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World Peace Game Foundation | Teaching Children the Work of Peace

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World Peace Game Foundation | Teaching Children the Work of Peace

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Tables and chairs made up a circle in the Murray High School gym. Thirty-two children sat, staring at each other, toes tapping, knees fidgeting. "Negotiations may begin now," a voice said, as a bell began to ring.

The World Peace Game Foundation works internationally to train educators in the World Peace Game (WPG) and its core teaching principles. Educators who complete master class training with John Hunter are certified by the Foundation as WPG Facilitators. Currently, the...

Eleven-year-old Robin Hess, a World Peace Game participant and Montessori student, was recently interviewed by Montessori Life about her experience with WPG.

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World Peace Game Foundation | Teaching Children the Work of Peace

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Tables and chairs made up a circle in the Murray High School gym. Thirty-two children sat, staring at each other, toes tapping, knees fidgeting. "Negotiations may begin now," a voice said, as a bell began to ring. The World Peace Game Foundation works internationally to train educators in the World Peace Game (WPG) and its core teaching principles.

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Zombie-Based Learning - PBL Geography in a zombie apocalypse

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Zombie-Based Learning - PBL Geography in a zombie apocalypse

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Scribble Maps is a simple tool for drawing on maps. It's free but also has a paid version. This could work great for project 2 where students need to create regions to help them warn about the zombie outbreak.

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Zombie-Based Learning - PBL Geography in a zombie apocalypseZombie-Based Learning

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Scribble Maps is a simple tool for drawing on maps. It's free but also has a paid version. This could work great for project 2 where students need to create regions to help them warn about the zombie outbreak.

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7 Examples of Project-Based Learning Activities

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Even if you have never heard about all the research showing the effectiveness of project-based learning, it's not hard to figure out that it is a far more engaging way to learn than through traditional methods. What's not to love about engaging with a real-life problem or question and applying content knowledge and connections to various disciplines to solve it?

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Project-based Learning and Presentations | Creative Educator

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Project-based Learning and Presentations | Creative Educator

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Transform student presentations with feedback and reflection

To make learning during the process visible and to facilitate assessment, project-based learning culminates in a final presentation of learning. Notice I didn't just say presentation, but presentation of learning. There is a difference. A big difference.

During the process of PBL, students receive continuous feedback from team mates, their instructor, coaches, mentors, and others involved in the project. Presenting the final product, idea, and any other relevant artifacts created during the process is a great way to celebrate success as well as get feedback. However, for purposes of growth and learning, presentations need to be more than an introduction to the product or learning artifact.

While there are times the presentation will include sharing information, a presentation of learning isn't a one-way lecture. In effective presentations of learning, everyone participates: the student presenting their learning, the audience, the facilitator.

Before presentations of learning begin, share questions that the presenters and audience members should be prepared to answer. Work to establish norms for sharing feedback.

Remind everyone that effective critiques are:

free of value judgments.

specific, personal, and directed at one's work.

founded on trust from someone respected.

immediate enough to be useful.

Ideas for the Presenter(s)

Begin transforming presentations into presentations of learning by making this distinction to your students. Let them know that you expect their final presentation to be a presentation of their learning through the project-building process, not just a demonstration of the product they create.

Presentations of learning should include what students learned about:

the subject matter content.

planning, organizing, and implementing a project.

how they learn.

how their group functioned.

how they work in a group.

To promote reflection, you might ask them to also share:

what they would do differently if they had the opportunity to do this project again.

what they will do differently when working on the next project.

what they would change in their product/idea/design if they had more time (one day, one week, one year).

Ideas for the Audience

The audience should be expected to give feedback on the project content and delivery. The audience should also share observations, reflections, and ideas brought up as students share their learning.

Ask the audience what they learned about:

the subject matter content.

effective presentation strategies.

using technology purposefully.

Ask the audience to share opinions about the product/idea/design:

What did you think about while viewing the presentation?

How did the product/idea/design engage you?

Why did the product/idea/design engage you?

How could it be revised or extended?

Instructors/Facilitators

The instructor should share insights on the product, student presentations and reflections, and audience thoughts. They should also highlight issues and events that occurred for the presenter(s) during the process. Ask clarifying and open-ended questions that further group discussion.

Listen to critiques and feedback from the students and audience for insight into what the students have gained from participating in the project. This will enable instructors to reflect upon key elements to maintain in future projects and that can improve the process next time.

As students present their learning, write common themes, issues, and ideas in a place everyone can refer to when forming their own reflections and feedback.

Beyond Oral Presentations

Don't settle for making every presentation of learning an oral presentation or multimedia slide show. Students can also share projects through small group discussion, peer-to-peer meetings, or even in a mini-trade show or conference.

Creative Educator can help bring PBL to your school or district. Find out more

You may even want to separate the product presentation from the presentation of learning, since they may have competing goals. For example, if outside experts are judging a product prototype or design, the focus needs to remain on the product. The presentation of learning should take place at a different time.

Integrate Reflection

You can also promote reflection and presentation of learning by asking students to complete a written self-assessment before presenting. You might ask them to reflect on:

new content knowledge gained while working on this project.
Can you share something you learned that we didn't see in the final product?
their work done and contributions they made to the team's or project's success.
How did you make a difference for your team?
obstacles and impediments to success during the project.
How did you solve these? (individually, procedurally, and/or collaboratively)
their biggest takeaway from the project.
What is the most important thing you learned during your work on this project?

It doesn't take major changes to transform a presentation into a presentation of learning. Simply asking for feedback and reflection about the product AND the process will help you get there.

Popular Topics

Stay creative with Wixie!

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To make learning during the process visible and to facilitate assessment, project-based learning culminates in a final presentation of learning. Notice I didn't just say presentation, but presentation of learning. There is a difference. A big difference. During the process of PBL, students receive continuous feedback from team mates, their instructor, coaches, mentors, and others involved in the project.

