Notes from GCPS PBL Workshop

I've spent the last two days at a workshop for teachers at Lanier High, North Gwinnett Middle and High, and the Gwinnett Math and Science High School. It's been challenging-- it requires a real paradigm shift to truly embrace PBL. I've felt uncomfortable at times working with my team to come up with ideas because you do have to compromise and you have to relinquish power over your classroom. I've felt overwhelmed by the newness and the challenge. But more than anything, I've been really excited and encouraged about the cool things that could happen at our school next year. It's been a really good experience so far!

Here are some of my notes:

Reality shows—great examples of PBL

PBL from North Gwinnett

Stage 1: Brainstorming—ideas and product

Will it fit the AKS? Does it have a product? Will research be found?

Stage 2: Research and location

Subject matter experts—being creative about the research, put ideas and research to paper

Rubrics—built by students, based on intended result

Used google docs—create a spreadsheet that breaks down all the standards; kids copy and paste the standards from the spreadsheet into their own rubric

Five levels—nothing

Used DOK (Webb)

Stage 3: The research proposal

APA formatting, project introduction, research questions, standards and vocabulary, group members and assignments, intended result, result, reflection, references

Stage 4: The rubric

Built from master rubric- standards scaled 0-20

Should attempt proficiency

Standards are selected by relevancy to project

Stage 5: Supplemental Lessons—coffee chats or workshops

20-30 min presentations during the class day (some are optional, some are mandatory)

Check ups—one on ones, small group, whole group, monitoring, Q &A’s

Document

Stage 6: Before presentation

Finish proposal, revise rubric, update portfolio, complete project

· Did take pre-tests, tests

*How do we help Lanier Middle prepare kids for PBL?

Stage 7: Presentation and Wrap Up

All students present, best practices

Tips for an effective PBL class:

Embrace the chaos but give it meaning

Balance is everything

Don’t make assumptions

Giving quick feedback is essential

Collaborate with teachers

What supports—

Administration, professional development, time for planning, technology

What barriers—

Inexperience, personal tech knowledge,

Activity Based vs. Project Based

Teacher Directed Student-Driven

Giving Answers Making Meaning

Fun Captivating

Useful to Know Enduring Understanding

School-World Real-World

Curricular Enhancement Curricular Focus

Effective Projects—

Probe matters of importance

Mirror authentic work

Are designed for optimal ambiguity—allows for multiple points of entry, directions, and outcomes

Develop knowledge, skills, and dispositions

Go beyond understanding and studying to some kind of action or resolve

Cause kids to teach and learn from one another

Scan Projects: Buck Institute, Edutopia,