PBL Facilitator Guide - Walton County School District

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PBL
Facilitator
Guide


Taking the
PBL Plunge!

Objective: The purpose of this training is for
teacher
groups to produce and implement a cross
-
curricular PBL
unit
within their classrooms.

Goal:
The PBL

unit

will be written at a level 3 according to
the Walton County School District PBL Rubric.



PBL Unit
Immersion




Walton School District

Page
1

“Taking the PBL Plunge!”



Contents

Facilitator Prior to Day 1:

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..............................

3

Day 1

................................
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.............................

4

Hook:

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.........................

4

Introduction:

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................................
.............

4

Learning Activit
y 1:
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................................
....

4

Learning Activity 2:
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................................
....

5

Learning Activity 3:
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....

6

Learning Activity 4:
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....

6

Particip
ants Prior to Day 2:

................................
................................
................................
.......................

7

Facilitator Prior to Day 2:

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................................
................................
..........................

7

Day 2

................................
................................
................................
................................
.............................

8

Learning Activity 1:
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................................
................................
................................
....

8

Learning Activity 2:
................................
................................
................................
................................
....

8

Learning

Activity 3:
................................
................................
................................
................................
....

8

Learning Activity 4:
................................
................................
................................
................................
....

9

Participants Prior to Day 3:

................................
................................
................................
.....................

10

Facilitator Prior to Day 3:

................................
................................
................................
........................

10

Day 3:

................................
................................
................................
................................
..........................

11

Presentations:

................................
................................
................................
................................
.........

11

Facilitator after Day 3:

................................
................................
................................
............................

11

Appendix: Handouts for Learning Activities

................................
................................
...............................

12

Handout 1: Group Learning Style Activity Reference

................................
................................
.............

13

Handout 2: “Taking the PBL Plunge!” Activity Timeline

................................
................................
.........

14

Handout 3: KWL Chart

................................
................................
................................
............................

15

Handout 4:

7 Essentials for Project
-
Based Learning Pre/Post Survey

................................
....................

16

Handout 5: 7 Essentials for Project
-
Based Learning Pre/Post Survey KEY

................................
.............

17

Handout 6: 7 Essentials for Project
-
Based Learning Article
................................
................................
....

18

Handout 7: Graphic Organizer

................................
................................
................................
................

22

Handout 8: Choosing a Driving Question

................................
................................
................................

23

Handout 9: Choosing a Driving Question Key

................................
................................
.........................

24

Handout 10: Crafting the Driving Question Reference

................................
................................
...........

25




Walton School District

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2

“Taking the PBL Plunge!”



Handout 11: Project Essentials Checklist

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................................
...............................

26

Handout 12: 21st Century Skills Strips

................................
................................
................................
....

27

Handout 13: 21st Century Skills Chart

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................................
................................
....

28

Handout 14: 7 C’s Strips

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................................
................................
..........................

29

Handout 15: 7 C’s Answers

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................................
................................
.....................

30

Handout 16: 21
st

Century Framework

................................
................................
................................
....

31

Handout 17: Peer/Review Reflection

................................
................................
................................
.....

33

Handout 18: “Taking the Plunge” Unit Plan

................................
................................
...........................

34




















Walton School District

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3

“Taking the PBL Plunge!”




PBL

Unit Immersion”

Facilitator Guide

Facilitator
Prior to Day 1:



Review facilitator guide and make note of required materials.




As the facilitator, establish
cross
-
curricular groups prior to the professional learning day
.
(Suggestion: Link each group to a specific color. Write the names of the groups on
colored paper and place them on tables. As the teachers enter the training area, ask
them to find their g
roup by looking at the colored sheets on each table.)




Make appropriate number of copies of
handouts

(H
/
O)
.




Construct folders per teacher groups for

the purpose of organizing
group materials

and
managing activities
.




Check to be sure materials in training

room are functioning (computer, internet, video
links)
.




Arrange the training room so that the teacher groups
can work cooperatively and
view
projected mater
ials
.