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Developing Students’ Ability to Give and Take Effective Feedback | MindShift | KQED News

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Developing Students’ Ability to Give and Take Effective Feedback | MindShift | KQED News

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Fourth-graders work together to plan life for their "colony" during a class activity focused on colonial America. (Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action)

When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the Dayton Regional STEM School, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation. She needed to teach her students how to give and take effective feedback, how to solve conflicts, how to organize themselves, and how to present, discuss and communicate their ideas. She knew without these qualities students wouldn't be prepared for a rigorous STEM environment.

To get at some of these non-academic skills, Lukas thought she might be able to use strategies from "Six Thinking Hats" by Edward de Bono. "His idea with 'Six Thinking Hats' is that you can train people to approach a problem in a methodical, organized way," Lukas said. De Bono used his strategy to coach employees at Fortune 500 companies, but Lukas thought she could adapt the strategies to her middle schoolers and in the process help them learn to give and take effective peer feedback.

'So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this.' Elisabeth Simon, high school art teacher

The hats and the colors that go along with them can seem a little confusing, but their purpose is to help students think concretely about the kind of feedback they are giving. "Yellow hat" feedback is positive. "Black hat" feedback helps point out specific parts of the work that aren't meeting the stated goal. This is not the time for suggestions on how to fix it, however, since there may be more than one solution. The "green hat" is when students can suggest ideas for fixing some of the issues raised during black hat feedback. These three hats are used most frequently, and some teachers Lukas has trained use only these ones.

The "red hat" is what Lukas calls "a breath of fresh air"; it's an opportunity for students to share subjective impressions that aren't necessarily related to the goal. Perhaps it's something they really like or a general impression they have about the work. The "blue hat" is to step back and look at the big picture. When kids are getting used to critique, the teacher often wears this hat to connect something in the critique to a bigger theme or put it in context. But when kids become skilled in critique they might also "put on the blue hat" for a moment to explain what skill they're trying to develop, the trajectory of their learning, and where they want peers to focus critique.

The white hat almost never comes up, and can be a bit hard to understand, but it's meant for objective observations. "Its purpose in my classroom was to point out things that you're not sure if the presenter intended to do them, but you're noticing and you have no judgment about," Lukas said. For example, if kids are designing websites and the homepage background is blue, but another page is green, a white hat comment might point that out so the presenter is aware, but it isn't something that necessarily needs to be changed to improve the work.

Training kids to give effective critique is one of those teaching strategies that takes some time on the front end, but can save a lot of time once students get good at it. It's common for students to give unhelpful, general or unkind feedback that doesn't do much to advance a peer's goals for the work, but Lukas found when she carefully trained students on some conversational "commandments" and attitudes around peer critique, 12-year-olds could give feedback as well as any adult. Even better, when kids got feedback from peers, she found they internalized it more.

But incorporating peer critique into the classroom does take time, which is most effectively spent on bigger, meatier projects that students are invested in improving. Lukas advises teachers she works with to use the adapted Six Hat feedback strategy only on assignments that require students to do several drafts, so they have time to incorporate the feedback they received.

"You can't just front-load all of it," Lukas cautioned. She knows it can seem complex at first, but she tells teachers not to teach the six hats as a rigid structure that students have to remember, but rather to introduce new elements as they naturally arise in class. "I don't think [students] absorb it or see the value of it until they value critique," Lukas said. "As they buy in more and more to the process, they care more and more about doing it well."

The success of peer critique depends on a lot on some basic ground rules to ensure both the presenter and the person giving feedback are on the same page and getting something out of the experience.
GROUND RULES

1. Pick work that matters. Getting peer feedback on worksheets that students aren't invested in improving is probably not a good use of time. But when teachers buy into using peer feedback as a way to improve the craftsmanship and depth of more complicated projects, they may be surprised at how insightful students can be.

2. Be kind. Lukas emphasizes that both words and body language matter here, and sometimes the teacher has to help kids fake it until they make it. When students aren't used to the process, she presents it to them as though she's offering them a code to effective adult communication. At first, following the rules starts out as a performance, but over time kids internalize it and it becomes part of them. She teaches students to nod as a peer presents, to validate what a peer said with specifics before disagreeing, to make eye contact. The word "should," is forbidden. Instead phrases like "Did you consider?" "Maybe try" and "What if" can go a long way to promoting kindness, and help prevent the person receiving feedback from getting defensive.

3. Be helpful. This ground rule requires that the teacher, or students themselves when they are more adept at the process, choose a discrete goal for feedback. Lukas often chooses a skill that "not one everyone has mastered, but also not one that everyone sucks at." When she trains teachers on the Six Hat strategy she notices that often teachers pick too many goals, focusing on all the elements of their rubric, instead of honing in on the skill they really want students to improve with the specific project being critiqued. Setting a concrete goal helps keep the conversation productive and leads toward next steps for the presenter.

4. Be specific. When kids don't know how to give good feedback they may say something like, "Good Job," which doesn't help improve the work. The "copy and paste" test is one way to help students understand what it means to be specific. If the feedback could be copied and pasted onto someone else's project, it's not specific enough. Good feedback points to concrete evidence in the piece of work.

5. Keep it moving. The goal is to give objective feedback that doesn't make the presenter feel defensive. Curbing redundant comments is one big way to keep the process moving. Providing a way for students to validate a former comment on paper or with some sign or quick sound are good ways to do this. "There should be a way in a well-designed activity to validate and reinforce things that are redundant," Lukas said. It's helpful for the presenter to know if many people agree on a point, but it can be done quickly.

6. Hold everyone accountable. This ground rule is meant to ensure that feedback-givers are being kind, helpful and specific, as well as to help the presenter think about how to use the feedback. It could be a reflection on the three pieces of feedback a student plans to incorporate in the next draft, or a conversation with the teacher about next steps. Or it could be a shareout to the class, thanking them for the feedback, reiterating what they heard and committing to actionable next steps. This helps all the kids see that the exercise wasn't a waste of time. It's also important to have accountability for those critiquing. Lukas explains critique to the kids as sacred process, something that requires maturity. She tells them that if they aren't talking they should be writing their feedback, since there's only a limited number of time for oral feedback. "Everything subliminally or not is about reinforcing the cultural value of what we are doing," Lukas said.

