PROJECT OVERVIEW

Name of Project: D28 Magnet Plan and Pitch Project Teacher(s): D28 Magnet Team Duration: 2 Days Grade Level: D28 Elementary Teachers and Administrators Subject/Course: PBL/D28Magnet February Institute
Other subject areas to be included, if any:

STEM, CCSS, and UDL (considerations and connections)

Project Idea
Summary of the issue, challenge, investigation, scenario, or problem:

Challenge: to create a rigorous, Magnet themed project that excites and inspires students, while at the same time aligns with CCLS and NYC Scope and Sequence. Project Summary: Institute participants work individually, with partners, or with teams to design a PBL social studies or science project that integrates their schools Magnet theme and aligns with NYC Scope and Sequence. They use planning templates, big ideas from CCLS & UDL, and other planning resources to design their PBL projects. Participants also use knowledge of the essential components of PBL to make sure their units: inspire and excite students, incorporate STEM and 21st century skills, integrate research and innovative technology, and provide students with time to reflect upon, improve and share their work. All projects should be written so that other teachers within the school can replicate them. Each individual or team participates in peer reviews and evaluation activities and uses the feedback they receive to redesign or improve their project if needed. All individuals and teams give a 3-5 minute oral presentation to pitch their PBL project to the D28 Magnet Team (and other institute attendees) on the final afternoon of the institute. How can we design a project that excites and inspires our students, while at the same time supports the rigorous objectives of our Magnet Grant and the NYC DOE? Participants will be able to: Design projects that include all of the essential elements of PBL Use institute templates and resources to plan PBL projects Align PBL projects to CCLS and NYC Scope and Sequence Evaluate and improve PBL projects by using institute checklists & rubrics and by participating in peer review

Driving Question

Content and Skills Standards to be addressed:

Content Standards: Objectives and performance measures outlined in the District 28 Federal Magnet Grant proposal Standards developed by the National Staff Development Council

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T+A 21 Century Skills

to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:
st

E X Other: problem solving, use of innovative

technology, creative thinking

T+A

E X

Collaboration Presentation (Pitch) Critical Thinking X

X
Presentation Audience:

Group: Culminating Products and Performances

1. PBL Project Write Up (planner template completed and uploaded to D28 Magnet Google site) 2. Oral Presentation (project pitch)

Class: participants School: Community:

Individual:

Implementation of PBL unit by the end of the school year PBL Post Assessment Short Answer Test

Experts: D28 Team Web: Google Site Other:

X X

PROJECT OVERVIEW
Entry event to launch inquiry and engage students: 1. Present the projects driving question. Do not ask for answers---just present it (let participants know that a good driving question is too big to answer immediately; it requires thought). 2. Ask participants to address the driving question by considering their own experiences as students. They do a focused quick write about a positive experience they remember from their school days. They engage in a turn & talk discussion about what excited them as students and why. They will use these small group discussions as the basis for a whole group brainstorm about what they can do as teachers to excite and inspire their students. 3. Facilitators introduce the project & expectations by handing out a rubric that clearly outlines the major components of the project and the standards for success Quizzes/Tests: (pre assessment quiz) Formative Assessments
(During Project)

Assessments

Practice Presentations Notes Checklists: (PBL Project Essential Checklist) Concept Maps
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Journal/Learning Log Preliminary Plans/Outlines/Prototypes Rough Drafts

Online Tests/Exams Written Product(s), with rubric: Summative Assessments

(End of Project)
__________________________________________________

Other: (daily evaluations, whole group discussions,

burning questions and one-to-one mentoring sessions)

Other Product(s) or Performance(s), with rubric:

__________________________________________________

Oral Presentation, with rubric Multiple Choice/Short Answer Test ( Essay Test
.

X X

Peer Evaluation (Critical Friends Protocol) Self-Evaluation (Project Essentials Checklist) Other:

X X

Resources Needed

On-site people, facilities:

cafeteria, a nearby breakout room, security/permit, custodial staff, internet access, PBL facilitators (w/specialties in technology, the arts, communications, and STEM), facilitator laptop, laptop cart & laptops for 50 participants, SmartBoard (or projector and screen), microphone, speakers, poster maker, copy machine/printer chart paper, markers, pencil boxes with post-its/tape/highlighters for each workstation, pads, PBL booklet (articles, planning guides &resources, student handouts, rubrics, evaluation and reflection sheets), PBL Courtyard Project video, PBL Essentials PPT, PBL Essentials checklist, Sample PBL project planner, daily evaluations, sample launch PPT, NYC SS & Science Scope and Sequence, CCLS, NGSS, D28 Magnet Googlepage/Wikispace local bagel place

Equipment: Materials:

Community resources:

Reflection Methods

(Individual, Group, and/or Whole Class)

Journal/Learning Log Whole-Class Discussion Survey X

Focus Group Fishbowl Discussion Other: quick writes, turn and talk, Critical Friends
Protocol