Organize needed materials so that they are accessible on training day.




Create a PBL Group
on PD 360. Invite training participants to join via PD 360.




Have a sign
-
in sheet available for teachers to sign into the training session upon entering
the room.




Plan/think about structures for table group activities. For example: think time, time for
t
able group sharing, and extra time for table group activities.




Give time constraints for activities. While monitoring the room during the activities you
should let the groups know when they have 2 minutes remaining, etc. Have a plan or
cue to call them a
way from the table group discussion and back to the facilitator
discussion.






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4

“Taking the PBL Plunge!”



D
ay 1

Hook:

Approximate Time: 1
5

minutes

Materials:

Pre
-
established group lists


The
purpose

of this exercise is for the participants to come to the realization that what they
remember the most about their own educational experiences are the pro
jects they did as a
student.



As the teachers enter the training area,

provide them with
instruct
ions
on

how to
break
into
group
s

utilizing the pre
-
established group

lists
.



Set the group norms before the learning activity begins. (Cell phones off, computers
away unless they are being used for an activity, conversation at appropriate times, etc.)



B
egin the
tr
aining
session by asking each group to discuss the following question:


Think about your education from K
-
12…What particular learning
experience(s) do you remember?





Instruct the groups to Think,

Pair, Share

(see Group Learning Style Activity Reference
sheet

(H/O
-
1
)

with each other

to discuss the commonalities of the groups’ experiences
and determine the common thread.

Introduction:

Approximate Time: 15
-
20 minutes

Materials:

LCD projector, computer, electronic copy of “Taking the PBL Plunge!”

unit plan
, 1
copy of timeline

(
H
/
O
-
2
)

per participant



Inform the participan
ts that they will be immersed

in a PBL u
nit, “Taking the PBL
Plunge!,”
designed to illustrate the process and
components of a PBL
unit
that meets a
level 3 on the Walton School District PBL Rubric.




Project the electronic copy of “Taking the PBL Plunge!”

unit plan
.
Present participants
with the
driving q
uestion

and teacher created
essential questions

for this PBL unit
and
discuss

their purpose.



Advise the participants
that
the
ir culminating product will be a cross
-
curricular, level 3
PBL unit
.



P
rovide participants with the

timeline

(H
/
O
-
2
)

of learning activities.


Learning Activity 1:

Approximate T
ime: 3
0 minutes




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5

“Taking the PBL Plunge!”



Materials:

1 copy per participant of the

7 Essentials for Project Based Learnin
g
article

(H/O
-
6
)
;

1
copy per group of KWL chart

(H/O
-
3
)
, pre
-
test

(H/O
-
4
)

and graphic organizer

(H/O
-
7
)
;
highlighters

Th
e
purpose

of this activity is for participants to learn the 7 essentials for PBL

by utilizing the
article,
7 Essentials for Project Based Learning.




Distribute 1 copy per group of KWL chart (H/O
-
3
)

and
pre
-
test (H/O
-
4
)
.



Teacher groups will choose to complete
eith
er

the KWL chart

or the pre
-
test

prior to
the reading assignment
.



Distribute one copy per participant of the
7 Essentials for Project Based Learning

(H/O
-
6
).



P
rovide time for teacher groups

to jigsaw the
article (
see Group Learning Style Activity
Reference sheet
).



Distribute one copy per group of the Graphic Organizer (H/O
-
7
) so that a
fter

read
ing
their section(s), teacher groups will
work together to complete
it
.



Teacher groups

will utilize the completed graphic organizer to finish
the
KW
L cha
rt or
correct the pre
-
test (pre
-
test answer key (H/O
-
5)

N
ote:
An important element of PBL is
student
choice

and voice
,
thus they are provided with
different activities from which to choose.

Learning Activity 2:

Approximate Time:

10
minutes

Materials:

Paper, writing utensil,

LCD projector, computer, electronic copy of “Taking the PBL
Plunge!”

unit plan
(page 2)

The
purpose

of this activity is for the participants to develop
student
essential questions for
the “Taking the PBL Plunge!” PBL unit.



