Projects, Performances AND
College and Career Ready
MICHELLE SWANSON
Swanson & Cosgrave
Consulting, LLC
www.swansonandcosgrave.com
October 2011
COSTA’S HABITS OF MIND
1)
Persisting
2)
Managing Impulsivity
3)
Listening With Understanding and Empathy
4)
Thinking Flexibly
5)
Thinking About Thinking (Metacognition)
6)
Striving for Accuracy
7)
Questioning and Posing Problems
8)
Applying Past Knowledge to New Situations
HABITS OF MIND, CONTINUED…
9)
Thinking & Communicating With Clarity & Precision
10) Gathering Data Through All Senses
11) Creating, Imagining, Innovating
12) Responding With Wonderment & Awe
13) Taking Responsible Risks
14) Finding Humor
15) Thinking Interdependently
16) Remaining Open to Continuous Learning
21st Century Skills
COLLEGE & CAREER READY
CONTEXTUAL
SKILLS & AWARENESS
ACADEMIC BEHAVIORS
KEY CONTENT
KNOWLEDGE
KEY
COGNITIVE
STRATEGIES
From
College & Career
Ready: Helping
All Students
Succeed Beyond
High School by
David Conley
COLLEGE & CAREER READY
KEY
COGNITIVE
STRATEGIES
From
College & Career
Ready: Helping All
Students Succeed
Beyond High School
by David Conley
KEY COGNITIVE STRATEGIES
From the work of David Conley
COLLEGE & CAREER READY
Problem
formation
Research
Interpretation
Communication
Accuracy
KEY CONTENT
KNOWLEDGE
KEY
COGNITIVE
STRATEGIES
From
College & Career
Ready: Helping All
Students Succeed
Beyond High School
by David Conley
PBL RESEARCH BASE
“There is now a massive amount of evidence
from all realms of science that unless
individuals take a very active role in what it is
they’re studying, unless they learn to ask
questions, to do things hands-on, to essentially
recreate things in their own mind and transform
them as needed, the ideas just disappear.”
-- Howard Gardner, Harvard University
PERFORMANCE MAPPING
PERFORMANCE MAPPING
PERFORMANCE MAPPING
TOPICS
STANDARDS
PERFORMANCES
INITIAL LOGIN CODES
www.connectedstudios.org
PERFORMANCE VERBS
Table Talk:
• What is performance assessment—
characteristics, elements—craft a definition
for your team.
• What are the benefits for students (and
teachers?)
• What are the cautions?
DEGREES OF CURRICULAR
ALIGNMENT
TRADITIONAL
PARALLEL
INTERRELATED
INTEGRATED
WHAT IS A PROJECT?
Well-designed projects ask students to:

Tackle real problems and issues that have
importance to people beyond the classroom.

Actively engage in their learning and make
important choices during the project.

Demonstrate in tangible ways that they have
learned key concepts and skills.
KEY PBL COMPONENTS
PROJECT
PROJECT
DESIGN
IMPLEMENTATION
 Simultaneous Outcomes
 Scaffolding
 Mapping to Standards
 9 Steps of PBL
 Six A’s of PBL
 Marzano’s Essential 9
PROJECT
ASSESSMENT
 Products & Performances
 Feedback Strategies
 Authentic Audiences
TRADITIONAL VS. PBL
RESEARCH PAPER
Required Elements:
 Select a disease to study
 Go to library and do research
 Write ten pages
 Use proper essay form
 Include a bibliography
TRADITIONAL VS. PBL
HEALTH PROJECT
Required Elements:
 Develop family medical histories
 Write proposal to study health issue of personal
or community interest
 Keep research log, including citations
 Produce a newsletter
 Develop lesson plans and materials for
underserved population
 Present to real audience
DEGREES OF CURRICULAR
ALIGNMENT
TRADITIONAL
PARALLEL
INTERRELATED
INTEGRATED
INTEGRATED UNIT DESIGN STEPS
1. Identify themes through curriculum mapping
2. Decide on topic of integrated unit
3. Craft the essential question
4. Identify topical or key questions
5. Assign responsibilities
6. Review and revise the curriculum map
7. Set the learning scenario
8. Establish learning assessments
9. Check alignment with standards
10. Connect with industry and postsecondary partners
11. Write lesson plans
12. Evaluate the unit
From ConnectEd
THEMES AND DRIVING
QUESTIONS
• Two approaches to focusing
project content:
– Themes
– Driving or Essential Questions
?
THEMES AND DRIVING
QUESTIONS
How can we, as _____
do ______
so that ______?
?
THEMES AND DRIVING
QUESTIONS
How can we, as _____ (who)
do ______(action)
so that ______? (result)
?
PROJECT SCAFFOLDING
• Structure
Organizing features like groups,
benchmarks, and timelines
• Content
Academic foundation for work
• Training
Explicit skill-building in all
required production areas
• Expertise
Professional-level training and
consultation provided by experts
PROJECT SCAFFOLDING
• Oversight Structured times for teacher to
meet, motivate, and mentor
student teams
• Documents Handouts to help explain and
organize project
• Tools
The technological resources
necessary to produce products &
performances
• Time
In-class opportunities for students
to meet, research, produce,
exhibit, evaluate
Jigsaw Pages
•
•
•
•
•
•
•
Overview – Pg. 14
#1 – pg 15
#2 – pg 16-18
#3 – pg 19 + 23
#4 – pg 20-21
#5 – pg 24
#6 – pg 25-26
FACTORS THAT SUPPORT PBL
In the Classroom:
 Safe, respectful learning environments
 Personalized teacher-student relationships
 Productive peer relationships
 Transformed teacher roles
 Intensified teacher engagement and
commitment
 Best practices of daily instruction
FACTORS THAT SUPPORT PBL
At the School:
 Supportive school structures
(SLCs/Academies/Pathways)
 Professional collaboration
 Administrative support
FACTORS THAT SUPPORT PBL
In the Community:
 Engaged employer partners
 Parent involvement in learning