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Developing Your Academy National Academy Foundation Conference July 18 – 19, 2011 San Francisco, CA Thom Markham, Ph.D. www.thommarkham.com www.projectbasedlearning.us What’s ahead… Monday Establishing your D&T culture Defining your vision Your ideal graduate Groups to teams Resources TuesdayHow PBL fits Using PBL to make the culture work Opening the year A final plan Share, debrief, head out for Alcatraz Building a culture of performance: How do we get there?… • Design a system that ‘supports’ high performance. • Build a positive culture with emphasis on communication and teamwork. • Active, relevant, authentic instruction. • Authentic projects. • Personalized instruction and behavioral support. • Meld youth development and education principles. Academy and School Culture Instruction PBL Youth Development An Integrative Model of PBL Human Performance and Education’s New three R’s Rigor Relevance Human Performance Relationship Youth development in action Protective factors Youth needs Resilient behaviors/internal assets Caring relationships Safety Cooperation High expectations Love Empathy Meaningful participation Belonging Problemsolving Respect Mastery Challenge Power Meaning www.WestEd.org/hks Self-efficacy Self-awareness Goals and aspirations Improved health, social, academic and culturally appreciative outcomes Career/skills competencies • Career specific skills and knowledge • Technology skills and knowledge • Engineering skills and knowledge • Self-management skills • Communication skills • Collaboration and creativity skills • Citizenship and ethics • Work ethic Habits of Mind Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking about Thinking Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Thinking and Communicating with Clarity and Precision Gathering Data through all Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Taking Responsible Risks Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Source – Arthur L. Costa and Bena Kallick in The Habits of Mind Personal strengths/Emotional Competencies Intrapersonal Independence Assertiveness Self-awareness Mood regulation Stress management Working with deadlines Impulse control Interpersonal Empathy Listening Conflict resolution Social responsibility Adaptability Problem solving Flexibility Reality testing Your Ideal Student… Knowledge of science, history, literature, languages, etc. Time management Strong work ethic Respectful & Caring Organized Reading/writing/math skills Responsible Critical thinker/problem-solver Appreciates diversity Global awareness Technology literacy Communication skills Works independently and collaboratively Healthy lifestyle Resilient Your Academy Student… Deciding your values and outcomes • Which skills will your Academy focus on? • Which habits of mind/dispositions/personal strengths? • How will teachers intentionally teach these skills and habits of mind? The Academy Plan The 2011 – 2012 Plan • What core competencies should students learn? • What core attitudes do you want them to bring to the next year? • What do you want them to ‘feel’ at the end of the first two months? • How will you focus on these goals? From Groups to Teams Five 21st Century Skills/Competencies You Must Teach Today’s Students Communication Self management Teamwork Creativity Problem solving Using key tools • Norming to performing • Peer collaboration/work ethic rubrics • Contracts • Project rubrics The Resources http://www.projectbasedlearning.us http://www.glef.org http://bie.org Know why PBL is necessary • Connects a ‘sense of purpose’ with teaching and learning • Integrates instruction, community, and personalization • Draws on research showing that ‘relationship drives rigor’ • Provides the primary method for teaching 21st century skills Create a “PBL-friendly” structure • • • • • Time for formal planning and informal learning Attention to ‘debriefing’ and cycle of inquiry Outreach staff to support teachers Mechanisms for integrated instruction A welcoming environment Keep the End in Mind Facilitate the Teams Enroll & Engage Identify the Challenge Project Design Cycle Build the Assessment Craft the Driving Question Plan Backwards Identify the Challenge Craft a Driving Question Plan Backwards Build the Assessment Five Keys to Teaching 21st Century Skills Use rubrics Practice. Grade the skills Practice. Practice. Go back to the rubric Train your students Create multiple assessments Daily Homework Weekly Quiz Early milestone Journal Self-reflection Informal assessment Mid-project milestone Essay Artistic product End of project Exhibition Oral presentation Defense Exam Nick Rick Work Ethic Written Communication Critical Thinking Content Knowledge 12/25 22/25 21/25 18/25 25/25 15/25 18/25 25/25 Enroll and Engage EXAMPLE ENTRY EVENTS Enroll and Engage o o o o o o o o Field Trip Guest Speaker Film, Video, Website Simulation or Activity Provocative Reading Startling Statistics Puzzling Problem Piece of Real or Mock Correspondence o Song, Poem, Art o Lively Discussion Facilitate the Teams Keep the End in Mind Reflect on process and outcomes Student performance. Student engagement. Clarity of instructions. Clarity of process. Clarity of evaluation. (Reeves, 1999) Craft a Driving Question WHY HAVE A DRIVING QUESTION? FOR STUDENTS FOR TEACHERS Guides Project Work Turns a Big Idea into a Project Initiates Interest and/or the Feeling of Challenge Captures & Communicates the Purpose of the Project Reminds Them “Why we’re doing this today” Guides Planning & Reframes Initiates and Focuses Inquiry Engages Students in Solutions Defining ‘authentic’ academic work • Construction of knowledge • Disciplined inquiry • Build on prior knowledge • In-depth understanding/concepts • Elaborated communication. • Value beyond school - Fred Newmann, 1998 Authentic Achievement How do I build a birdhouse? How do I become a craftsman? What can we learn from the 1930’s? How important is self-reliance in today’s world? What were the qualities of the first five presidents of the U.S.? How can we use our knowledge of the first 5 presidents to become more informed voters in the 2020 presidential election? Is global warming affecting the health of the ecosystems of the world? How will climate change affect biodiversity in our local ecosystem? Why should we be generous? Is being generous worthwhile? What are the costs and benefits of generosity? How does media shape our perception of war? How has media become more or less powerful in shaping our perception of war? How does distributed and social media affect our perception of war? What is a heart-healthy meal for seniors? How do heart-healthy meals nurture seniors and extend longevity? The ‘Project-Project’ The AOHT Exemplar Critical Friends Group (CFG) 1. Group A presents, outlining Academy plan, including goals and opening of year. Other groups listen without responding or questioning. (10 minutes) 2. Audience asks clarifying questions. (5 minutes) 3. Audience discusses project among themselves and offers nonjudgmental feedback (“I like…” and “I wonder...”) Group A takes notes and does not respond. (15 minutes) 4. Group A responds by talking about what has been learned through the feedback. Group A may choose to engage in open conversation with audience members. (5 minutes) 5. Facilitator debriefs the protocol and closes it. Thom Markham [email protected] Materials: www.thommarkham.com www.projectbasedlearning.us