Instruct
the teacher groups that they need to be thinking as students
/adult learners

while participating in this training.




As students, the teacher groups will collaborate to write

on the
provided paper
,

three
essential questions emerging from the

Taking the PBL

Plunge!”
driving question
.
Their
essential questions should address

what they need to learn in order to answer the
driving ques
tion
.




Teacher g
roups will
verbally
share their essential questions
with the whole group
, as the
facilitator takes notes
. The whole group will decide which new essential questions (if
any) will be
add
ed to the PBL unit
.




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“Taking the PBL Plunge!”






Learning Activity 3:

Approximate Time:
20
minutes

Materials:
LCD projector, computer,
internet access, video link,
1 copy of

Choosing

a Driving
Ques
tion” practice
(H/O
-
8
)

per participant
,
1 copy of “
Choosing

a Dr
iving Question” practice
answer key

per group

(H/O
-
9)
, 1 copy of

Crafting

the Driving Question”
Reference
(H/O
-
10
)

per participant

The
purpose

of this activity is for participants

to be able

to identify effective driving
questions.



View

the video:
Watershed Project
-

Crafting a Driving Question

(
http://pbl
-
online.org/driving_question/dqoverview/dqoverview.html

)
as a
whole
group
.



Distribute one copy per participant of

the

Choosing

a

Driving Question


practice
(H/O
-
8
)

and the “
Crafting

the Driving Question”

Reference

(H/O
-
10
)
.



Allow time for completion

of the “Choosing a Driving Question” practice
(H/O)
.




Distribute one copy of the “Choosing a Driving Question”

answer key to each table
group to check for accuracy and have meaningful connection discussions.


Note:

You could check to see if anyone identified all of the driving questions correctly. If so,
re
ward them with some small token.

Learning Activity 4:

Approximate Time: 10 minutes

Materials:
Computer, internet access, PD 360 log
-
in & password



Facilitator should l
og onto PD 360 to demonstrate how to post to the school PBL group
.




At this time allow

participants the remainder of the allotted time for Day 1 to work with their
cross
-
curricular team to brainstorm ideas for their PBL unit. Example: Compare and decide on
standards to be addressed, determine time frame for unit, class schedule conflicts an
d
resolutions
.





Collect group learning activity handouts for record keeping purposes.




Remind participants to sign
-
out as they exit the training.




Note: If you need assistance for creating a group via PD 360, log into PD 360, click on
Videos and then se
arch for “Creating a group in PD 360.” The first video on the search



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“Taking the PBL Plunge!”



list should be
Creating a Group
which will provide you detailed instructions for creating
a group on PD 360.



Participants Prior to D
ay 2:



All participants will need to log onto
the
PD
360 school PBL group to post their individual
content standard (s) that should be addressed in their PBL unit.





Teacher groups should have logistics determined for the PBL unit they
will be developing

(standards to be addressed, time frame for unit, clas
s schedule resolutions
, etc).

Facilitator Prior to Day 2:




Review facilitator guide and make note of required materials.



Make appropriate number of copies of handouts (H/O).



Cut one copy of the 21
st

Century Skills (H/O) into strips per group and place in a
n
envelope.



Cut one copy of the
7 C’s

(H/O) into strips per group
and place in a second

envelope.



Check to be sure materials in training room are functioning (computer, internet, video
links).



Arrange the training room so that the teacher groups can
work cooperatively and view
projected materials.



Organize needed materials so that they are accessible on training day.



Post to PD 360 PBL group news instructing participants to bring their copy of the
7 Essentials for
Project Based Learning
article

with them to the Day 2 training session.



Have a sign
-
in sheet available for teachers to sign into the training session upon entering
the room.









Walton School District

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8

“Taking the PBL Plunge!”




D
ay 2

Learning Activity 1:

Approximate Time: 5

minutes

Materials:
7 Essentials for Project Based Learnin
g
article

The
purpose

of this activity is to review Day 1.



