation, interpreting,

reporting results; done after investigations)reporting results; done after investigations) Pin-up sessionsPin-up sessions (making decisions, justifying them; (making decisions, justifying them;

done after planning or designing a first solution)done after planning or designing a first solution) Gallery walksGallery walks (testing solutions, explaining results; (testing solutions, explaining results;

done after trials)done after trials)

Each tied to a set of science skills/practicesEach tied to a set of science skills/practices Ritualized public ways of participating in those Ritualized public ways of participating in those

practicespractices Well-articulated expectationsWell-articulated expectations Repeatedly practiced and publicly discussedRepeatedly practiced and publicly discussed


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Making the Rituals WorkMaking the Rituals Work

Introduction and identification of expectationsIntroduction and identification of expectations Reminders before group workReminders before group work Paper-and-pencil scaffolding during group Paper-and-pencil scaffolding during group

work; also teacher help from time to timework; also teacher help from time to time Preparation for presentations (with software or Preparation for presentations (with software or

paper-and-pencil scaffolding)paper-and-pencil scaffolding) Public presentations of results with discussion Public presentations of results with discussion

of “how to’s”of “how to’s” A chance to try again (iteration)A chance to try again (iteration)


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Introducing Community RitualsIntroducing Community Rituals Gallery Walk: Gallery Walk:

– Introduced at a time when they want to report to each other about Introduced at a time when they want to report to each other about what they’ve donewhat they’ve done

– We tell them what will be useful for their peersWe tell them what will be useful for their peers– We prompt listeners on what they might askWe prompt listeners on what they might ask– They experience the help peers can provideThey experience the help peers can provide

Poster Session:Poster Session:– Introduced before they design and run their first experimentIntroduced before they design and run their first experiment– We remind them that their peers will need their results and will need We remind them that their peers will need their results and will need

to trust resultsto trust results– We prompt them with what they should pay attention to (but without We prompt them with what they should pay attention to (but without

much detail)much detail)– They experience the trustworthiness and lack of it in different They experience the trustworthiness and lack of it in different

experimental designs and procedures; that becomes grist for experimental designs and procedures; that becomes grist for discussion and setting of expectationsdiscussion and setting of expectations


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Community Rituals: Getting to Community Rituals: Getting to ExpectationsExpectations

Kids can identify expectations after their first experience; Kids can identify expectations after their first experience; then make them better over timethen make them better over time

Gallery walks:Gallery walks:– To make their solutions the best they can, they’ll need to test the solutions they’ve To make their solutions the best they can, they’ll need to test the solutions they’ve

come up with and make decisions about what to do next; requires making come up with and make decisions about what to do next; requires making predictions, running several trials, recording results, noticing patterns, comparing predictions, running several trials, recording results, noticing patterns, comparing results to expectations, explaining discrepancies, ... results to expectations, explaining discrepancies, ...

– For others to trust how well their solution works and appreciate how well they did, For others to trust how well their solution works and appreciate how well they did, they will need to explain why they did what they did and why it works the way it they will need to explain why they did what they did and why it works the way it doesdoes

– Peers can help; this requires making all the above clear to peers and identifying Peers can help; this requires making all the above clear to peers and identifying where they need helpwhere they need help

Poster sessions:Poster sessions:– One experiments in order to get to results others can trust and use; this requires One experiments in order to get to results others can trust and use; this requires

planning well so that variables are controlled well, measuring accurately, running planning well so that variables are controlled well, measuring accurately, running enough trials, recording data, noticing patterns, …enough trials, recording data, noticing patterns, …

– All of this must be communicated well to peersAll of this must be communicated well to peers


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Design Diaries: Paper-and-Pencil Design Diaries: Paper-and-Pencil Scaffolding while DoingScaffolding while Doing

Helps kids know what Helps kids know what to doto do

Helps them know what Helps them know what to reportto report

Helps teacher know Helps teacher know what to emphasize what to emphasize when helping a group when helping a group or leading a whole-or leading a whole-class discussionclass discussion

Very sketchyVery sketchy


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SMILE: Software scaffolding to SMILE: Software scaffolding to prepare for presentationsprepare for presentations

Design discussionsDesign discussions– Investigation planning and presentation Investigation planning and presentation

(poster session)(poster session)– Design plans and decisions (pin-up session)Design plans and decisions (pin-up session)– Design experiences (gallery walks)Design experiences (gallery walks)

