Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (3 of 3) The Second Course: “School’s Cool” – PBL for the Student-Learner

[On Tuesday, June 26, as part of the Center for Teaching’s annual Summer Institutes, Bo Adams and Jill Gough are facilitating day 2 of a two-day workshop on PBL (project-based learning, problem-based learning, place-based learning, passion-based learning, etc.). The online course description is linked below, and the outline for day 2 follows. The pre-institute assignment (the “appetizers”) and a short description of the “flights” structure can be found here, and the outline for day 1 is here.]

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (3/3)
The Second Course: “School’s Cool” – PBL for the Student-Learner
(Day 2 – Tuesday, June 26, 8:30 a.m. – 1:30 p.m.)

EL #1: I can share my deep understanding of PBL through PBL methods and pedagogies, as well as with direct-instruction and conversation.

EL #2: I can commit to PBL with student learners by working through stages of rapid-prototype planning, implementing, and assessing.

8:30 – 9:15 a.m.
Fail more…Fail Faster (Failing to Plan is Planning to Fail Reprise) Flight

  1. With your partner, use your PBL storyboard and developing asset pool to continue building your PBL multi-media tool. Remember to review the good thinking and storyboarding of other groups – it’s not “stealing,” it’s sharing and collaborating!
  2. Review and revise assets you made for self-selected “HW” last night…recycle, re-design, re-purpose, re-build,…
  3. At 9:00, we’ll do a quick sub-team check-in – by jigsawing among sub-teams – before we move on with the next flight. (Suggested protocol: THE 5 WHYS)

9:15 – 10:00 a.m.
Bloom’s Got Nothin’ On Us Flight

  1. Quick exploration and discussion of pbl-PBL matrix, a.k.a. “Adams-Gough Taxonomy.”
  2. Quiet reflection – place some of your current project work on a copy of the Adams-Gough Taxonomy.
  3. Brief share-out and mediated journal of possibilities for working in capital-P PBL (upper-right quadrant).

10:00 – 11:00 a.m.
I Am Not a Commitment-phobe Flight

  1. Using DESIGN THE BOX or COVER STORY, create a model and story to share with the group. The model and story should share a PBL idea that you will commit to implementing with your student learners in the first semester of 2012-13.
  2. At 10:35, we will hear 2-3 minute presentations from each designer/group.
  3. During each presentation, contribute post-it feedback: 1) I like…, 2) I wonder…, 3) I want to know more about…

11:00 – 11:59 a.m.
Pardon Our Noise…It’s the Sound of PBL Construction Flight

  1. Time to complete the next iteration of your rapid-prototype design for the multi-media PBL tool.
  2. Time to workshop some of the feedback that undoubtedly will arise from the “I Am Not a Commitment-phobe” Flight.
  3. Time to question, question, question – they are waypoints on the path of wisdom.

12:00 p.m.
Lunch…PBL really stirs an appetite (especially on Day Two)!

12:30 – 1:30 p.m.
On the TEDxCFT/IGNITE Stage Flight

  1. Each sub-team will have 15 minutes: 5 minutes for presentation of their multi-media PBL tool + 8 minutes of Q & A + 2 minutes of transition.
  2. Don’t Get Stuck – You Have What It Takes to Make the Next Steps!
  3. Invitation to “Coffee and Dessert” Flight

_________

Coming Soon…

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (After 3)
Coffee and Dessert: What Will Sweeten Your Teaching After #CFTSI12?
(180 Days of Possibility in 2012-13 – Keeping the Conversation Going)

[Cross-posted on It’s About Learning and Synergy2Learn]

One thought on “Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (3 of 3) The Second Course: “School’s Cool” – PBL for the Student-Learner”

  1. Great day of learning in this workshop today! I particularly liked the Empathy-mapping we did. (Thanks, J and B, for direct “how-to” links for this in the lesson plan notes). We were to jot down things we thought our students might: see, say, do, hear and/or feel, during our class. I was struck by how seldom I ask myself how my students may “feel” from being in one of my classes. One of our pre-workshop “appetizer” choices was to write about a child we had watched learn to walk or talk. This is what I wrote about my daughter’s sentence development:

    What I remember from Carson’s first phrases

    When Carson began speaking in phrases, I was amazed! She was using all of the correct grammar, right out of the starting gate. I had always heard of cute little mistakes that children would make when they first began speaking, such as having the wrong verb tense or getting singular and plural mixed up, etc. But Carson was not doing that. So, of course, I knew she must be a genius. Several months (years?) later, however, it seemed she was digressing. Now her phrases were rarely perfect. It took me a while to figure out, but when I did, it made a lot of sense to me. At first, she was probably just mimicking phrases exactly as she heard them. She wasn’t old enough to even know or understand anything about grammar, so it was really just like singing the lines to a song that had been learned on the radio. When she began making mistakes, it was probably because by then, she was composing her own sentences, and was too young to know the rules.

    So, I guess what this reminds me of is the importance, when teaching students, of using appropriate language (vocabulary) and writing down work the appropriate way. At first, they may not have a very solid understanding, so they will just need to follow my lead, and mimic my work. However, it also opens my mind more to accepting work that looks somewhat unique, once it becomes something they do understand. In other words, once they understand the concepts, the way they get from point A to point B could look differently because it went through their brain to be processed instead of mine. It should be clear enough for others to follow, for sure, but it may not look just like mine. DD

    I think this practice alone, being more accepting of the product my students are giving me, even if it may not be perfect or look just like my work, will go a long way toward making my students “feel” better about being in my classes.

    Looking forward to tomorrow.

    Like

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