Facilitator should review
7 Essentials for Project Based Learning
article from Day 1 whole
group
.


Learning Activity 2:

Approximate Time: 2
0 minutes

Materials:

LCD projector, computer, internet access, writing utensil,
one copy per participant
of the Project Essential Checklist

(H/O
-
11
)

The
purpose

of this activity is for participants to watch a model of a PBL unit and identify the
7 essentials within the unit.



D
istribute one copy per

particip
ant
of th
e Project Essential Checklist (H/O
-
11
).




View

the PBL unit video for your schoo
l level: Secondary: Anatomy of a

Project: “Give
Me Shelter”
(

http://www.edutopia.org/maine
-
project
-
learning
-
expedition
-
homeless
-
video
)

or Elementary:
“Kindergarten Harvest”
(
http://www.bie.org/videos/video/elementary_project_kindergarten_harvest
)




Participants should utilize the checklist while watching the online video to look for t
he
essential elements of a PBL and be prepared to share where

they observed them in the
video.




Allow time for table group discussion after the video so participants can share their
findings.




Facilitator will ask participants to share where the elements can be found from the
shown video and ask the spokesperson fr
om each group to share with everyone.

Learning Activity 3:

Approximate Time: 2
0 minutes

Materials:

one copy per teacher group of the 21
st

Century Skills strips (H/O
-
12
), one copy per
teacher group of the 21
st

Century Skills chart (H/O
-
13
), one copy of
7 C’s strips

(
C
ritical thinking
and doing,
C
reativity,
C
ollaboration,
C
ross
-
cultural understanding,
C
ommunication,
C
omputing,



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“Taking the PBL Plunge!”



and
C
areer and learning self
-
reliance)

(H/O
-
14)
, one copy per participant of the
Framework for
21
st

Century Learning (H/O
-
16
)

The

purpose

of this activity is for participants to
develop an awareness of 21
st

Century Skills
Framework to be utilized in PBL units.



Give each table group
an envelope
containing

the
21
st

Century S
kill
s

strips along with a
copy of the
21
st

Century Skills
chart

(H/O
-
13)
.
3 R’s: Rigor, Relevance, & Respect




Teacher g
roups should read the strip descriptions together and decide where they
would fall on the chart according to the given topics.




Allow enough time for participants to complete the chart and then
g
ive participants a
copy of the Framework for 21
st

Century Learning
(H/O
-
16
)

to check their answers
.




Allow groups to share A
-
H
a moments and connections after checking the
ir answers.




G
ive each table group an envelope containing the 7 C’s strips which ar
e

the 21
st

century
skills indicated on our district PBL template.




Teacher groups should read the strip descriptions together and decide where they
would fall on the chart according to the given topics along with the 21
st

Century Skills
(refer to (H/O
-
15) for suggested answers)

Learning Activity 4:

Approximate Time: 2
0 minutes

Materials:

LCD projector, computer, internet access, electronic copy of the “Taking the PBL
Plunge!” unit plan
, one copy per participant of “Taki
ng the PBL Plunge” unit plan (H/O
-
18)

The
purpose

of this activity is
for participants to understand the 7 C’s and Formative
Assessment components of the Walton School District PBL template.



Display page 2 of the “Taking the PBL Plunge!” unit template

for
the participants to view
the 21
st

Century Skills section where they will later indicate the 7 C’s that will be
included in their own collaborative units.



Display page 3 of the “Taking the PBL Plunge!” unit template for the participants to view
the Assessme
nts section where they will later indicate the types of assessments that will
be included in their own collaborative units.




Refer back to the formative assessment website
utilized in the IPDP professional
learning activity
as needed for discussion of
sample forms and templates that can be
used throughout the PBL unit
.

(
http://wvde.state.wv.us/teach21/FormativeAssessment.html
)





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“Taking the PBL Plunge!”





Introduce participants to the web
-
based PBL resources
on the Walton School District PL
site.




