FinalProjectPart2PpaperLiesinger

How are the technologies used in your project to support active learning? The

technologies used in this project are numerous. Some of the technology-rich mindtools are simple

word processing and editing tools, presentation tools, audio tools, video layering and editing tools,

animation tools, and finally visual design and graphic tools. Students will have the foundations for

designing with software in advance of this project and those affordances and constraints will

already be in place before the project begins. “Something is well integrated when it is no longer the

focus of attention” (Spector, pg 59).

The entry event for this project is to have a guest speaker from an news outlet describe their

occupation, different types of news categories, how to write factually and sensationally, and explain

“Why a media producer conveys a ‘particular’ message?”. Upon completion, students will sign a

thank you card, randomly break down into groups of two or three, and as a class we will reflect on

the activity by journaling in one central Google Doc. I will present the results to the entire class for

discussion. “An entry event should be some sort of activity or call to action to get students excited

and curious (Larmer, pg 106).

The lessons used in this project are ordered and layered. The first lesson will cover

Information and Media Literacy. It will consist of looking at newspapers, watching a news channel,

and visiting websites. This first project will provide students with life-skills for success in research

and using simple word processing tools. Students can however choose to be engaged by using other

technology-rich tools like Powerpoint, Piktograph, GravitDesigner, Book Creator, Google Docs,

Adobe Spark, Nearpod, Photoshop, Canva, or Visme. And the product will consist of simply

finding and listing news titles, then rewrite those same titles in either a neutral or sensational

format, and place those rewrites next to the original for easy comparison and contrast for the

viewer. Metacognition for students is about scanning, reading, and/or sourcing articles. “Students
should be asking themselves as they tackle the problem and appreciation of what they will need to

learn. In this the the teacher doesnot gie them information or indicate whether they are right or

wrong in their thinking (Barrows, 1992, pg. 4-5)” (Larmer, pg 31). This first project will be part of a

culminating product. Managing the activity will consist of coaching, reflection, revision and

critique, and formative assessment to include observation and quizzing with EdPuzzle.

The next lesson will be on the power of persuasion and will consist of either writing a sales

letter, solicitation request, or news article. It will consist of sentence structure, word classification,

and contextual strategy. This second project will provide students with life-skills for success in

using simple word processing tools. Student can however choose to be engaged by using other

technology-rich tools mentioned above however we will delve into email, Twitter, social media, and

Instagram. To capture the moment, students may have to use a screen capture tool as part of their

culminating product. Critical thinking, problem-solving, and language arts for students here is

about writing, revision, cybersecurity, and/or authentic purpose. “It is possible to distinguish

internal representation created just when needed to explain an unusual phenomenon or puzzling

situation from internal structures that are well established and invoked automatically and often

without conscious thought in order to deal with a problem or situation (Johnson-Laird, 1983)”

(Spector, pg 68). This second project too will be part of a culminating product managed, coached,

reflected, revised and critiqued, and threaded with assessments and sustained inquiry.

The third and final lesson will cover publishing or presenting a product of comparison and

contrast. It will consist of culminating literacy, persuasion, research, and communication. This third

and final culminating project will provide students with life-skills for success in using video and

audio editing tools. Students can however choose to be engaged by using technology-rich tools like

Audacity, WeVideo, or After Effects plus any of the digital tools mentioned above. To capture the

moment, students will need to utilize cameras, video and graphic stock libraries, and green screens.
Scaffolding for myself and students here is about a zone of proximal development (ZPD) and more

knowledgeable others (MKO). “Teachers should focus on the ZPD with the help of MKO’s as that

is where learning progress will most often occur” (Spector, pg 70). The final public exhibition of all

products will be culminate will be on a weebly website, for review and assessment through peer

review, rubrics, partnerships, and collaborating faculty. One final reflection will take place during a

class presentation for discussion.

What is the biggest barrier to implementing your project and how might you overcome

that barrier to ensure learner success in meeting your overarching goal for the project? The

good news is Madison Central High School does currently have one other educator using Project

Based Learning(PBL). Therefore, I know there is support from my current leadership and I also

know that I will an on-site educator to collaborate with.

The bad new is Madison Central only has one other using PBL, and I am unaware of her

expertise. Other barriers might be student culture, community perception, and faculty buy-in. But,

the largest barrier I will have to overcome is myself.

This is the first time I have been introduced to PBL and so it is because of this course, and

because of student product that I am sold. “This method provides what educators, parents, colleges,

and employers want to see in a graduate” and “a good project brings it all together”: college- and

career-readiness skills; assessment; and metacognitive reflection” (Larmer, pg 6).

