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I think PGW offers a nice tool to have students communicate with one another. Using a meaningful task aligned with the content goal, students have a common purpose in their work. Depending on the task, students may have differing opinions to work through and must practice civil and productive discourse as they work. My hope is they listen to one another and gain experience in communication to prepare them for life after high school.

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As a new Economics teacher and senior level teacher, I hope students find direct relevance in my class to their personal lives. My favorite unit to teach students is the personal finance unit. This is where students learn basic skills like budgeting, filing taxes, investing, etc. These topics lend themselves nicely to simulations where students adopt the mindset of someone that must create a budget or practice investment strategies. They must take a challenge (one that most will actually face after high school) and develop a solution or plan of action. By practicing this critical thinking and problem solving through simulations, I hope my kids will feel better equipped to make them in real life.

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I teach AP World History Modern and a large part of the curriculum is understanding a source for its author, purpose, audience, historical situation, etc. I find that this is a nice opportunity for students to think about the background of the author/artist of a source to help them better understand the message of the source itself. Knowing that a European's perspective on imperialism will be different than an indigenous person's perspective and why helps us understand why historical events aren't always as cut and dry as many assume. This also relates to what students face in their own lives with the constant bombardment of social media posts and opinions on all types of issues. Helping students understand the culture behind a source and their own biases helps them become better consumers of information.

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This is an overarching goal that I think I can grow the most in my classroom. As I learn more about problem based learning, I want to incorporate it more into my instruction as I think it does a great job of giving students a common goal along with an opportunity to create their own path to success. Groups can assess a situation and decide how to best tackle the problem and reach a solution. By giving students this opportunity and outlining criteria for success, they have the chance to delegate responsibility and hold one another accountable. PBL with teacher coaching, especially in the beginning, can empower students to be masters of their own learning and practice stepping up and stepping back when necessary. As I have said, I think this is where I am lacking the most within these overarching goals and I hope to incorporate this more into my classroom.

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GRR lends itself nicely to UbD. The idea that students are able to independently complete a learning task after learning and practicing with their classmates aligns perfectly with self-direction and accountability. This is another area that I want to improve in my classroom. This is something I think many students struggle with. Most of their lives have been structured for them so to give them a safe space to practice self-direction and accountability so they  have the skills necessary to do this in adulthood. I want students to have as many opportunities to set goals and organize their learning. Independent learning tasks give students a chance to demonstrate their learning while practicing this overarching goal.

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I have students solve problems and then present the on whiteboards to the class. This is an effective way to get students to communicate with in their small group and with the whole class.

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Some of the labs are more exploratory where the students need to design the testing procedures and then perform them. This makes the students really have to think about the smaller details and how they really do matter.

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As a class building exercise I have students share their opinions and reasons why to a Would you rather question. It shows that their are different ways to look a a scenario. Students cultures and experiences are expressed in this non-threatening exercise.

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I design labs with multiple parts so that everyone has a role to play. I have the team choose which role they want to do. This means that students have to step up and claim the roles they want or be left with the "non-exciting" role. Their grade is based on the group results to some extent and so this pushes the students to take responsibility not for the own grade but for their teams too.

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I have a individual project called MOW, Molecule of the Week, were students research and present about how a molecule (any one out of millions) and how it effects them and society. This project lets them decide how chemicals effect their life allowing them to have self direction.

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Students are tasked to take a side as it relates to the current content goal.  Students must consider historical facts, moral and ethical questions and in an open forum defend their side in a way that can inform and persuade others that may have a different point of view.
Is colonization good or bad for the people being colonized?  Was using  the atomic bomb the right choice?

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Small groups are given the stories and history of the members of a legislative body of pre-revolutionary France.  They are to analyze how to solve the problems of the age and to write a speech with their grievances and some possible answers to those grievances. Students must manage the task as well as try to see the issues from the point of view of the historical figure.

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Students in my class use historical documents, political cartoons and art to identify the difference of perspective as it relates to a specific historical event. They are then asked to make a personal observations based on the evidence they have been given. The goal of these exercises is to show students that historical study is fluid and that perspective is created by our own history and background.

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We have students in our classes who speak in front of groups in their church or club and feel quite comfortable doing so. And those students may be sitting right next to a student who struggles with reading comprehension, and is extremely shy and is lacking in confidence. Providing opportunities for both of these types of students and those in between is important for creating, building, nurturing these communication skills in all of our students. That also means providing appropriate supports for students as they need them. PGW opportunities that are authentic and challenging, but not overwhelming are not just a way to enhance the learning of our material, but more importantly, an opportunity to increase communication and collaborative skills.

