Lakeview pbl

Curriculum Design and PBL

Transcript of Lakeview pbl

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Curriculum Design and PBL

Curriculum Design and PBL

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A guaranteed and viable curriculum is the number one factor impacting student achievement. (Marzano - What Works in Schools. 2003)

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A Pre-Assessment on Beliefs

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Definition of PBL

a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

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Five Criteria to be PBL

PBL projects are central, not peripheral to the curriculum.

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PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.


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Projects involve students in a constructive investigation.

Project NOT Exercise

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Projects are student-driven to some significant degree.

Projects are realistic, not school-like

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Sense vs Meaning“Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….

Of the two criteria, meaning has the greater impact ….”


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Intentionally Designed

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Designing Curriculumusing UbD

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Stop-Light Differentiation

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Essential QuestionWhat are the

attributes that define and

structures that support a 21st

century curriculum?

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Essential Question

How do I design contemporary

curriculum that best meets the

learning needs of my students?

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Types of Assessment • Diagnostic• Formative• Peer/Self/Metacognitive• Portfolio• Summative

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Tools for Assessment• Moodle

• Google Forms

• Google Sites Portfolios

• Quia

• Socrative

• Blog Prompts

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Black and Wiliam•Frequent short tests are better than infrequent long ones. 

•New learning should be tested within about a week of first exposure. 

•Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones.

•Comments alone have more impact on student achievement than comments and grades or grades only.

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Draft In Progress not Rough Draft

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Performance Assessment



Product/PerformanceStandards and Criteria for Assessment

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Standards Essential Questions

Assessments Rubrics

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Is it a Rubric?Rubric vs Checklist vs Point


Pre-Skill Developing Proficient Accomplished



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Design the Learning Activities (Part 3)

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Be Collaborative• Design on a Wiki

• Design on Google Docs

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Design the Learning Activities


Where and Why?


Equip students with skills

Rethink and

Revise with


self Evaluat


Tailor to



Organize and


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Driving Questions

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Characteristics of a Driving Question• are provocative• are open ended• go to the heart of a discipline or

topic are challenging• can arise from real world

dilemmas that students find interesting

• are consistent with curricular standards and frameworks

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Entry Event

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Authentic Project

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The ProjectsHistory Museum with Documentaries and What-If Exhibit (US History)

Graphic Novel History Text and a Warm-Up

Sharing your Passion

Frederick Douglas Speaker Series

Non-Fiction Writing/Blogging 1 2 3

Global Action Project

Author Project and LitFest

Global Issues Symposium (AP Environmental Science/Capstone 11th Grade Science)

It’s My Brain, Do I know how to care for it? (9th Grade Tablet and Portfolio Intro) 

PBL or Project?

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PBL Assessment• Assess Your Project

• Use clear Rubrics

• Set clear expectations (let kids contribute to this)

• Provide lots of Feedback – Use Feedback Loops (Tech is GR8 for this!)

• Use Peer Review

• Use Self Reflection and Assessment

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A Quote:Our job as

educators is to make explicit that

which we had hoped would be


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Designing the Curriculum

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What are the essential questions?

How is what we’re teaching relevant to the student’s life?

How do they extend the learning to demonstrate true understanding?

When do they have the opportunity to explain, interpret, apply, show perspective, display empathy, and self-knowledge of what they have learned?

When do they get to self-reflect? Do they have a metacognitive vocabulary?

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Find a Partner

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Blooms and Six Facets



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Stage Three


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Key Processes and Questions for 21st Century Learning

1.Purpose–Is the task “Just in Time” or “Just in Case” learning?

2.Outcomes and/or solutions–As a result of this investigation, will the students be lead to a solution?

3.Time Frame–What is the time frame? Can students come to a conclusion in the time allotted?

4.Collaborative–Will students have the opportunity and the need to work together to solve the problem?

5.Real World Context–Is the task relevant to the learner?

6.Audience–Who will be the intended audience of this investigation? How will the results be reported?

7.Reflection–How will the students engage in self-critique and reflect/utilize feedback from others?

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Stop-Light Differentiation

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CheckMarks -

Question Mark-

Light Bulb-


Curriculum -

WOrld/Yellow Dude-

Multiple Stopsigns-

Stop Stick with Plan-

THinking Man-

stoplight final page-