Participants should use the remaining time to explore the web
-
based resources and
work within their groups to develop their cross
-
curricular PBL units at a level 3 on the
Walton County PBL Rubric.




Distribute one
copy per participant of the “Taking the PBL Plunge!” unit plan

(H/O
-
18)

to
use as a reference in developing their cross
-
curricular units.

Participants Prior to D
ay 3:



Utilize the PD 360 PBL group to share, discuss, and draft plans.



Finish
design
ing

thei
r P
BL units within their groups.




I
mplement
the PBL units with their classes.



P
repare presentations for whole group.


Facilitator

Prior to Day 3:




Post the presentation expectations to the PBL PD 360 group (these expectations can be
found under Day 3
activities).




Be available to mentor teacher groups.




Make copies of handouts needed for Day 3 presentations.




Post the following reflection questions on the PBL PD 360 group:

o

What is the most important thing you learned in this project?

o


What do you wish
you had spent more time on or done differently?

o

What was the most enjoyable part of this project?

o


How could your facilitator change this project to make it better next time?








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“Taking the PBL Plunge!”




D
ay 3:

Presentations:

Approximate Time: 3 hours

Materials:

LCD projector, computer
, one copy per participant of the Peer Review/Reflection
(H/O
-
17
) for each group that will be presenting

The
purpose

of this activity is
for participants to present their PBL units to the whole group
and to participate in peer and
individual reflections.



Distribute one copy per participant of the Peer Review/Reflection (H/O
-
17
) for each
group that will be presenting
.




Participants will present PBL units whole group with student artifacts, samples,
etc.




Instruct the audience member
s to c
omplete
the Peer Review/Reflection (H/O) for
each
teacher group presentation.




The facilitator should gather the Reflection sheets between each presentation while the
next group is getting ready to present and hold them until all groups have presente
d.




After presentations are complete, distribute the completed Reflection sheets to the
teacher groups.




Allow time for teacher groups to review the peer reflections.




Teacher groups should complete the teacher reflection section of the PBL template for
t
heir cross
-
curricular units.





Teacher groups should upload their completed PBL unit plan to the P
BL PD 360 group
for all to view (Be sure to use the Internet Explorer web browser).



Instruct participants that they have just finished the “Taking the PBL
Plunge!” PBL unit
and now it is time for them as a student to reflect on their learning.




Indiv
idual teachers should answer

the self reflection questions po
sted on the PBL PD
360 group.


Facilitator after Day 3
:



Remind p
articipants
they
should complete the

PBL component o
n ePDC

along with the
follow
-
up
survey
to receive in
-
service credit.




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“Taking the PBL Plunge!”









Appendix:

Handouts for Learning Activities



This appendix

contains the required handouts
and supporting documents
for the successful
implementation of the “Taking the PBL Plunge!” professional learning activities.







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Handout 1:
Group Learning Style Activity
Reference



Think
-
pair
-
share

(thinking, communication, information sharing)

1.

Students think to themselves or write on a topic or question, preferably
one demanding
analysis, evaluation, or synthesis, provided by the teacher.


2. After 30 seconds, students turn to partners and share their responses, thus allowing time

for bot
h rehearsal and immediate feedback on their ideas.

3. Then they share their thoughts with the class. Through this structure, all students have

an opportunity to learn by reflection and by verbalization. This works well for generating

and revising hypoth
eses, inductive reasoning, deductive reasoning, application.



Jigsaw

(interdependence, status, equalization)


This is a great way for students to feel like experts and share information about what they


know!

1.

Each studen
t on the team becomes an “expert” on one topic by
working and sharing with
members from other teams assign
ed

the corresponding expert topic.

2.

Upon returning to their teams, each one in turn teaches the


group about his/her expert topic. Works wel
l for acquisition and presentation of new

material and review.















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“Taking the PBL Plunge!”