And, while calling kids out in front of other kids is a controversial teaching move, in this process Lukas believes it's important to openly address when a student is being snide or mean. She'll just say something like, "I'm not convinced that's the level of kindness you would expect in your critique." She says since one of the goals of this process is interpersonal skill development, the only way to deal with mean feedback is to talk about it openly and in the context of validating the process.
PUTTING IT INTO PRACTICE
All these rules and hats can seem a little overwhelming, but teachers who've made peer feedback a centerpiece of their classrooms say they take what they want and leave the rest. Lukas helped all the teachers at Dayton Regional STEM School integrate the practice into their content areas and has since moved on to consult with other districts too. The approach is being used in elementary, middle and high schools with good effect.

"When we first started it was really bumpy," said Elisabeth Simon, a visual arts teacher at Yellow Springs High School. Simon began using the Six Hats for peer feedback when her school moved to project-based learning and there was a greater emphasis on deep projects that necessitated craftsmanship, revision, and thus critique. But kids weren't used to the process and thought the formal structure was silly. Students often took feedback personally and didn't incorporate it into their work. It felt like a waste of time to Simon. "It's easy to give up as a teacher," she said.

But as she was incorporating peer critique into her classroom, Simon was also experiencing the process herself in staff meetings. Every other week the faculty at her school engage in a "tuning" process, where a few teachers present a project they plan to use in class and get feedback from the group. "Experiencing it is powerful and it helped us believe that if we stick with it, and believe in it, we find it powerful and our students will as well," Simon said.

She eases new students into the process by starting with a fairly low-stakes assignment. She might do a gallery walk, and have students post "warm and cool" (yellow and black hat) feedback on Post-Its next to the work. "Their heart and soul wasn't in it in the first place, so it doesn't feel as scary," Simon said. Then she gradually adds complexity, until students are expert givers of feedback.

"Usually what I have to do is help the people giving the feedback to frame the feedback well so that it's objective, it's helpful, so it's around the student's goals," Simon said. She grades the feedback itself at first, until students know how to do it well. She says it also helps that the whole district is incorporating project-based learning, so incoming freshmen are already better at giving and receiving feedback than previous classes she's had.

"We saw their work improve, too," she said. "So even though it was bumpy, and it wasn't always easy, the quality of work improved enough so it seemed like we needed to get better at doing this and they need to get more effective at it."

It might seem obvious that critique should be part of art class, but before Simon adopted this strategy she didn't ask students to give feedback on each other's work because "I didn't have a good set of tools to depersonalize it. I didn't have a good set of tools to give feedback that was meaningful. So the feedback was very superficial." Instead, she'd often ask students to assess their own work. Meanwhile, her assessment focused on the quality of the final product. Now she's much more focused on the process: "Are they growing? Is the work improving? Are they making the changes that they recognized they need to make after a critique?"

The focus on growth has had the added benefit of infusing more equality into her classroom. Now, a very skilled artist can receive helpful feedback on a personal goal from a less technically proficient student, and grow from that process. Similarly, the less skilled student can grow in his goals, which may be different.

"In my experience, it's invaluable. It's the best thing to improve their work," Simon said of the critique process. She remembers vividly when her AP studio art students set themselves the goal of producing a professional quality book of art. They had been through several rounds of peer critique and felt they were close to done when they had a critique from an outside expert that was harsh. The expert said if students wanted the work to be at a professional level it wasn't enough to tinker around the edges - they needed to start over.

"They got deflated," Simon said. "They got a little prickly, but then a few days later when they came back to class and I put it in their hands, what they decided to do was follow all the suggestions that person had given." It took time to get over the disappointment, but the students were invested enough in the goal that eventually they took the feedback. "They didn't think they had it in them, until someone else said it," Simon said.
ELEMENTARY STUDENTS AREN'T TOO YOUNG
"They love it. You have to teach them to love it, but they love it," said fourth-grade teacher Allie Beers. When she learned about Lukas' adaption of the Six Hats she thought it was a bit complicated for her students, so she just uses the yellow and black hats, but calls them warm and cool feedback. When she's teaching students how to give feedback she emphasizes being kind, helpful and specific, hitting home the message by praising the feedback students give, not the work they do.

She teaches students who are receiving feedback to say "OK, thanks," to all feedback, even if they don't like something someone said or are feeling defensive. Ultimately, the way the work will change is up to its creator, and the feedback is only meant to help each person get to their best work. With that framework as a guiding star, Beers has found her students work harder and with more intention when they know their peers will be giving them feedback.

Beers says in the short time she's been intentionally using peer feedback her biggest challenges have been helping students to take the feedback well - some are better at this than others - and getting them to implement what they heard. She's tried modeling the implementation of feedback with the whole class before setting them off to try on their own, but she thinks she can get to even better quality work with a few tweaks.

"Part of the problem I had last year was I didn't say, 'Hey, someone is going to look at your work again so you need to make sure you're applying it,' " Beers said. She thinks if she plans for an extra revision and work cycle she'll see better results.

Asking students to critique each other's work can be an effective way to build their metacognition about the qualities of good work and whether or not those qualities are on display. All these teachers reflected that the act of giving feedback to a peer helps students to think about their own work more critically. And teachers can see how well students understand the criteria based on the type of feedback they give. But students don't necessarily come to school equipped with the skills to engage in this process in a mature and helpful way - they have to be trained.