Summary authoringSummary authoring– Goals, plans, results, science usedGoals, plans, results, science used– Two most important iterationsTwo most important iterations– Lessons learned and how they might be usedLessons learned and how they might be used


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SMILE: Our ExperimentSMILE: Our Experiment

Your questionYour question Your hypothesisYour hypothesis How you tested itHow you tested it Your procedureYour procedure

– Variable you variedVariable you varied– Values you gave itValues you gave it– Properties you held Properties you held

constantconstant Data/resultsData/results Interpretation of resultsInterpretation of results Rule of thumbRule of thumb

Scaffolding is of three Scaffolding is of three kindskinds– structuring with a structuring with a

leading question or leading question or topictopic

– hintshints– examplesexamples

Helps both students Helps both students and teacherand teacher


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Public PresentationPublic Presentation Student groups presentStudent groups present Teacher and peers ask questions, make recommendationsTeacher and peers ask questions, make recommendations For each presentation, teacher attempts to restate student For each presentation, teacher attempts to restate student

statements using scientific terminology and explanations; statements using scientific terminology and explanations; asks for evidence to justify decisions and interpretations; …asks for evidence to justify decisions and interpretations; …

After full set, teacher helps students compare and contrast After full set, teacher helps students compare and contrast over the set and abstract out what’s most important over the set and abstract out what’s most important (depending on the type of presentation) -- new design rules (depending on the type of presentation) -- new design rules of thumb might be derived, new principles for designing and of thumb might be derived, new principles for designing and running experiments, new principles for reporting results, running experiments, new principles for reporting results, new phenomena noticed, old principles questioned and new phenomena noticed, old principles questioned and refined, new questions raised, … refined, new questions raised, …

After discussion, class decides what to do nextAfter discussion, class decides what to do next Students eventually take more initiativeStudents eventually take more initiative


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The Full Set of Rituals in LBD™The Full Set of Rituals in LBD™– Gallery walkGallery walk -- explanation-- explanation

– Pin-up sessionPin-up session -- decision making and -- decision making and justificationjustification

– Poster sessionPoster session -- investigation and data -- investigation and data interpretationinterpretation

– Design rules of thumbDesign rules of thumb generationgeneration-- -- data data interpretation and connecting science principles to interpretation and connecting science principles to observed phenomenaobserved phenomena

– Messing About and Whiteboarding Messing About and Whiteboarding -- -- observation, inquiryobservation, inquiry

– Product HistoryProduct History -- summarizing, abstraction -- summarizing, abstraction


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Community Rituals as Learning Community Rituals as Learning DevicesDevices

Continuous, frequent, authentic, and reflective Continuous, frequent, authentic, and reflective use use

In public In public Kids need each other’s results and reportsKids need each other’s results and reports Rigor discussed, modeled by teacher (and Rigor discussed, modeled by teacher (and

eventually by other students), and enforced eventually by other students), and enforced Chances to try again (iteration)Chances to try again (iteration) Scaffolding distributed between teacher, paper-Scaffolding distributed between teacher, paper-

and-pencil journal pages, software, peersand-pencil journal pages, software, peers


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Summary: Affording and Sustaining Summary: Affording and Sustaining the Culturethe Culture

Foregrounding of practicesForegrounding of practices– Pushes kids to focus on how they are doing things, what Pushes kids to focus on how they are doing things, what

works well, what doesn’tworks well, what doesn’t

Repeated public and reflective practiceRepeated public and reflective practice– Helps them debug the way they do thingsHelps them debug the way they do things– Provides opportunities to see how well they are performingProvides opportunities to see how well they are performing

By comparing performance to peersBy comparing performance to peers By experiencing the degree to which peers understand and trust By experiencing the degree to which peers understand and trust

what they reportwhat they report

Shifting roles of teacher, shifting locus of Shifting roles of teacher, shifting locus of initiativeinitiative


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Creating the CultureCreating the Culture Learning by Design™ uses “Launcher Units”Learning by Design™ uses “Launcher Units” Over a 3 to 6-week period:Over a 3 to 6-week period: Community rituals are gradually introducedCommunity rituals are gradually introduced

– As ways to introduce science, project, and As ways to introduce science, project, and collaboration practicescollaboration practices

