1. FOUNDATIONS OF PBL WORKSHOP

2. “ Doing Projects” vs. PBL Projects: Large activities completed after the students have been pushed through homework assignments, lectures, and readings. Usually a culminating event for a unit or semester. Textbook Activity Lecture Lecture Writing Exercise Writing Exercise Peer Edit Textbook Activity Culminating Project Teacher-directed Activity

3. Know/ Need to Know Presentation/Product In PBL, the “Problem” is front-loaded Rubric Workshop Workshop

6. PROJECT CONCEPT DEVELOPMENT CHART Standard Student role Scenario Product Standard WHO might need to have this knowledge? WHY might they need this information? What might this person DO with this knowledge? SAMPLE: Analyze the effects of the Industrial Revolution on England, the United States, Japan, etc. -Environmentalist To identify the effects of industrialism on a developing nation Create ways to prevent the negative effects of industrialism, share with government or people these effects - Economist To make current market predictions according to previous trends Share the information with stockholders or businessmen looking to do business in industrializing nations - Politician To make political arguments for or against international tariffs or ethical labor laws Create a bill or modify voting, work on a committee or push an issue with other politicians SAMPLE: Organisms have a variety of mechanisms to combat disease (human immune response). - Doctor To diagnose patients and share information with patients about their diseases Inform patients or share knowledge with other doctors - Drug company, marketing department To understand how their product can effect people Explain to doctors or clinics how this drug can help patients in a pamphlet or other written work (drug rep could verbally share this information with potential clients as well) - Center for Infectious diseases, military specialist, or other government representative To understand what the potential dangers are of disease on the health of the nation Create an information packet or pamphlet about dangers of germ warfare or other publication

10. ENTRY DOCUMENT & PROJECT GUIDELINES Great American Author Entry Document & Project Guidelines Link to Google Doc!

15. District 21 st Century Skills Rubric: Presentation/Communication Communication- Presentation Skills Advanced 4 Proficient 3 Basic 2 Not Yet Proficient 1 Stage Presence Students will articulate ideas and solutions clearly to an audience. Students use techniques to keep audience engaged.  Clothing was very professional  Strong eye contact with the whole audience throughout the whole presentation  Tone and enthusiasm was very appropriate to the topic  Stood up straight and no fidgeting throughout the presentation  Speakers were easy to hear by all and easy to understand  No verbal fillers  Clothing was appropriate for audience and purpose  Strong eye contact most of the time with most of the audience  Tone and enthusiasm is mostly appropriate to the topic  Stood up straight and did not fidget for a majority of the presentation  Speakers are easy to hear by most and easy to understand most of the time  Uses very few verbal fillers (“um”, “yeah”, “so”…  Clothing was a mix of appropriate and inappropriate for the audience and purpose  Eye contact was limited and/or was not with most of the audience  Tone and enthusiasm was sometimes appropriate to the topic  Stood up straight for part of the presentation and/or fidgeting was distracting  Speakers were not always easy to hear or understood  Many verbal fillers used  Clothing was inappropriate for audience and purpose  Little to no eye contact  Tone and enthusiasm inappropriate for topic  Did not stand up straight and/or fidgeting for most of the presentation  Speakers were not heard by most and not easy nor understand  Verbal fillers were a major distraction

19. STEP 5 - MANAGE THE PROCESS Questions to consider… What ’s the role of the students during the project? What are the different stages of the project? What does a typical day look like? How will individual student accountability be ensured? What ’s the role of the teacher during the project?

23. HERE ’S WHAT A DAY IN THE LIFE OF THE PROJECT MIGHT LOOK LIKE: 1. Silent Reading (10 min) 2. Digitally Submit Yesterday ’s History Assignment (5 min) 3. Literature Circles (30 min) 4. Workshop: Writing an Effective Nomination Letter (30 min) 5. Project Work Time (40 min) - Individual Research Journal due Today - Rough Draft of Nomination Letter due Tomorrow

24. Here is an example of a student’s final product for Great American Author Project:

25. HOW WOULD YOU RATE THIS PROJECT? The Six A ’s of PBL Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Link to The Six A ’ s Project Idea Rubric

26. A quality project will… Establish a Need to Know or Do Students are brought into the project by an entry event that captures interest, and begins the inquiry process Develop Learning Outcomes Project activities invoke, teach, and assess skills like collaboration, oral communication, and other learning outcomes adopted by your school Engage Students in Inquiry Students ask questions, consider several options, and proceed with answering questions independently and interdependently. Require Innovation Students generate new answers to complex, open-ended questions or problems. Organize Activities Around a Driving Question or Challenge Students find the Driving Question a meaningful focus for their work Encourage Student Voice and Choice Students, with teacher supervision and guidance, make decisions that affect the course of the project Conclude with a Public Presentation Students explain their findings an activities to others and respond to serious content- and process-focused questions Confront Significant Content and Authentic Issues Students focus on content centered around state standards and address problems and issues from the world outside the classroom Incorporate Critique and Revision Students use feedback to improve their work and create high quality products.