Developing Students' Ability to Give and Take Effective Feedback

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Developing Students' Ability to Give and Take Effective Feedback

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When Emerie Lukas was hired to develop and teach a STEM Foundations course to middle school students at the Dayton Regional STEM School, she was starting from scratch. The stated goal of the course was to prepare students for more rigorous work in science, technology, engineering and math (STEM) classes in high school, but Lukas knew that meant far more than academic preparation.

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Critical Friends Group work and CFG coaches' training

Critical Friends Group work originated with the NSRF in 1994. The key differences between CFG communities and other professional learning communities (PLCs) are (1) an intentional cultivation of safety and trust between the members, and (2) a focus on solving problems and accomplishing goals brought by its participants. These distinctions are key to the member educators helping each other improve their practices with honesty and integrity, resulting in a more positive school culture.

Groups are led by a certified CFG coach who is trained to use NSRF collaboration tools called "protocols" mindfully. These tools allow all CFG members' voices to be heard and honored as they give non-judgmental, but open and honest, feedback to one another, resulting in accomplishing great things in short periods of time.

Worldwide, educators are experiencing how CFG work epitomizes the mindset of continuous growth and improvement, as their CFG communities create and solidify their belonging mindset, all of which translates into a productive system to improve student learning.

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Improving student outcomes through collaboration in Critical Friends Group® work

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Twenty Tips for Managing Project-Based Learning | Edutopia

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Twenty Tips for Managing Project-Based Learning | Edutopia

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Organize your resources in an online digital binder - LiveBinders

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Organize your resources in an online digital binder - LiveBinders

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Organize and share education, small business and non-profit resources into virtual binders. Use LiveBinders for hassle-free access from anywhere.

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5 Keys to Rigorous Project-Based Learning

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Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL.

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Use this tab when participating in OCM BOCES PBL 101 four-day workshop.

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World History 3D Printer Museum Project | Blog | Project Based Learning | BIE

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World History 3D Printer Museum Project | Blog | Project Based Learning | BIE

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March 28, 2017
World History 3D Printer Museum Project

by Sarah King
Teacher, Chancellor Middle School, Spotsylvania, Virginia

Reading about archaeology and museums and ancient civilizations can be a lot like reading about anything else at school-some kids might find it moderately interesting, while others probably wouldn't. But what if students could play the role of archaeologists and museum curators, researching and creating their own museum exhibits using the very latest in super-cool modern technology?

My 8th grade World History survey course covers the Paleolithic Era to 1500 CE, and in the first few weeks of school, students are introduced as much to the study of history as to the content. In a virtual meeting with an archaeologist, my co-teacher and I got the idea for a Project Based Learning experience, culminating with a museum exhibit, complete with 3D-printed artifacts and augmented reality software, to showcase their learning to their parents. Below is the outline of the project.

The Entry Events
1. Meeting with a Professional
During the first month of school, students met (via Google Hangouts) a real archaeologist, Sarah Miller, and were introduced to the field, learning how the science of archaeology helps us understand the past. Miller told us about her work and shared how new advancements in technology improve knowledge of the past, explaining how archaeologists can get replicas of artifacts as 3D printables. She sent us the above picture of a Sumerian ziggurat and told us that scans of the ziggurat and thousands of other ancient artifacts were available for free in museum libraries on the internet. Anyone can download them and print the artifacts in 3D (though of course many would be miniature versions of the originals, since few people have pyramid-sized 3D printers).

2. Teacher's Personal Experience with a Museum
Last summer, I visited the Louvre in Paris and I showed students some pictures, sharing with them how meaningful it was for me to see artifacts from civilizations I have taught about for years (civilizations they are about to study in Mesopotamia). I then introduced the Museum Project: Students would create a museum exhibit on a civilization or topic and have the opportunity to choose an artifact to print, using our school's 3D printer.

3. School Vision: Involving stakeholders
We are a school that needs our parents to feel connected, so I invited Mrs. Frazier, our principal, to talk to students about how much we want their parents to feel welcome at our school. She expressed the hope that students could help by inviting their own parents to see their museum exhibit on Parent Teacher Conference Night.

THE MAGIC: PROJECT BASED LEARNING
Phase 1: Introducing the topic
I introduced the task and driving question for students, "How do we as museum staff create an exhibit to show the achievements of our topic?" Topics included empires of Mesopotamia, kingdoms of Egypt, and empires and religions of classical India. Our instructional technology resource teacher and I used the book Learning on Display to help us organize the process and create rubrics for assessment. We began with a gallery Walk and students reflected on the following:

What is a Museum?

Why do we have museums?

What makes museums engaging for 8th graders?

Phase 2: Research

Students completed a research guide to learn more details about the society they were studying and determine what made their topic historically significant. The teachers created questions directing students to find information aligned with the standards.

Phase 3: Exhibit Planning
Students planned their exhibit, and considered these questions:

How will we show what our topics are remembered for?

How will we get visitors to experience our story?

What will our completed exhibit look like?

Will our exhibit work?

Student teams posted their plans in a gallery walk to offer feedback that was specific, helpful and kind. Students used post-it notes, and based on the protocol I learned from the Buck Institute, they were given sentence starters: I like to commend an idea, I wonder to ask clarifying questions, and I have to offer a suggestion.

Upon being asked to reflect on the gallery walk, one student said, "criticism is not all bad... this is helpful!" One group said, "We didn't get a lot of helpful feedback" so they asked if they could present their plan to the whole class. I thought this was so powerful for students to put themselves "out there" for help. After receiving feedback, students revised their plans, and were ready to put it all together.

Phase 4: Writing a Label Copy

Before students printed their artifacts and set up their exhibits, the label copies were written to help their visitors understand the key points of their display, including the relevance of the artifact. The idea of creating the label copy before the creation of the exhibit is that if they waited until after the exhibit was done, they would be too excited to calm down and "write," BUT it was wonderful to see them edit several times before the final copy was finished.

Phase 5: Constructing the Exhibit

This was the most exciting part for the students as they saw their research, plans, revision and ideas come to fruition. Not all students chose to print a 3D artifact; a few students used the program Aurasma, making the exhibits interactive.