My inexperience is the main factor, but Larmer writes on page 18, “Especially in their first

few projects, we advise teacher to design the key pieces of the project in advance and map out a

project calendar in detail, allowing for more limited student input that you might have assumed PBL

requires.” This first project will have to be meticulously laid out in steps and I must stick to the

deadlines and the four phases listed on pages 129-130 of the Larmer text.
 The change in my role as a teacher is where I am most confident in overcoming. I will still

be a content expert, mentor, motivator, and assessor of learning, but I have to be metacognitively

aware of “engaging students in scaffolding conversations, provide and/or create new resources,

managing and monitoring how the project is progressing, and coaching” (Larmer, pg 45). The

biggest change will be to understand the seven Gold Standard Teaching Practices are all

interwoven, dynamic, and produce the ultimate goal of key knowledge, understanding, and success

skills.

Another issue I can overcome is by moving my mindset from that of a teacher on an island

to that of a salesman on the stalk. “Schools want to be connected to parents, businesses, community

organizations, and the outside world” and “projects can present opportunities for that bridge”

(Larmer, pg 21). I would need to network so I can solicit, bring awareness, and provide purpose so

that I can connect my students to an environment outside our classroom walls.

Connecting the students with the world is one thing but connecting myself to a personal

learning network, finding time for is another. I don’t have the repertoire or library for ideas, yet.

Larmer has several websites listed throughout the text citing resources for ideas. As a novice, I also

need to consider professional development, workshops, and collaboration. But I cannot wait. I

must jump in. “PBL is not mastered in an afternoon workshop but requires trying out, problem

solving with peers and mentors, and reflecting upon what worked and what didn’t, and trying it

again” (Larmer, pg 61).

My final uncertainty is about grading. Larmer writes on page 125, “There is no one silver

bullet.” However if I stick to the tips “use the same system for projects as you would use for

regular assignments”, “do not give just one grade for the entire project”, and “grade individually

and not as a team” (Larmer, pg 126) that should be an easy transition for me. I will use rubrics

however and Larmer’s text does provide resources.

 The “first step is admitting you have the problem”. I can’t wait to get out of my own way

and get started.

How can you, as a teacher leader within your organization, help your peers improve

their practice so that they are teaching in ways that support technology-rich active learning?

The answer to the question must begin with an understanding of what a technology-rich, active

learning is. Learning theory is the evidence for active learning. “Educational technology involves

the disciplined application of knowledge for the purpose of improving learning, instruction, or

performance (Spector, pg 10). The TPACK is only a framework to “guide teachers’ cognition about

technology integration” (Herring, pg 11). Melting the two together is what makes a technology-rich

active learning (TRAL).

Next would be to confront a change in the practice of my peers. This could become

confrontational because they might “resist change” (Larmer, pg 136), perceive their practice already

affords TRAL, or they might feel intimidated that what they are doing is wrong. “Introducing the

PBL approach to teaching and learning is likely to cause ripples throughout an entire system”

(Larmer, pg 133).

TRAL is but a symptom of PBL, and if I make it evident that this new method is compatible

to what our teachers already do, perceptions will change, and barriers will wane. For instance, our

school uses the Framework for Teaching model by Charlotte Danielson which is grounded in a

constructivist view of teaching and learning so its ‘four domains of teaching responsibility’ align

well with PBL” (Larmer, pg 137). In other words, our teaching responsibilities do not change, but

our “students gain greater voice and create their own understanding” (Larmer, pg 133).

Within the context of Piaget, before our teachers can truly grasp the meaning of what PBL

is, they must understand what it is not (Larmer, pg 70, Figure 4.1). “Projects are not project based
learning because they are not the main course . . . the (authentic) primary vehicle for addressing

content standards” (Larmer, pg 69).

How can I sell it? PBL creates teacher Satisfaction. “Once teachers have done their first

project or two, although the change was challenging to work with students in a different way, it was

more fulfilling and fun” (Larmer, pg 18). The talking points should be: “more engaging for

students, improves learning, builds competencies for college and career readiness, addresses

standards, provides opportunities for integrated technology, enjoyable and rewarding teaching, and

connects everyone to the real world” (Larmer, pgs 154-155).

How can I implement it? I will have to recruit others. It requires “a team to move forward

with PBL. One person alone can’t effectively carry this kind of initiative forward” (Larmer, pg

144). Our administration and I can tailor a survey and apply the Rogers (2003) Innovation Adoption

Curve to help identify early adopters for recruitment as a support group (Spector, pgs 126-127).

Building a shared leadership, allowing time for professional development, creating learning

opportunities, and sharing success are all “factors in fostering a culture of teacher leadership”

(Larmer, pg 141).

Finally, “moving too far, too fast can lead to failure” (Larmer, pg 136). “Sharing examples

of PBL success helps to build buy-in and overcome skepticism” (Larmer, pg 139. “Modern

technology—which students us so much in their lives—is a perfect fit with PBL” (Larmer, pg 154).

“With student learning goals in mind, teachers create or modify projects that embody the essential

project design elements” (Larmer, pg 37). Teachers still make instructional decisions based on

pedagogical content knowledge over an ensemble of essential project design teaching practices”

(Larmer, pg 45). And “use the same grading system for projects as you would used for regular

assignments—not in teams, but individually” (Larmer, pg 126). Have patience, use the gradual

approach, and “start small to create success stories” (Larmer pg 136).