This document outlines the itinerary and objectives for Day 1 of a PBL 101 workshop. The itinerary includes sessions on understanding PBL and the PBL process, developing a project idea, and identifying an authentic challenge. Participants will work in groups to analyze a video using a 3-2-1 strategy, discuss the differences between projects and PBL, and give feedback on their learning using a self-evaluation rubric. The overall goals are for teachers to gain strategies for incorporating PBL in their classrooms in a way that engages students and connects to real-world issues.

1. PBL 101:
The PBL Experience
DAY 1

2. Restroom Code: 2015
Get Up And Move
Snacks & Drinks
Use The Resources
And Space
Housekeeping

3. 1. Workshop Overview
2. Snowball Fight
3. Project Launch
4. Break
5. PBL Process: What Is PBL?
6. Project Components
7. Lunch
8. Palate Cleanser
9. Identify The Challenge
10. Break
11. Start With The End In Mind
12. NTK Check-In
13. Self-Evaluation w/Six A’s Rubric
PBL 101: Day 1 Itinerary

4. ● Gain an understanding of Project Based Learning (PBL) and how it
can be used to engage students in your classrooms.
● Understand the difference between PBL and doing projects.
● Develop a project idea to be used for the 2016-2017 school year.
● Build a portfolio of PBL resources and tools to use in your
classroom.
● Network with other teachers striving to incorporate PBL in their
classrooms.
PBL 101: Objectives

6. ESTABLISH
NORMS
Growth Mindset
Work As Allies
Have Fun!

8. No matter what your
ability is, effort is
what ignites that
ability and turns it
into accomplishment.
Carol Dweck

12. SNOW CONE
FIGHT!

13. LET’S
LAUNCH
A
PROJECT

16. Whatta Ya KNOW?
Whatta Ya
NEED TO KNOW?

17. How can we as… (identify role)
Do… (task you will be accomplishing)
So That… (purpose for doing it)
Problem Statement

18. BREAK!SEE YOU IN A FEW MINUTES

19. STEP 1
5 min
Whole group watches video. As you are watching,
individually take notes using the 3-2-1 graphic
organizer.
STEP 2
10 min
At your table, break into groups of 2 or 3 and take
turns asking each other the 3-2-1 questions and
sharing responses with your partner(s).
STEP 3
10 min
Each table uses chart paper to create one page of
visuals that represents their answers to 3-2-1
questions.
STEP 4
5 min
Whole group report out: Tables share their
responses and visuals to the 3-2-1 questions with
everyone.
3-2-1
WORKSHOP

21. STEP 2:
At tables, form groups
of 2 or 3.
Take turns asking each
other 3-2-1 questions
and sharing responses.

22. STEP 3:
At your table, use chart
paper to create visual
representations of
your responses.

23. STEP 4:
Share out responses to
the 3-2-1 questions
and/or visuals.
What are 3 things
you learned?
What are 2 things
you found
interesting?
What is 1 question
you still have?

24. DOING PROJECTS
vs.
PROJECT BASED
LEARNING

29. SCAFFOLDING!

35. REFLECT LEARNINGON

36. HOW LONG DOES IT TAKE?

37. HOW LONG DOES IT TAKE?
Teacher
Planning
&
Prep

38. Everyone has done a project at some point.
How can you take a project from being the dessert to
being a tool that drives student knowledge, creates
inquiry, and enhances engagement?
PAUSE & REFLECT

40. LUNCH!SEE YOU IN 60 MINUTES

41. 1. Workshop Overview
2. Snowball Fight
3. Project Launch
4. Break
5. PBL Process: What Is PBL?
6. Project Components
7. Lunch
8. Palate Cleanser
9. Identify The Challenge
10. Break
11. Start With The End In Mind
12. NTK Check-In
13. Self-Evaluation w/Six A’s Rubric
PBL 101: Day 1 Itinerary

42. BUILD A
SCENE

43. IDENTIFY
THE
CHALLENGE

44. IDENTIFY
THE
CHALLENGE
● Has A “Reason To Learn”
○ Why is it important?
○ Why should we spend
time and energy
investigating this topic
or question?
● Projects That Matter
Authentic, Creative Idea

45. IDENTIFY
THE
CHALLENGE
● Look Within A Mile Of
Your School
● Read The Headlines
● Review Standards/Texts
● Discipline, Not Subject
● Steal From Others
Where To Find One?

46. IDENTIFY
THE
CHALLENGE
● Brainstorm Project Ideas
● Research Project Examples
● Project Planning Form
● Optional Brainstorm
Session
● Help Each Other!
WORK TIME

47. BREAK!SEE YOU IN A FEW MINUTES

48. BEGIN
WITH THE
ENDIN MIND

49. BEGIN
WITH THE
ENDIN MIND
What do my students need to know
when they leave this class?
What standards do I need to cover?
Are my students college and career
ready?
Determine Results Needed

50. STEP 1
10 min
Everyone reads the article “Education That Means
Something.”
STEP 2
18 min
Facilitator will pose a question. 1 min prep. Each
person has 1 minute to talk about the question
when it’s their turn.
While person is speaking, other group members
simply listen. When time is up, the next person
speaks, and so on.
Facilitator will tell you when to switch. Talk stops
when he calls time. If you’re done speaking before
your time is up, all others sit in silence, using time
to reflect.
MICROLAB:
EDUCATION
THAT MEANS
SOMETHING

51. QUESTION 1:
Think about what students
have learned in your class.
How did you incorporate
College & Career
Readiness Standards into
your lesson?
MICROLAB:
EDUCATION
THAT MEANS
SOMETHING

52. QUESTION 2:
Think about what students
have learned in your class.
What connections did
they have to adults
outside the classroom or
their community?
MICROLAB:
EDUCATION
THAT MEANS
SOMETHING

53. QUESTION 3:
Think about what students
have learned in your class.
How do you truly know
they learned what you
wanted them to?
MICROLAB:
EDUCATION
THAT MEANS
SOMETHING

54. BEGIN
WITH THE
ENDIN MIND
Determine Results Needed:
● Planning Form Page 3
● Course & State Standards
● College & Career Readiness
● Optional Brainstorm Session
● Help Each Other!
WORK TIME

55. REVISIT
Whatta Ya
NEED TO KNOW?

56. Six A’s Rubric Quick
Check
Ticket Out The Door:
Understanding, Effort,
and Interest
Self-Evaluation

57. GO HOME!
SEE YOU TOMORROW...HOPEFULLY