Here are a few comments from the students:

"PBL was very good at teaching students to research on a focus and create a project that not only teaches the student but others as well. The 3D printer is a great way to create an artifact since most students can't go around an archaeological dig. Archaeology and artifacts helped us learn about what influenced the people of the time and what their life was like."

"I liked using a 3D printer because it creates a visual. I learned that archaeology is very time consuming and you have to be patient."

On the last day of the project, as students were busily putting their exhibits up, some leaders from the school board, including Dr. Scott Baker, Superintendent and Mr. Keith Wolfe, Executive Director of Secondary Education and Leadership, observed the students preparing their exhibits. They were so intrigued by what we were doing they came back the next night for Parent-Teacher Conference night to see the students showcase their projects. Most of our parents came to interact with their students as they demonstrated their learning of their topic in history as well as the authentic tasks of creating a museum exhibit using real-life tools.

As an 8th-grade teacher, I may see 4-5 parents a couple times a year for "Conference Nights," but more than 40 families came to interact with their children as students shared their learning.

This experience was an opportunity for students to see the relevance of history in a 21st-century setting, where they combined modern technology with the old-fashioned skills of inquiry and collaboration.

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World History 3D Printer Museum Project | Blog | Project Based Learning | BIE

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by Sarah King Teacher, Chancellor Middle School, Spotsylvania, Virginia Reading about archaeology and museums and ancient civilizations can be a lot like reading about anything else at school-some kids might find it moderately interesting, while others probably wouldn't.

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8 Things I Learned My First Year Of Teaching With Project-Based Learning -

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8 Things I Learned My First Year Of Teaching With Project-Based Learning -

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My first year of teaching with project-based learning provided as much learning for me as it did my students.

Each year when I head back to my classroom in the fall, I have many ideas of new methods, new tools, and some changes that I want to make in my classes. These changes and ideas are the result of attending summer conferences, reading new books, and maybe the most helpful, student feedback that I review over the summer.

The biggest change I wanted to make this year was to have my students really engage in Project-Based Learning.
Interested in PBL support? Contact TeachThought Professional Development today! 1. It's not 'doing projects."
My students have completed many projects over the years, and I honestly thought they were doing "PBL", but after the summer I finally realized that it was not authentic PBL. I was simply having students learn by completing projects. Coming to this realization allowed me to find resources to learn how to implement authentic PBL into my classroom.

If you are feeling the same as I did, don't worry. There are the resources, tools, and shifts in thinking that can help you on your way.
See also: The Difference Between Projects And Project-Based Learning 2. Students-and parents-need to understand the process.
To get started, I sought out resources that I had learned about over the summer.

I learned that there are several different methods of doing PBL. The theme can be something created by the teacher, independently chosen by the students, or a combination of something in between. Because I had decided to implement PBL with my Spanish 3 and 4, I decided to follow an independent method, enabling students to pursue something of personal interest. The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL.

The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL. This is difficult without students-and parents!-understanding how PBL works so they can buy-in, support, and believe in this 'long-tail' approach to learning.
3. The right technology can make all the difference.
I started by explaining the purpose of doing PBL, what I hoped would be the benefits of doing this in Spanish 3 and 4, and using the resources I found, shared the PBL elements with the students. I wanted to make sure they understood the process, as much as possible, from the start. I knew it would be a learning experience for all of us, requiring ongoing reflection and feedback.

In our classes, we use a few digital tools which help open up opportunities for communication and collaboration. We use for our classroom website, messaging apps ( and ), and have also used tools such as for blogging and writing reflections, and and for video responses.
4. Developing quality Essential Questions takes practice.
I did my best to explain how to create an Essential Question (what TeachThought Professional Development calls 'Driving Questions'), referring to resources I had found, as well as some books and educators for advice. I had struggled with crafting my own "Essential questions" in the past during curriculum writing and I knew this was an area that I also needed to work on.

What I learned is that Essential Questions are not answered with a yes or no, and answers are not easily found through a Google search. Essential questions will help students to become more curious, to seek more information, and in the process, develop their skills for problem-solving and critical thinking.

Essential questions drive the learning.

Last summer, I had read the book Pure Genius , by Don Wettrick, and had the opportunity to meet him during the Summer Spark Conference in Milwaukee. I also read a few other PBL books including Reinventing Project-Based Learning: Your Field Guide, by Suzie Boss and Jane Krauss, and by Trevor MacKenzie.

Once we started, the students had many questions, and I answered as best as I could. However, because this was a new experience for me as well, I sought additional help. Don Wettrick spoke to my students through a Skype call and later in the fall, Ross Cooper spoke with my students about crafting their Essential questions. Another great resource I consulted over was Hacking Project-Based Learning book by Ross Cooper and Erin Murphy.
See also: Using The QFT To Drive Inquiry In Project-Based Learning 5. Project-based learning is a team-effort.
We have gone through this twice so far this year, and are now focused on one final PBL theme. It has been a tremendous learning experience for my students and I have learned so much from them. We have covered many new topics related to culture, language, sports, family and traditions.

The students enjoy having the chance to be in the lead, to drive their own learning, and have become more reflective on their work and on this PBL process. I did make mistakes and continue to work on improving each time we do this. The availability of these PBL resources to guide teachers and students and other educators who offer support along the way has made all of the difference.

The most powerful part of this has been the feedback from my students. I asked for the positives, the negatives, what could be different, how could I help more, and they were honest and offered such great information.
6. Project-based learning empowers students.
What I have learned is that it really does benefit students and the teachers to offer these project-based learning experiences for students, to find out about passions and interests. We learn more about them and from them through their PBL. Having students take over the classroom and present their information opened up so many new learning opportunities for everyone. This is truly a great way to see students empowered in their learning.

