One of the things that we loved about the PBL was how student-centered this approach is and was. As students worked, we saw things that we may want to tweak here and there for the next time. This is the kind of activity that is trial and error.
We went over what was expected of each individual and the group. We told them that they would be graded on their collaboration efforts, the work they did individually during class time, the end result, and their presentation. Classwork would be graded daily and inputted as a participation/classwork grade. We needed to know that accountability was important and a big part of their project. One thing that teachers have to realize before doing a PBL, is you have to let them go. You can't be in control of this type of learning. The learning really happens as the investigate and as they present. SO LET THEM GO. The standards for ELA Speaking and Listening (Grade 7), should be included in your planning and discussed with students prior to "letting them go". This is as great opportunity to use the actual standards for their intended purpose. In our opinion it is an obvious key component in this type of activity. Students need to be aware of these standards and what is expected so they stay on task while working in their groups and it gives them expectations that they can continuously refer to. I found that going over the standards, even at the basic level, kept the groups on target and less likely to wonder off. Posting them at their desks, allowed for a constant reminder as well. Specific Standards: Comprehension and Collaboration: SL7.1A-D SL.2, SL7.3, Presentation of Knowledge of Ideas: SL.7.4, SL.7.5, SL.7.6 We will do this again. We are thinking about doing one each MP next year or maybe making it a year long project to see what can be developed over a length of time. Kind of a longitudinal study for us to follow. Michelle and Shannon
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Today was an amazing experience with Langwitches creator and blogger, Silvia Rosenthal Tolisano. My learning toolbox has grown exponentially. From Skyping with her mom in Argentina to educational experts JoClaire Arcenas, Janet Hale, and Josefino Rivera I gained deeper appreciation for video conferencing and 21st Century skills and literacies. With this newly aquired knowledge, I feel confident in helping my students discover the world outside of their community. I look forward to posting my next blog!
-Michelle Schwiter I gained first-hand knowledge about using Skype in a classroom setting. This knowledge provided me with the many resources available to use Skype in my classroom. I also saw how students were engaged in the learning process utilizing technology to address 21st century skills as part of their educational experience. - Maryann There are some many opportunites for educators to embrace that can truly transform teaching and learning. Today was a day filled with examples of this, as well as motivation to reach outside our comfort zones. What has stood out for me the most, as a district supervisor, is that our students are craving this type of learning, and we can not dismiss that! Firsthand, we witnessed a classroom bursting with excitement and enthusiasm as they Skyped with us. We collaborated with educators in the field of curriculum that urged us to take a close look at our goals when we teach as we decide what materials we use and how often we give students choice. We were overwhelmed with websites, blogposts, hashtags, and networking tools that quitet honestly, caused my brain to go into 'power save mode' a time or two. But ultimately, I am walking away from this day of learning with a renewed sense of awareness and ignited sense of urgency to support my teachers, empower them to stretch outside the box, and motivate learning that invigorates our students and expands well beyond our classroom walls. -Melissa Period 8 with Mrs. Schwiter
"What issues are important to you? What problems would you like to solve in your community and/or world?" These were the questions I had displayed on the whiteboard as my students entered my classroom. This was not the typical way I usually start my class, so the students had questions right away about what we were doing that day. I explained that they were to answer those questions independently, and write their responses in their writer's notebook. I then had the students share their responses within the group they were seated in. When it was time to do a class share, I was shocked to say the least by their responses. I expected them to be around their smartphones, social media, amount of homework, length of school day, etc. However, the issues that were of importance included: drug and alcohol addiction, lack of funds for college, terrorism, and cancer research. Period 8 Mrs. Enders When I asked my students about the use of technology and/or the 21st century classroom, they all had varying opinions, but they all had the same central theme, the all wanted OPPORTUNITIES. Opportunities to learn in different ways, not just sitting in a 12x32 area. Learning around the classroom, around the community, and the world. But they all need the time to do it and the ability to have a real say in what they want to learn. Period 4 Mrs. Kwietkowski My students were surprised when I asked them their opinions about what issues/problems were important to them. Overall, they wanted a better understanding of why the world was under attack. It was very interesting to me that they were concerned about the following topics: school safety, places that they referred to as "soft targets", the election, and school safety. I found my middle school student responses to be very serious in nature and more"global" than expected. |
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January 2017
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