1. Curriculum Design and PBL

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

3. A Pre-Assessment on Beliefs http://goo.gl/FO0fO

5. 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.

6. Five Criteria to be PBL PBL projects are central, not peripheral to the curriculum.

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

8. Projects involve students in a constructive investigation. Project NOT Exercise

9. Projects are student-driven to some significant degree. Projects are realistic, not school-like

10. 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 ….” Sousa

11. Curriculum Intentionally Designed

12. Designing Curriculumusing UbD

14. THINK!

16. Stop-Light Differentiation

18. Essential Question What are the attributes that define andstructures that support a 21st century curriculum?

19. Essential Question How do I design contemporary curriculum that best meets the learning needs of my students?

20. Assesment

21. Types of Assessment Diagnostic Formative Peer/Self/Metacognitive Portfolio Summative

22. Tools for Assessment Moodle Google Forms Google Sites Portfolios Quia Socrative Blog Prompts

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

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

28. Performance Assessment GRASPS Goals Role Audience Situation Product/Performance Standards and Criteria for Assessment

30. Is it a Rubric? Rubric vs Checklist vs Point Sheet Rubistar

31. Design the Learning Activities (Part 3)

32. Be Collaborative Design on a Wiki Design on Google Docs

33. Design the Learning Activities

34. The PBL Process REFLECTION

36. Driving Questions

38. are open ended

39. go to the heart of a discipline or topic are challenging

40. can arise from real world dilemmas that students find interesting

42. Authentic Project

43. The Projects History 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 123 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?

44. 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

49. A Quote: Our job as educators is to make explicit that which we had hoped would be implicit.

50. Designing the Curriculum

51. 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?

53. Find a Partner

55. STAGE TWO ASsessments Blooms and Six Facets Grasps Rubrics

56. Stage Three WHERETO

57. Key Processes and Questions for 21st Century Learning Purpose–Is the task “Just in Time” or “Just in Case” learning? Outcomes and/or solutions–As a result of this investigation, will the students be lead to a solution? Time Frame–What is the time frame? Can students come to a conclusion in the time allotted? Collaborative–Will students have the opportunity and the need to work together to solve the problem? Real World Context–Is the task relevant to the learner? Audience–Who will be the intended audience of this investigation? How will the results be reported? Reflection–How will the students engage in self-critique and reflect/utilize feedback from others?

60. Stop-Light Differentiation

61. http://www.flickr.com/photos/dkuropatwa/3747619480/sizes/o/in/photostream/Working Together Teamwork Puzzle Concept -http://www.flickr.com/photos/22177648@N06/2137737248/ CheckMarks -http://www.flickr.com/photos/9411503@N07/3192311442/ Question Mark- http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/o/ Light Bulb- http://www.flickr.com/photos/alancleaver/2279694390/sizes/o/in/set-72157606825074174/ FOlders- http://www.flickr.com/photos/30231516@N00/399354425/ Curriculum -http://www.flickr.com/photos/7200789@N06/1460025318/ WOrld/Yellow Dude- http://www.flickr.com/photos/crystaljingsr/3915514240/in/photostream/ Multiple Stopsigns- http://www.flickr.com/photos/69616736@N00/22205084/ Stop Stick with Plan- http://www.flickr.com/photos/33124677@N00/56803146/ THinking Man- http://www.flickr.com/photos/22177648@N06/2136947623/ stoplight final page-http://www.flickr.com/photos/51035555243@N01/2379132152/