Overall, the students are pleased about the work they have done, the progress they have taken and are excited about this next phase. We reviewed the feedback, did a little bit more research, and had some planning conversations.
7. Project-based learning forces students to see learning differently.
We need to create opportunities for students to pursue their interests when they learn. In order to prepare them for the real world, we should provide learning opportunities which connect them with other people, perspectives, and experiences.

The most difficult part for my students at the start of this was thinking about they were going to present their information, and I kept telling them to work through the research part, gather their information first. I reminded them often to focus on the "what and why" part, and that the final product form would become more apparent as they progressed.
8. Patience is key.
I am pleased with having started PBL this year and I encourage other educators to consider implementing PBL in their classrooms. Yes, there can implementation dip. And without communication with students and parents and even our own colleagues, progress can be slow.

PBL is, however, a different approach to learning. It acknowledges that the school year is a marathon, not a series of sprints. It allows students to design and create and publish and reflect on and revise ideas, and this all takes time. Patience, then, is a critical characteristic of any successful-and sane!-project-based learning teacher! Given time, you'll eventually help the students see the impact it has had on their learning.

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8 Things I Learned My First Year Of Teaching With Project-Based Learning -

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8 Things I Learned My First Year Of Teaching With Project-Based Learning by Rachelle Dene Poth My first year of teaching with project-based learning provided as much learning for me as it did my students. Each year when I head back to my classroom in the fall, I have many ideas of new methods, new ...

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Top 10 PBL Blog Posts of 2016 | Blog | Project Based Learning | BIE

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Top 10 PBL Blog Posts of 2016 | Blog | Project Based Learning | BIE

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May 11, 2018
From Open House to PBL Exhibition Night

(This is recycled material from two of my posts in the spring of 2014; it's that time of year again, and I figure most of you either weren't reading our blog then, or those who were wouldn't mind re-hearing this message.)

Every year in the spring I drive down to San Jose, California to attend an event at Katherine Smith Elementary School. It takes place on a (usually) warm May evening. When I arrive at the fast-filling parking lot, parents and children are walking in, welcome banners are posted on the wall. Classroom doors are open and teachers are awaiting visitors. So far, this sounds like a good old-fashioned Open House, right?

But actually it's "Exhibition Night," where each grade from kindergarten to 6th has what the program called "Project Based Learning Showcases: Every Student in Every Classroom." Families, community members, and special guests spend two hours hearing students make presentations and having us take part in activities based on recent projects.

The Contrast with Open House
The traditional Open House is pretty much unchanged since I was a kid, judging by what I hear and my own experience as a parent. You arrive on the freshly cleaned-up campus, and perhaps gather for a brief welcome by the principal. You walk into your child's classroom and see all the nice art on the walls (looking for a certain name, of course) and find a folder of material on your child's desk. In it might be a note to you about what's inside, some assignments done during the year, a bunch of writing and worksheets. Science or history-related displays - aka "dessert projects" - might sit on a countertop. If you can wait for your turn, you grab a brief chat with the teacher, who is glad you're taking home your kid's pile of paper and lovely ceramic flower pot. If time allows, you run over to check out the classroom of the teacher you expect - or hope - your child will have next year.

It's a static display of the artifacts of learning and creative expression. Some schools these days might also feature a student performance, presentation, or demonstration of some sort, but the basic purpose of Open House is "look at what we did this year." It's not a bad thing, but it's a missed opportunity. In schools that are using Project Based Learning, the annual spring event can be much more.

At an Exhibition Night, for one thing, students are actively at the center. At Katherine Smith School they were the people doing most of the talking wherever you went. The exhibition had an authentic purpose; in most cases, the students' goal was to actually teach their audience something. The exhibition had an assessment purpose; at each grade level exhibition, audience members were asked to use a rubric or fill out a feedback form about the presentations, which students and their teachers would review later. For the school, the event had an accountability purpose; parents could see that their children were learning both academic content and 21st century success skills. There was a messaging/ informational purpose; this is PBL and it's what we do here. And finally, the evening was a celebration of hard work, well done. (I should add that this kind of event was an adjustment for parents who are not used to playing the role of audience and assessor - but they're learning!)

5 Purposes of Public Exhibitions of Project Work
In a Google Hangout in spring 2014, guests from our then-partner York, VA school district gave five reasons for having a PBL exhibition night (or day):

1. It promotes a shared instructional vision. "Not only among staff, but also it gets external stakeholders excited. It shows we don't just have a test-prep mentality; parents of high-achieving students concerned about test scores saw the depth of learning."

2. It's a great marketing tool. "When parents and people from the business community came in, it gave them a different perspective on the students and what they're learning."

3. It helps inspire teachers and generate ideas. "From a teacher's perspective, I don't get to go to a lot of other classrooms. It was great to see what other teachers were doing, what was working for them." "Teachers who had not been not involved in PBL were seeing other teachers - ones they respect - having success with their students and saying, this makes sense to me."

4. It increases student ownership and engagement. "All year we've been collecting data on student engagement; it increased so much during the year as they worked on these projects. Walking around classrooms we were amazed at how engaged they were the week and the day before spring break, leading up to exhibitions, it was 100%!"

5. It celebrates student success. "It improved their 21st century skills, like communication, and it was an opportunity to practice those skills with someone besides their teacher." "A lot of students see school as something they just have to do; it was really refreshing for teachers to see students get excited about what they're doing in the classroom."

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(This is recycled material from two of my posts in the spring of 2014; it's that time of year again, and I figure most of you either weren't reading our blog then, or those who were wouldn't mind re-hearing this message.)

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Resources for Getting Started With Project-Based Learning | Edutopia

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Resources for Getting Started With Project-Based Learning | Edutopia

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Just getting started with project-based learning (PBL)? Our curated list of resources for educators new to PBL should help you. Before you get started, be sure to check out Edutopia's PBL page, including information about the research behind effective PBL practices. You can also connect with Edutopia's community to learn and share PBL tips.

PBL Defined and Clarified

What the Heck is PBL? by Heather Wolpert-Gawron (2015)
In project-based learning, students show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other.