Handout
2
:

“Taking the PBL Plunge!” Activity Timeline


DAY 1:

Activity 1:
7 Essentials for Project
-
based Learning

(KWL or Pretest and Graphic


Organizer)

Activity 2: T
eacher
and Student Essential Q
uestions


Activity 3: Choosing a Driving Question

Activity

4: PD 360 PBL Group

Before DAY 2:

Post to

PD 360 school PBL group
: the

individual content standard(s
) that will be addressed in
you
r PBL unit.

Dete
rmine logistics for the PBL unit being developed

DAY 2:

Activity 1: Review the
7 Essentials for Project Based Learning
article

Activity 2: 7 Essentials Checklist

Activity 3: Framework for 21
st

Century Learning

Activity 4:
“Taking the PBL Plunge!”
pla
n

and web
-
based resources

Activity 5: PBL Unit

Development

Before DAY 3:

Activity 1: Utilize PD 360 PBL group for online collaboration

Activity 2: Finish developing PBL Unit

Activity 3: Implement PBL unit with students

Activity 4: Prepare for
presentation


DAY 3:

Presentations

Peer review/reflection

Complete teacher reflection section of the PBL unit template

Complete self review/reflection on PBL PD 360 group





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“Taking the PBL Plunge!”



What I
need to
KNOW

What I

K
NOW

What I

LEARNED

What I
STILL
need to find
out


1.

A need to
know


2.

Driving
question


3.

Student voice
and choice


4.

21
st

century
skills


5.

Inquiry and
innovation


6.

Feedback and
revision


7.

Publicly
presented
proje
ct











Handout 3:
KWL Chart




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Handout 4
:
7 Essentials for Project
-
Based Learning Pre/P
ost S
urvey


Directions: As a group, complete the following before reading the “7 Essentials for Project
-
based Learning” article. Determine whether you think the statement given is true or false.
Write your choice on the line provided.


____________1.
For a PBL unit to be meaningful, students must find personal






connection to it.

____________2. A good driving question should be abstract.

____________3. In order to provide student choice, teachers must allow







students to cho
o
se the topic and products of their PBL unit.

____________4. Feedback is most vital when students have completed their final





product.

____________5
. Presenting just to the teacher is an essential part of a PBL unit.

____________6. Real student inquiry can

be accomplished by researching
websites.

____________7. Twenty
-
first century skills are directly linked to current technology.

____________8. S
tudent revisions are needed to assist

them in producing high
-
quality


products.

____________ 9.

Without a driving question, students are able to determine on their own why


they are undertak
ing a project.

____________10.

The use of twenty
-
first century skills is an imp
ortant purpose in project
-
based


learning.










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“Taking the PBL Plunge!”



Handout 5
:
7 Essentials for Project
-
Based Learning Pre/Post Survey KEY


Directions: As a group, complete the following before reading the “7 Essentials for Project
-
based Learning” article. Determine whether you think the statement given is true or false.
Write your choice on the line provided.

_____
True
_______1.
For a PB
L unit to be meaningful, students must find personal connection





to it.

_____
False
_______2. A good driving question should be abstract.

(It can be abstract or






concrete, but must be open
-
ended.)

_____
False_______
3. In order to provide student ch
oice, teachers must allow students to





chose the topic and products of their PBL unit.

(Student choice can be





limited by the teacher.)

_____
False
_______4. Feedback is most vital when students have completed their final







product
.

(Feedback is most vital during the project so as to allow for





revisions.)

_____
False
_______5. Presenting just to the teacher is an essential part of a PBL unit.







(
Presentations should include a real audience made up of peers,





experts,
teachers, etc.)

_____
False
_______6. Real student inquiry can

be accomplished by researching
websites.

(Real





inquiry occurs when they answer their own questions through






discovery and this leads to innovation.)

_____
False
_______7. Twenty
-
first

century skills are directly linked to current technology.






(Twenty
-
first century skills are directly linked to collaboration,






communication and critical
-
thinking as well as
any
technology.)


_____

True

_______8. Student revisions are needed t
o assist

them in producing high
-
quality





products.