– In the context of short, engaging, and authentic In the context of short, engaging, and authentic challenges that require only simple contentchallenges that require only simple content

They are gradually interleaved with each otherThey are gradually interleaved with each other Students experience adults engaging in the Students experience adults engaging in the

same practicessame practices


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Apollo 13: The Launcher UnitApollo 13: The Launcher Unit

The Book Support The Book Support Challenge (2 days)Challenge (2 days)

The movie -- The movie -- Apollo 13 Apollo 13 (2 - 3 days)(2 - 3 days)

The Oreo Cookie The Oreo Cookie Challenge (2 days)Challenge (2 days)

Introduces collaboration, Introduces collaboration, design, gallery walkdesign, gallery walk

Scientists and engineers Scientists and engineers engage in collaboration, engage in collaboration, design, and science practicesdesign, and science practices

Replicating procedures, Replicating procedures, controlling variables, controlling variables, collecting data, knowing if collecting data, knowing if your solution is in the right your solution is in the right ballparkballpark


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Apollo 13Apollo 13 (continued) (continued)

Which tape shall we Which tape shall we use? (4 days)use? (4 days)

The Parachute The Parachute Challenge (6 days)Challenge (6 days)

Ideo Corp. videoIdeo Corp. video

Fair testing (measuring, Fair testing (measuring, observing, managing observing, managing variables, replicating variables, replicating procedures), informed procedures), informed decision making (justifying decision making (justifying with evidence, explaining), with evidence, explaining), poster session, pin-up poster session, pin-up sessionsession

Putting it all together, Putting it all together, messing about, messing about, whiteboardingwhiteboarding

Adults do it all tooAdults do it all too


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The Book Support ChallengeThe Book Support Challenge

Our goals: Help the class Our goals: Help the class – come to appreciate collaborative learning come to appreciate collaborative learning – begin becoming proficient at vocabulary and begin becoming proficient at vocabulary and

practices of designpractices of design– learn about the gallery walklearn about the gallery walk

Design and build a structure that will hold up Design and build a structure that will hold up a large textbook 3 inches above a desk using a large textbook 3 inches above a desk using only index cards, paper clips, and rubber only index cards, paper clips, and rubber bands.bands.


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The Book Support Challenge: The Book Support Challenge: OrchestrationOrchestration

Students work in groups for 10 - 15 minutes to Students work in groups for 10 - 15 minutes to achieve the challenge.achieve the challenge.

The class reads about "gallery walks" together.The class reads about "gallery walks" together. Each group presents their design; there's some Each group presents their design; there's some

discussion about each.discussion about each. Teacher asks students if they want to try again.Teacher asks students if they want to try again. Students try again.Students try again. They hold another gallery walk.They hold another gallery walk. They accuse each other of copying.They accuse each other of copying.


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Book Support Orchestration (cont.)Book Support Orchestration (cont.)

The teacher introduces them to the notion of building The teacher introduces them to the notion of building on the work of others, patents, citations, …on the work of others, patents, citations, …

They read about collaborative learning and its benefits They read about collaborative learning and its benefits and requirements (e.g., giving credit)and requirements (e.g., giving credit)

They talk about designing -- what did they do when They talk about designing -- what did they do when they designed; how did they know if they were getting they designed; how did they know if they were getting to a good solution -- the vocabulary of “criteria” and to a good solution -- the vocabulary of “criteria” and “constraints” is introduced; how their peers’ ideas “constraints” is introduced; how their peers’ ideas helped.helped.

They revisit the notion of the gallery walk and update They revisit the notion of the gallery walk and update their notion of what’s needed.their notion of what’s needed.


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Book Support: The SequelBook Support: The Sequel Make your bookstand appealing to buyers but not too Make your bookstand appealing to buyers but not too

expensive to produce.expensive to produce. Now questions arise about support structures and Now questions arise about support structures and

forces.forces. Students read a bit to answer their questions.Students read a bit to answer their questions. They identify criteria and constraints.They identify criteria and constraints. They attempt solutions.They attempt solutions. Gallery walk, comparisons, discussion of support, Gallery walk, comparisons, discussion of support,

iteration (this time giving credit), …iteration (this time giving credit), … When done, revisit design and collaboration and LBD When done, revisit design and collaboration and LBD

(the role design might play in learning)(the role design might play in learning)


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ResultsResults When students work on other challenges, they use the When students work on other challenges, they use the

practices they've experienced and talked about in the practices they've experienced and talked about in the launcher.launcher.