Five Keys to Rigorous Project-Based Learning (2014)
Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL in this video.

Stories and Examples

My PBL Failure: 4 Tips for Planning Successful PBL, by Katie Spear (2015)
Here are four lessons learned from a failed PBL unit: align with the school calendar, allow planning time, carefully create the topic and guiding question, and collaborate with peers.

PBL: Jumping in Headfirst, by Matt Weyers (2014)
Join two middle school teachers in their first post of a year-long series about implementing a PBL pilot program in their fifth grade classroom.

Learning by Doing: A Teacher Transitions Into PBL, by Shawn Canney (2015)
For a successful PBL unit, set clear goals, over plan, make students accountable, give concrete deadlines, share rubrics in advance, and reflect on your methods.

Other Tips From Teachers and Experts

Troubleshooting PBL, by Joshua Block (2015)
The perfect PBL experience is ever-changing, so be ready to ask questions, reflect, and revamp your approach while showing complete faith in your students' abilities.

6 Strategies for Differentiated Instruction in Project-Based Learning, by Andrew Miller (Updated 2016)
Explore six simple, effective approaches to differentiated instruction in project-based learning.

Design Thinking and PBL, by Beth Holland (2016)
Design thinking and PBL can bridge what we know and how we innovate. Try combining these two practices as an instructional framework for teaching 21st-century skills.

5 PBL Best Practices for Redefining the Teacher's Role, by Joshua Block (2015)
PBL changes a teacher's traditional role through framing the learning, helping students develop ideas, consulting as they revise, and encouraging feedback, reflection, and authentic presentations.

6 Strategies to Truly Personalize PBL, by Andrew Miller (2015)
PBL best embodies personalized learning when you know the whole child, align projects with standards, build a supportive infrastructure, assess often, and get out of the way.

Social Justice Projects in the Classroom, by Michael Hernandez (2015)
Teacher Michael Hernandez shares his tips and ideas for creating projects focused on social justice. He gives recommendations for not only purposes but also products that make a difference.

Making Room for Children's Ideas Through PBL, by Jack Dieckmann (2016)
An educator recognizes the value of PBL while watching his young son play creatively with engineering design, scaling, iterating, imagining, selecting materials, and mapping steps toward a goal.

Watch and Learn: Observing the PBL Classroom, by Stacey Goodman (2015)
One classroom observation is just not enough to get the full picture of a project-based learning classroom. Read more on what works best when observing PBL in action.

Bookmark this page to reference it for updates. Do you know of other useful resources, or are there other types of resources you'd like to see included on this page? Please share your feedback in the comments.

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Resources for Getting Started With Project-Based Learning | Edutopia

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Just getting started with project-based learning (PBL)? Our curated list of resources for educators new to PBL should help you. Before you get started, be sure to check out Edutopia's PBL page, including information about the research behind effective PBL practices. You can also connect with Edutopia's community to learn and share PBL tips.

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#pblny pic.twitter.com/34MCwEZcYG
— Heather Turner @techielibgrl@mastodon.education (@TechieLibGrl) August 7, 2014

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"Snakes are Born This Way" - based on the Lady Gaga song - YouTube

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"Snakes are Born This Way" - based on the Lady Gaga song - YouTube

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"Snakes are Born This Way" - based on the Lady Gaga song

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The 2nd grade class at Conservatory Lab Charter School wrote and performed this song to share what they had learned about snakes through their learning expedition. Conservatory Lab Charter School empowers a diverse range of children as scholars, artists, and leaders through an El Sistema-based orchestral education and a rigorous Expeditionary Learning curriculum.

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Educational Resources | Natural Heroes TV

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Educational Resources | Natural Heroes TV

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Just fill in your info in the form below, hit SEND, and a download link will appear.
Over the years, many teachers have told us that these films seen on NATURAL HEROES offer a valuable resource for the classroom. To help more teachers and students take advantage of the rich content of these timely stories, we have developed a 46-page classroom guide consisting of 6 projects aligned to common core to accompany these films. We also have included interactive links to additional resources and short video selections from the films to use with your students.

You'll find that the heroes in these films are fueled by passion, yet apply the critical thinking and problem-solving strategies that today's students need to develop. Their backgrounds range widely to include wildlife experts, inventors, urban farmers, soil scientists, Native American elders, and some young people whose efforts are certain to inspire your students.

The individuals profiled in NATURAL HEROES are action-oriented people. In keeping with that spirit, we have designed project-based learning plans for K-12 classrooms that put students in the role of active problem solver. These plans are more ambitious than simple discussion guides but, as a dynamic educator, you will find that leading projects that focus on timely, real-world content is worth the investment in teaching and learning time.
Stations recommend Natural Heroes as an educational resource.
ThinkBright
WNED's channel and online service to enhance Lifelong Learning in the Buffalo, NY region. Includes learning resources, activities, local sources tied in to "Natural Heroes"
Iowa Public Television
Utah Instructional Television, part of the Utah Education Network, KUED and UEN-TV

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Just fill in your info in the form below, hit SEND, and a download link will appear. Over the years, many teachers have told us that these films seen on NATURAL HEROES offer a valuable resource for the classroom.

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When it came time for the pre-publication legal review for my most recent book, I had an idea of what to expect, or so I thought. The book was highly critical of the American Psychiatric Association, a deep-pocketed, fiercely self-protective organization. I took particular aim at its most lucrative product, the Diagnostic and Statistical Manual of Mental Disorders. So I figured the review would rigorously investigate whether my account was fair and accurate enough to withstand any legal challenge.

I was right about one thing: The review was a veritable inquisition. But I was wrong about the subject of the lawyer's concern. It wasn't the A.P.A. Instead, she was worried, nearly obsessively, about my accounts of interactions with my therapy patients. Read more...