____


False

_______

9. Without a driving question, students are able to determine on their own




why they are undertaking a project.

(Students need a driving question







to understand the
compelling why of the project.)

____


True
________10.The use of twenty
-
first century skills is an imp
ortant purpose in project
-





based
learning.





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Handout 6
: 7 Essentials for Project
-
Based Learning Article








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A Need to Know

Driving Question

Student Voice & Choice

21st Century Skills

Inquiry & Innovations

Feedback and Revision

Publicly Presented Projects











Handout 7
: Graphic
Organizer

Directions: After jig sawing the article,
7 Essentials for Project Based Learning
,

fill
in this graphic organizer with key points or main ideas for each of the 7 essentials
for PBLs.




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Handout

8
:

Choosing a Driving Question

Individually

determine if the given driving questions are effective or ineffective. Simply check the term
that y
ou agree with for each question and indicate why you think it is effective or ineffective.

Driving Question

Effective?

Ineffective?




What is global
warming?






What were the causes of the Great Depression?






Is nature interconnected?






Why is genetic engineering bad?






How has immigration affected the United States?






How does the design of a rocket influence its speed and
maneuverability?






What schools of art have most influenced the world?






How can we help our community understand the health risks of
overeating?






Are you really what you eat?









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Handout 9: Choosing a Driving Question Key


1.

Ineffective
; you need to ask yourself if this question presents students with a problem
that encourages complex thinking, rather than focusing on defining a term.

Suggested: Will global warming affect our community?


2.

Ineffective
; you need to ask yourself if this Dr
iving Question encourages synthesis and
analysis, rather than listing or reciting answers.

Suggested: Could the Great Depression happen again?


3.

Ineffective
; you need to ask yourself if the Driving Questions work best when they are
not to broad or open ended, and are more concrete and focused.

Suggested: What does an in
-
depth study of a small pond tell us about oceans?


4.

Ineffective
; this question is ineffect
ive because Driving Questions should be as bias
-
free
as possible, allowing students to draw their own conclusions.

Suggested: How does the debate over genetic engineering affect our future?


5.

Effective
; this Driving Question encourages students to examine
and interpret a
complex issue.


6.

Effective
; this question is open ended, encourages a close study of rocket aerodynamics,
and leaves room for interpretation by the student.


7.

Ineffective
; you need to ask yourself if this question encourages students to make
their
own judgments, or engage in more complex thinking.

Suggested: Does the history of art show us that art influences current culture
-
or
show us that art merely reflects current culture?


8.

Effective
; this is an effective Driving Question for a community
-
oriented project. To
answer the question, students must understand nutrition and science, as well as use
communication skills.


9.

Effective
; this is an effective Driving Question because this question is engaging for
students. This question could be use
d in a science project focused on nutrition and
biology.





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Handout 10: Crafting the Driving Question

Reference


North Lawndale College Prep Charter HS

Senior Project: Crafting the Driving Question

(from
http://pbl
-
online.org/driving_question/drivingquestion.html)


Good Driving Questions




are provocative



are open
-
ended



go to the heart of a topic



are
argumentative



are more specific than they are vague



can arise from real world dilemmas that you find
interesting

Sample Driving Questions
:

What is the American Dream and who has it?

Why is Shakespeare still so popular?

How does the place we live in affect how we live?

How accurately do music videos portray America?

What is “good writing”?

What is the rela
tionship between males and cars?

Why do things cost so much?

Why is there poverty?

How safe is our water?

How do we make peace?

Are you really what you eat?

What does it mean to “come of age”?

How do we persuade others?

Can we predict the weather?

Why do
people revolt?

How can we stop the spread of infectious disease?

What is the best design for a high school of the future?

Can the use of nuclear weapons be justified?

Will China be the next superpower?

How can national economies compete and respect the env
ironment at the same time?

Was the American Revolution really a revolution?

Is the American Civil War finished?

Why do we make art? Music? Drama?

Is art worth its price?

What makes a good artist? A great one?