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PROJECT TEACHING AND LEARNING GUIDE

Project: D28 Magnet Plan and Pitch Project Knowledge and Skills Needed by Students to successfully complete culminating products and performances, and do well on summative assessments Course/Semester: D28 Magnet PBL Institute/February Recess Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts, mentors, community members

Backwards Design/UbD: 1. Brief overview of UbD 2. UbD Template 3. Work that has evolved from UbD (curriculum mapping, CCSS and PBL) 4. Three stages of backward design/UbD

Items 1, 2, 3 & 4 Learning Activities: Facilitators introduce the concept of backward design by presenting a UbD PPT that includes Grant Wiggins & Jay McTigh, their 3-step approach to curriculum design (3-stages), and examples of the evolution of UbD . Reflection: Give out a UbD template for teachers to analyze and deconstruct. Teachers focus on the question: How might a template like this be useful? Teachers share responses to the focus question while facilitators chart replies Learning Activities 1. Explain that PBL is an effective method of integrating Magnet theme and big ideas of CCLS. Share experience of looking at D28 Magnet curriculum maps only to discover that most themed projects included were really only activities. 2. In small groups, compare and contrast UbD templates with PBL templates. Focus Question: How are these templates alike ad how are they different? 3. Watch a video that documents a courtyard design project. Participants share some observations about the video while facilitators chart responses. Facilitators present a PPT that outlines the essential components of a PBL project. Reflection/Check for Understanding Teachers work in small groups to chart how the courtyard project included all essential components of PBL Use At a Glance template to model how to plot project essentials

Intro to PBL 1. Why PBL? a. Integration of theme and CCLS b. Differentiation of activity v project 2. Similarities to UbD 3. Essentials of PBL

How to Plot the PBL Essentials

!
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Stage 1: Content/Skills/Standards 1. Skills, Stage 2: Assessments 1. Formative and summative assessments 2. Rubrics

Learning Activities PPT & Analysis of PBL Planner Learning Activities 1. 3-4 slide PPT 2. Analyze sample rubric Work Session Stage 2 Sections of PBL Planner Learning Activities 1. Play relay game to generate a list of varied learning activities 2. UDL PowerPoint 3. Color Coding At a Glance Template to reflect UDL 4. Handout with big ideas of CCLS and helpful websites Work Session Stage 3 Sections of PBL Planner Learning Activities 1. Expert Presentation by Ellen Darensbourg (Magnet Specialist from The STEM Institute of Manhattan) Reflection/Check for Understanding - Q&A with Ellen Work Session Continue work on PBL Planner Learning Activities 1. Critical Friends Protocol Work Session Revise project based on feedback from CFP

Stage 3: Creating a Daily Learning Plan 1. Different types of Learning Experiences 2. UDL considerations when designing daily learning plan 3. At a Glance template 4. Big Ideas of Common Core

STEM Connections

Peer Review and Feedback

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P R O J E C T
Project: D28 Magnet Plan and Pitch Project
L E S S O N L E S S O N

C A L E N D A R
Dates: February 19-20, 2014

L E S S O N

L E S S O N

L E S S O N

DAILY Pre Assessment and Formulate Norms (Google Forms Survey, Prior PD Group Activity, Chart Norms) Individual and Group Work Project Launch (Driving Question, Quick Write, Turn and Talk, Project Bullets and Rubric) Individual, Partner and Group Work

LEARNING

PLAN Intro to PBL (Compare and Contrast Templates, PBL Video, Take Notes) Plotting the PBL Essentials (At a Glance Template) Individual, Partner, or Group Work

Backwards Design/UbD (PPT, Analysis of UBD Template) Individual and Group Work

Group Work

DAILY Work Session (Stage 1 Section of Planner Project Overview Stage 1) Check In (Participants Read Project Summaries, Check Next Steps)

LEARNING Work Session (Stage 2 Section of Planner)

PLAN Stage 3 (Learning Activity Relay, Finding Resources) UDL and CCLS Considerations (PPT, CCLS Handout Color Coding At a Glance) Individual or Group

Individual, Partner, or Group Work

Individual, Partner, or Group Work DAILY LEARNING Work Session (Improve Based on Feedback from Checklist and CFP) PLAN

Group Work

Work Session (Stage 3 of Planner) Individual, Partner, or Group Work

Reflection (Project Essentials Checklist, Critical Friends Protocol)

Create and Rehearse Pitch (Add jingles, create slides, multimedia, etc.)

Presentation and Celebration (Present Pitches, audience feedback forms)

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Post Assessment (Google Forms Short Answer Survey/Test)

Next Steps (Google Forms Resources Survey)

Reflect and Evaluate (Self Reflection Form, Evaluation Form)

Follow Up At Schools (PD will be planned Based on Google Forms Surveys and Review of Projects)

Individual Work

Individual, Partner, or Group Work

Individual Work

xx

2008 Buck Institute for Education