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Have conversations with the students and what they are interested in. Then have them talk to their parents or siblings about different structures around where they live. 

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Have conversations with the students and what they are interested in. Then have them talk to their parents or siblings about different structures around where they live. 

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We are posting design challenges based on what they seem to be interested using pictures and videos sent to us from home.  For example, a large group seemed to be interested in bird watching so we created a design challenge - Can you make a bird feeder. (Kindergarten)

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We are posting design challenges based on what they seem to be interested using pictures and videos sent to us from home.  For example, a large group seemed to be interested in bird watching so we created a design challenge - Can you make a bird feeder. (Kindergarten)

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Offering open ended invitations for learning to spark interest, wonder and creativity with children using loose parts and culturally relevant and responsive text

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Essentials are knowing your students' connectivity issues, communication methods and making room to have conversations, observations and products all being managed in either online or remote manners.

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looking at provided rubrics and expectations- reflective checklist

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Providing a model or example for students to follow helps to show expectations and also helps the teacher to sort through any kinks along the way in their own "Planning" stage

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Providing a model or example for students to follow helps to show expectations and also helps the teacher to sort through any kinks along the way in their own "Planning" stage

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Might involve Google Meet brainstorming in small groups

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Co-creation
Discuss with the students and teachers

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reflecting on conversations with students with teaching partner

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reflecting on conversations with students with teaching partner

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What resources do students have at home?

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What resources do students have at home?

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Pick a famous structure that they would like to find out more about and then post some books or videos for them to answer questions. At the end, they can build the structure with recycled materials or draw a picture of it. 

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Pick a famous structure that they would like to find out more about and then post some books or videos for them to answer questions. At the end, they can build the structure with recycled materials or draw a picture of it. 

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Use the QFT to generate questions and interest on the topic

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Use the QFT to generate questions and interest on the topic

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Using conversation in the home environment to generate orally a list of requirements for the task

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Using conversation in the home environment to generate orally a list of requirements for the task

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brain storming
analyzing the task'preparing resources
drawing a prototype

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Knowing big ideas and how they connect to various subjects

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Knowing big ideas and how they connect to various subjects

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Need to start small and build forward, creating room for students to follow their own path/inquiry towards learning goals. Conversations and documentation about process (success criteria) are super important!

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Know the big ideas, essential understandings we want our students to gain through the PBL experience

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Know the big ideas, essential understandings we want our students to gain through the PBL experience

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asking questions about their choice of learning opportunities during centre time to find out what they are interested in knowing more about

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asking questions about their choice of learning opportunities during centre time to find out what they are interested in knowing more about

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-consider possible subtopics
-graphic organizers
-resources
-expectations
-timelines

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Knowing the big ideas of your curriculum, goals and student foci

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Knowing the big ideas of your curriculum, goals and student foci

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Using books as a starting point. Lots of links to online books (YouTube, Bookflix, Tumblebooks...)

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Start with the end in mind. Making Connections from one activity to the next. Knowing your students interests and the culture they are living in and various developmental stages.

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Start with the end in mind. Making Connections from one activity to the next. Knowing your students interests and the culture they are living in and various developmental stages.

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seeing what the students are interested in learning/exploring.

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seeing what the students are interested in learning/exploring.

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I am not sure what I am supposed to be sharing?  I have always used a cross-curricular approach to learning.  So an assignment that reached multiple disciplines 

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I am not sure what I am supposed to be sharing?  I have always used a cross-curricular approach to learning.  So an assignment that reached multiple disciplines 

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Knowing the curriculum you want to focus on, seeing if you can incorporate cross-curricular goals, and think about what the learning outcome will be for your students.  What do you want them to discover and learn?

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Knowing the curriculum you want to focus on, seeing if you can incorporate cross-curricular goals, and think about what the learning outcome will be for your students.  What do you want them to discover and learn?

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https://adunsiger.com/2020/04/25/never-say-never-reflecting-hope-a-new-possibility/

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Unpacking thinking behind this PBL/Inquiry as shared by Tina Zita  @tina_zita

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Exploring some of the curated choices and the iterative design process that lead to the Stable Structures Choice Grid. Check out more at bit.ly/bringthellchome

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Many resources to support getting started, structuring learning, assessment, other planning considerations.

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PBL in remote learning...Finding the possibilities - Wakelet

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A collection of resources to support educators navigating remote learning and a hands-on, project-based, problem-based approach to learning.

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What components of the PLANNING process can we translate to an online or remote learning environment? 

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What components of the PLANNING process can we translate to an online or remote learning environment? 

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What does the PLANNING process of project-based learning look like in the classroom? 

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What does the PLANNING process of project-based learning look like in the classroom? 