Jeff Cole, Ed.D.
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Motivation & PBL

11/6/2014

 
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Notes on Project Based Learning

Notes on Project Based Learning (PBL)

Los Angeles County Department of Education

11-4-2014--some of my thoughts taken from the training

 Ice breakers, introductions—problems we face: reaching kids that we care and teaching the 4 Cs

Challenges

·       Find time?

·       How do we use PBL to go beyond classroom?

·       Relate to students

Respond to Central Purpose: To design meaningful and effective projects in which students learn significant content and build 21st century skills…

What do we know? We know that students do not generally like school. They are task completion oriented and do not see the meaning in what they do.

·       Technology needs to be included

·       Projects need to be relevant

·       Projects need to be extended beyond the classroom

·       Projects need to be well planned

·       Skills and knowledge can be integrated and engage ALL learners

·       Goal and outcomes need to be related to standards/assessments

What do we need to know? We need to know what is meaningful to them. How to engage them in school, to show them the meaning of what they do.

·       How do I assess learning?

·       How do I group students?

·       When/how do I intervene/reteach?

·       Rubrics to assess outcomes

·       How to create an environment for PBL?

·       Differentiated strategies for different students in various settings

·       Where do I find time?

·       How does PBL align to Common Core?

·       How do I get support from families and colleagues?

 The Buck Institute is behind all this.

www.bie.org

www.edutopia.org  

www.prezi.com 

BEGIN WITH THE END IN MIND

What knowledge, skills and dispositions do you want to have before they graduate? The “ideal graduate”

They are able to approach challenges with a critical eye. They are able to calmly confront life’s challenges by assessing their needs and how best to achieve them, based on the ability to gather information and relevant facts.

The ability to apply communication skills. The four Cs.

 Mission Project—useless because it is based on completed appearance, rather than the process of creating it. It lacks critical thinking, collaboration, and real world application.

It does not teach core content effectively.

New version:

Your job is to create a mission, where should it be located, look like, etc.

Students have to research on their own and justify their creation.

 Article 1—PBL

What=common core   How=PBL (teaching strategy) School autonomy is implied

 PBL—article 2

1.  Is there a driving question?

2.  Does the process of the project teach a standard, which standard

3.  Raising and answering their own questions-real inquiry, do others review and revise the work.

4.  The authentic public display—class, admin, mayor

 Driving Question

 Day 2

Dan Pink, “Drive” RSA video

1.  Autonomy

2.  Satisfaction

 Day 3—November 6

Example of Juvenile Detention School

·       Units are thematic, cross-curricular, last 9 to 12 weeks

·       60 days shows a year of reading growth

·       Democracy growth

 California Democracy School—Civic Learning Initiative

http://www.literacyinlearningexchange.org/group/california-democracy-school-civic-learning-initiative

 http://www.youtube.com/watch?v=MwlYxngakBc 

www.lacoe.edu/rtsa 
Road to Success Academies 
Diana Velasquez-Campos, Director (velasquez_diana@lacoe.edu)
Diem Johnson


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