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Opinion - Opinionator - The New York Times

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When it came time for the pre-publication legal review for my most recent book, I had an idea of what to expect, or so I thought. The book was highly critical of the American Psychiatric Association, a deep-pocketed, fiercely self-protective organization. I took particular aim at its most lucrative product, the Diagnostic and Statistical Manual of Mental Disorders.

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A Year at Mission Hill | Mission Hill K-8 School

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A Year at Mission Hill | Mission Hill K-8 School

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An exciting 10-part video series chronicling the rhythms and relationships of a year in the life of one of America's most successful public schools.

See firsthand what goes into creating a powerful learning environment for children (and adults). Meet the school's teachers, families and children as they experience the highs and lows of a year of self-discovery, exploration, and frustration. Each episode will serve as a jumping-off point for national conversations about the state of public education as it is - and as it ought to be.

For an incredible list of resources directly related to this episode, please visit the official A Year at Mission Hill Website. Over 40 Partner Organization Websites will air episodes simultaneously, every two weeks.

A Year at Mission Hill was filmed by Tom and Amy Valens during the 2011-12 school year. It was produced by Sam Chaltain with support from Ashoka, IDEA, and the NoVo Foundation.

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An exciting 10-part video series chronicling the rhythms and relationships of a year in the life of one of America's most successful public schools. See firsthand what goes into creating a powerful learning environment for children (and adults). Meet the school's teachers, families and children as they experience the highs and lows of a year of self-discovery, exploration, and frustration.

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To support Kelvin and young innovators like him, please visit http://www.crowdrise.com/InnovateSalone 15-Year-Old Kelvin Doe is an engineering whiz living in Sierra Leone who scours the trash bins for spare parts, which he uses to build batteries, generators and transmitters. Completely self-taught, Kelvin has created his own radio station where he broadcasts news and plays music under the moniker, DJ Focus.

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 http://t.co/kRxTuL683q

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 http://t.co/kRxTuL683q

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 pic.twitter.com/kRxTuL683q
— Patrick Shaw (@Pshaw63) August 5, 2014

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 http://t.co/kRxTuL683q

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 http://t.co/kRxTuL683q

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Authentic Learning Experiences-visual graphic by Rachel Brian @OCM_BOCES_IS #pblny @jkeim11 @dpawlewicz @jeffcraig37 http://t.co/kRxTuL683q

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Fantastic keynote by @samchaltain at #pblny  Here's my mural of his talk: http://t.co/5QijGqTIfY

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Fantastic keynote by @samchaltain at #pblny  Here's my mural of his talk: http://t.co/5QijGqTIfY

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Fantastic keynote by @samchaltain at #pblny Here's my mural of his talk: pic.twitter.com/5QijGqTIfY
— rachel brian (@rachel_brian) August 5, 2014

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Fantastic keynote by @samchaltain at #pblny  Here's my mural of his talk: http://t.co/5QijGqTIfY

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Fantastic keynote by @samchaltain at #pblny  Here's my mural of his talk: http://t.co/5QijGqTIfY

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Fantastic keynote by @samchaltain at #pblny  Here's my mural of his talk: http://t.co/5QijGqTIfY

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Twitter / rachel_brian: Brilliant session on creativity ...

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Twitter / rachel_brian: Brilliant session on creativity ...

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Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: http://t.co/w16yHciGLA

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Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: http://t.co/w16yHciGLA

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Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: pic.twitter.com/w16yHciGLA
— rachel brian (@rachel_brian) August 7, 2014

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Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: http://t.co/w16yHciGLA

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: http://t.co/w16yHciGLA

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Brilliant session on creativity by @suzieboss at #pblny the video on soccket made me tear up! Here's the mural: http://t.co/w16yHciGLA

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Twitter / rachel_brian: @YongZhaoUO rocked the keynote ...

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Twitter / rachel_brian: @YongZhaoUO rocked the keynote ...

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@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: http://t.co/bGkYGFMEuX

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@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: http://t.co/bGkYGFMEuX

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@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: pic.twitter.com/bGkYGFMEuX
— rachel brian (@rachel_brian) August 7, 2014

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@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: http://t.co/bGkYGFMEuX

# data[].attributes.attachment_link.metadata.attachment_props.original_text
@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: http://t.co/bGkYGFMEuX

# data[].attributes.attachment_link.metadata.attachment_props.text
@YongZhaoUO rocked the keynote at #pblny I'm always inspired to hear him speak! Here's the mural: http://t.co/bGkYGFMEuX

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Onondaga - Cortland - Madison Counties BOCES

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Onondaga - Cortland - Madison Counties BOCES

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21st Century Skills - Resources | Onondaga - Cortland - Madison Counties BOCES

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Onondaga - Cortland - Madison Counties BOCES

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CriticalThinking.org - Critical Thinking Model 1

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CriticalThinking.org - Critical Thinking Model 1

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CriticalThinking.org - Critical Thinking Model 1

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Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. If we want to think well, we must understand at least the rudiments of thought, the most basic structures out of which all thinking is made.

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Creative, Entrepreneurial, and Global: 21st Century Education

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Onondaga - Cortland - Madison Counties BOCES

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Onondaga - Cortland - Madison Counties BOCES

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PBL_Home | Onondaga - Cortland - Madison Counties BOCES

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Onondaga - Cortland - Madison Counties BOCES

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Challenge | The Buckminster Fuller Institute

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Challenge | The Buckminster Fuller Institute

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Challenge | The Buckminster Fuller Institute

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Each year from 2007-2017, The Buckminster Fuller Institute invited scientists, entrepreneurs, planners, designers, architects, activists, artists, and students from all over the world to submit their innovative solutions to some of humanity's most pressing problems. A $100,000 prize was awarded annually to support the development and implementation of one outstanding strategy.

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When students have completed their academic career and entered adult life, they'll be judged not by performance on basic skills tests-but rather, by the quality of their work and the quality of their character. This premise serves as the foundation for EL Education's overarching vision of increasing student engagement and elevating and expanding student achievement.