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Hack 1 Ideas! (Develop a Space That Promotes Risk Taking)

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Hack 1 Ideas! (Develop a Space That Promotes Risk Taking)

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• Let them keep struggling.  Don’t be so quick to provide “help” (aka answers), encourage students, tell them they have all the tools they need to figure it out.  - Amanda
• Environment - create failure board, more student artifacts/less pre-made posters - M.E., Michelle, Ally, Elisabeth
• Resources - use social media and technology more meaningfully, expand outside the 4 walls of classroom

• I would like to try bringing in examples of “inquiry-rich companies” into my classroom. Providing these examples helps students to see the “why” of the project, and understand how social studies skills can connect in the real world. - Kelly, Michelle, Amanda

• I would like to solidify my HIC & HITs for this unit to make this a meaningful PBL experience for students and myself. - Kelly

• I would also like to try creating a “resource rich classroom.” While I do have a good amount of resources and artifacts, I do not typically see students engaging with them on a meaningful level. I want to try putting these resources out in a more accessible space, and encouraging students to explore and question them. - Kelly
• I will use the Question Formulation Technique when I start my fractions unit. I will provide fraction circles, fraction strips, fraction blocks, etc and allow them to begin developing the questions that come from just experimenting with the materials. - Kirsten

• At the beginning of next year I would like to let the kids design the learning space. In fact, maybe as I begin this PBL fractions unit, I can ask what would help them to be able to better do their work. Also, I would like to get some different types of chairs in my classroom. I will talk with my principal about this. - Kirsten, Ally, Alex, Caitlin
• More focus on how to ask questions and that asking questions is okay.  - Alex
• Having my students design their own posters for resources. I always have a new bulletin board in the year but feel as though they never pay attention to it. Maybe they will feel more engaged/empowered  if they created and added all year to it and make it their own. - Caitlin
• to continue to change my classroom environment “to reflect and refine...as the needs of the classroom and individual students evolve” (22). Too often I think I have created the perfect space and I think I need to continue to revisit this but WITH my students - Elisabeth

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Hack 2 Ideas! (Teach Collaboration Skills)

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Hack 2 Ideas! (Teach Collaboration Skills)

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• I would like to show videos for my class and discuss what collaboration looks, feels, and sounds like. I think this will help them if they are aware of their body language. - Ally, Kirsten, Michelle, M.E., Amanda, Elisabeth

• I will do a collaborative experience like the cup stacking collaboration challenge (linked). - Kirsten
• One strategy I can use in my classroom is the pre assessment for collaboration to see where my students stand with their current understanding of it. I have never done that before and I’m curious how they will respond. - Michelle, Kelly

• I would like to try a lesson in which students act out collaborative conversations. I think that it would be impactful to see scenarios played out, and in my experience, students invest themselves in skits. - Kelly, M.E., Amanda, Caitlin, Elisabeth
• In the beginning of the chapter there is a note about using rubrics for group work and scoring students on group work. This is an interesting conundrum. Often times students will not put in 100% effort unless they know they are being graded or students will not divide work in an equitable way. Can we look at our own practice of using rubrics and reevaluate the goal? - Alex
• I would like to work on encouraging students to be more aware of their body language. Students can be unaware of how their body language can be interpreted because they spend so much time socializing without having to worry about their bodies. - Alex
• Allow students to reflect on their scenes and what they would have done differently. - Caitlin

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Hack 3 Ideas! (Magnify PBL-Worthy Content)

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Hack 3 Ideas! (Magnify PBL-Worthy Content)

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• I would love to try a classroom survey to see what content my students are interested in exploring further, and what types of projects they most enjoy creating. - Kelly
• Create table of HIC and HITs for my PBL unit. - M.E., Kirsten, Michelle, Caitlin, Elisabeth
• Identify other projects that may not promote inquiry - M.E.
• Use the textbook for “supporting content”. - Amanda, Ally

• Find people who want to collaborate on the same project. - Amanda
• I would like to collaborate with other French teachers doing PBL. - Ally
• I will review my planbook and guiding resources with a goal of PBL (create, justify)  in mind, and talk to my colleagues to identify the key information that needs to be learned, and see what activities and ideas they have that connect. As I review and talk to colleagues, I will look for content that provides open-ended opportunities and goes beyond requiring students to regurgitate facts and formulas. I will look for content that will give students the opportunity to get messy and connect with others. - Kirsten

• One thing I can definitely do is start asking my PLC’s questions about content goals to see if there is overlap where we can help each other with similar goals. - Michelle
• How can we re-evaluate the activities we already do and let go of some of the activities that do not “facilitate inquiry”? - Alex
• As we move into the immigration unit have students brainstorm questions they have about immigration and the process an individual may have gone through to get to the United States.  - Alex
• Creating more student friendly language HITs so students can have a better understanding and ownership of their learning (48) - Elisabeth

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Hack 4 Ideas! (Create a Vision For Your Project)

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Hack 4 Ideas! (Create a Vision For Your Project)

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• One thing I can easily do to help implement this change in my classroom is to start reaching out to some of the recommended “Remember you are not alone” resources created by teachers already running PBL classrooms.  I work better with concrete examples. - Michelle

• I can also make real world connections for our studies to student lives.  I’ve worked hard at doing that for a long time so I am comfortable doing that.  I think I just need to do it more frequently as well as students to make connections on their own based on my clues. - Michelle, Amanda, Kelly
• Have the Scratch Club members visit to show us who to create an online game. - Kirtsen
• “Sweet spot directions” —

— What information is essential for my students to know right now?

— What procedures will empower students to make the most of their class time?

— What assessments will be present throughout the project?

— Is there a hard timeline for this project? How flexible can I be based on student progress?

— What formatting techniques will appeal to my students while making directions as usable as possible? - Kirsten
• Directions are a key to students independence. Store directions, feedback forms, resources from mini-lessons, group notes, etc in the Cloud/Google Folder/LMS/in classroom - Kirsten
• Create a place for questions, online and in classroom, and allow multiple times and ways to ask questions - Kirsten, M.E.
• I am excited to meet more individual needs of my students because they’ll be working and I can check in on them.  - Ally
• I will speak to my team about the project so I can get their feedback. - Ally

• Develop cross curricular “bridges”. - Amanda
• Check out BIE, Edutopia, IEDO Education, Getting Smart, Twitter as a resource - M.E.

• I would like to develop an entry event that will get my students interested in and invested in the Egypt project. - Kelly
• Focusing on the HIT of the content - Alex
• Moving away from step by step instructions - Alex
• Creating a creative project launch to hook the students with excitement. - Caitlin
• Allowing time for student inquiry but also paying attention to too many questions as that shows that the directions you gave were not specific enough. - Caitlin
• I really liked the questions on page 56 which can help as a guide when creating directions - I also think these correspond with the Creatomsetgo canvas well - Elisabeth
• Making more open ended track PBLs...this was the least restrictive option given of the tracks and somewhere I would love for my classroom to eventually be a majority of the time - Elisabeth