Some begin to use the words collaboration, credit, Some begin to use the words collaboration, credit, iteration, variable, trial, ...; others follow suit over time.iteration, variable, trial, ...; others follow suit over time.

Students get better at practices, some adopt early, Students get better at practices, some adopt early, others follow.others follow.

Students and teacher refer to these experiences later Students and teacher refer to these experiences later as anchors to make points about designing, as anchors to make points about designing, collaboration, science practices, and project practices.collaboration, science practices, and project practices.


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Take-Away Point 1: Once is not Take-Away Point 1: Once is not enough!!!enough!!!

Participating masterfully in project-based Participating masterfully in project-based learning requires repeated use of projects and learning requires repeated use of projects and repeated reflective, rigorous, and scaffolded repeated reflective, rigorous, and scaffolded use of project practices.use of project practices.

Students will get better at the practices of Students will get better at the practices of science, collaboration, and projects over time.science, collaboration, and projects over time.

Students will probably learn the content better Students will probably learn the content better in later projects than in earlier ones; start the in later projects than in earlier ones; start the year with relatively simple content and year with relatively simple content and introductions to practices.introductions to practices.


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Take-Away Point 2: Much Take-Away Point 2: Much Scaffolding is Needed; Distribute ItScaffolding is Needed; Distribute It

Kids need help participating in science, collaboration, and Kids need help participating in science, collaboration, and project practices project practices

Paper-and-pencil diary pages can provide reminders and help Paper-and-pencil diary pages can provide reminders and help them manage an activitythem manage an activity

Teacher needs to provide more specific help to small groups as Teacher needs to provide more specific help to small groups as they are workingthey are working

Software can get more detailed than paper by providing Software can get more detailed than paper by providing reminders, hints, and examples, but not as individualized as the reminders, hints, and examples, but not as individualized as the teacherteacher

Public performance aimed at peers allows peers to model for Public performance aimed at peers allows peers to model for and scaffold each otherand scaffold each other

Teacher modeling of rigor is essential early onTeacher modeling of rigor is essential early on Discussion based on presentations can helps kids notice good Discussion based on presentations can helps kids notice good

practices and important phenomenapractices and important phenomena


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Take-Away Point 3: Create the Take-Away Point 3: Create the Culture Early and with RigorCulture Early and with Rigor

Activities that introduce need for targeted Activities that introduce need for targeted practices/skillspractices/skills

Activities that introduce need for learning content Activities that introduce need for learning content and using it welland using it well

Activities that allow students to experience ins Activities that allow students to experience ins and outs of targeted practices/skillsand outs of targeted practices/skills

Teacher coaches and models for rigorTeacher coaches and models for rigor Discussion following allows kids to identify what Discussion following allows kids to identify what

good practice isgood practice is List guidelines for practice on the wall, revisit and List guidelines for practice on the wall, revisit and

revise them oftenrevise them often


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Take-Away Point 4: Public Participation Take-Away Point 4: Public Participation in Skills and Practices is a Charmin Skills and Practices is a Charm

Take time early in the year to do it; it’s worth it.Take time early in the year to do it; it’s worth it. Students get to see others doing things they Students get to see others doing things they

need to learn.need to learn. Students get to see if others can understand Students get to see if others can understand

and use what they are providing.and use what they are providing. Students gain confidence and empathy.Students gain confidence and empathy. The teacher gets to identify student strengths, The teacher gets to identify student strengths,

weaknesses, conceptions, misconceptionsweaknesses, conceptions, misconceptions


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Take-Away Point 5: Distributing Take-Away Point 5: Distributing Investigative Needs Around the Class is a Investigative Needs Around the Class is a

Charm too.Charm too.

Kids listen to each other if they need each Kids listen to each other if they need each others’ results, ideas, or experiences.others’ results, ideas, or experiences.

As a result, they question each other, gain As a result, they question each other, gain appreciation for each other’s skills, and want appreciation for each other’s skills, and want to help each other (because they want help to help each other (because they want help too).too).

Listening provides them with many more Listening provides them with many more experiences to abstract from than simply their experiences to abstract from than simply their own.own.

creating and sustaining a culture of collaboration and rigorous reasoning in a project-based...

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skills n continuous