What is the best form of government?

How should

criminals be treated?

Should there be censorship?

Do Americans have too much freedom?

How do human actions modify the physical environment?




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Handout 11: Project Essentials Checklist


Does the Project . . .
?




?

FOCUS ON SIGNIFICANT CONTENT AND AUTHENTIC ISSUES

Students learn important subject matter content and address problems and
issues from the world outside the classroom





ORGANIZE ACTIVITIES AROUND A DRIVING QUESTION OR CHALLENGE

S
tudents find
the
complex, open
-
ended question or challenge to be a
m
eaningful

focus for their work





ESTABLISH A NEED TO KNOW AND DO

S
tudents are brought into the project
by

an entry event that

captures interest and
begins the inquiry process




ENGAGE STUDENTS IN
INQUIRY

Students think deeply and ask further questions as they generate answers and
solutions




REQUIRE INNOVATION

Students generate new answers and/or create unique products in response to
the Driving Question or challenge




DEVELOP 21
ST

CENTURY SKILLS

Students
build critical &
creative thinking, collaboration
, and presentation
skills
that are taught

and assess
ed




ENCOURAGE STUDENT VOICE AND CHOICE

S
tudents
, with guidance from the teacher, make decisions that affect the course
of the
project




INCORPORATE FEEDBACK AND REVISION

Students use feedback to improve their work and create high quality products




CONCLUDE WITH A PUBLIC PRESENTATION

S
tudents

exhibit products or present solutions and explain their work to others
and respond t
o content
-

and process
-
focused questions









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Handout 12:
21st

Century Skills Strip
s


Directions:

Make one copy of this sheet for each group.
Cut each of the
strips and place in
an
envelope. Participants will work as a group to determine where each of the strips fall on
the
chart according to the skill

in the 21
st

Century Skills chart.

• Civic Literacy


• Health Literacy

• Communication
and
Collaboration


• ICT
(Information,
Communications


&Technology)
Literacy

• Creativity and
Innovation


• Information
Literacy

• Critical
Thinking and
Problem Solving

• Social and
Cross
-
Cultural
Skills

• Initiative and
Self
-
Direction

• Environmental
Literacy


• Leadership and
Responsibilit
y

• Financial,
Economic,
Business

&
Entrepreneurial
Literacy


• Media Literacy

• Flexibility and
Adaptability


• Productivity
and
Accountability





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Handout 13: 21st Century Skills Chart


Core Subjects




Learning &



Information,



Life &

3Rs & 21
st

Century


Innovation



Media & Technology


Career

Themes




Skills




Skills




Skills













































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Handout 14: 7 C’s Strips



Make one copy of the 7 Cs 21
st

Century Skills per group. Cut each sheet into strips and place
into envelopes for each group. Participants will work as a group to determine where each of
the 7 Cs fall on the 21
st

Century Skills chart used in the previous activity.




Critical Thinking
-
a
nd
-
Doing



Creativity



Collaboration



Cross
-
cultural
Understanding



Communication



Computing



Career and
Learning Self
-
Reliance










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Handout 15: 7 C’s Answers




Critical Thinking
-
and
-
Doing

Learning and Innovation Skills



Creativity

Learning and Innovation Skills



Collaboration

Learning and Innovation Skills



Cross
-
cultural Understanding

C
ore subjects and 21st century themes



Communication

Learning and Innovation Skills



Computing


Information, Media and Technology Skills




Career and Learning Self
-
Reliance

Life and Career Skills













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H
andout 16: 21
st


Century
Framework






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Handout 17: Peer/Review Reflection


P E E R R E V I E W/R E F L E C T I O N


Presenters’ Names:




Project Name:




Date
:




Thank you for att
ending our project presentation

and taking the time to write thoughtful answers to the
following questions:

1.

What were the strengths of
the PBL presented
?


2.
How might the

PBL presented

be improved
?




3.
Any other comments about this presentation?





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Handout

18: “Taking the Plunge” Unit Plan




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