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Students must take different roles in productive group work in order to accomplish the task in an efficient manner. This is often difficult for students but with a little guidance they really do a good job of making sure that they are either a good follower or a good leader. I give students roles early on in the year and by the end of the year they are calling for the roles before I give them.

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In history, we often have students look at lessons of the past and apply them to today. How does FDR’s speech about “nothing to fear but fear itself” apply to what we are facing today? What do the challenges faced by America during the Great Depression compare to today and what can we learn from those who faced the Great Depression?

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this is a time I use during class to discuss with students their progress in the class. The goal is to help students that are having difficulty come up with a plan for improvement. Students can have the support from me and know that I am watching their progress and care about their improvement. During these sessions we discuss time management, goals for the next 4-5 weeks and possible tutoring time.

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I think allowing the students to work and collaborate together helps them with their ability to communicate and communicate well. They would need to understand nonverbal cues and identify ways to communicate in order to be successful in their assignment or task.

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Radley-Using what they learn to shape their decisions

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Radley-Using what they learn to shape their decisions

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My hope in history is that they will learn or hear something that will change them or their view of the world thus changing decisions they make for themselves in the future, that age old adage of learning from our mistakes. In Geography, I want them to use real skills, using a map to figure out how to get home or where something is in relation to them which we do in the beginning of the year. The students create their own map on how to get from home to school with help from Google Maps.

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Some of my favorite days in class is when we get into a discussion or debate about real world cultural issues. I like watching CNN10 with the students on occasion especially when something controversial is happening in the news. Having these conversations in the safety of our classroom allows the students to learn and understand how to handle different viewpoints. It teaches them respect and in some cases opens their minds to things they never considered before.

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Again, group work is a great way to allow someone to rise to a challenge, to take the reins so to speak. I hope to encourage leadership and have it occur organically. When it comes to responsibility I am always trying to instill in each student what it means when I talk about the content of someones character. I want each individual student to understand that they are solely in charge of their decisions and actions and that as they grow up their responsibility for their lives only increases. I want to make sure that giving each student individual work as well as group work will help them practice self-motivation and responsibility for their own work/grade.

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Independent work is a great motivator for someone who wants to be successful. Self-motivation or direction is necessary in order to complete individual work. To try and help the students keep themselves accountable I like to have them come up with a goal for the year. They write it down and fold it up and they do this again half way through. I keep hold of what they wrote and by the end of the year they can look over what they wanted for themselves and identify whether or not they were able to achieve what they wanted and hold themselves accountable for their success or short falls.

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Students are comfortable with expressing new/different ideas or incorrect answers because they feel safe, protected, and comfortable in my classroom. Structures are in place that guide social interaction, from respectful listening to engaged discussions. Language frames and other guided examples help to establish a openness and willingness to communicate in my classroom.

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Part of our work in Physics requires students to communicate their solutions, results and thoughts to other students. This is frequently done using whiteboards and requires students to develop communication and organization skills aligned with the overarching goals.

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Science instruction in general aligns well with this goal as students do a lot of problem solving. In terms of instruction, we spend a lot of time developing these skills.

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One of the things that I explicitly cover is how to respectfully disagree with someone, or point out that they are wrong. This is a skill that most high school aged students haven't developed yet, but its very important to have in post-high school settings.

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Having students work collaboratively with classmates allows them to collect and process their thoughts and put them into words. This in turn helps them develop their communication skills. This is why it is important to have a classroom structure in place where students feel safe and are willing to openly express their thoughts and opinions.

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Working with seniors, so often they want to have the answers handed to them. They need to be given scenarios and problems that they can discuss and solve on their own. Its ok for them to struggle with ideas and concepts as the end result will be the development of problem solving skills that will serve them the remainder of their life.

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As a society, we have lost the ability to openly discuss our opinions with each other. Often times it turns into heated arguments. As a government class, we discuss issues and students are allowed to form ideas and opinions on their own. As the issues are discussed, students need to back up the opinions with evidence and facts, not emotions. Of course you must develop relationships in the classroom that will create a safe zone so everyone feels comfortable sharing their opinions. You also must teach students that it's alright to disagree with others.

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As we are seeing in the changing workplace, collaboration is now the norm. Those that have leadership abilities are the ones who's ideas will prevail. By doing true PGW students develop those leadership skills to lead their group to a solution to the problem.

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My students often discuss how to approach certain problems and what to do in certain situations. They are often required to present their ideas to their classmates, and we use whiteboards to help facilitate their ability to share. I have found that if students have a whiteboard in front of them, they seem more willing to give ideas about how to approach a problem.

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I often talk to students about the need to develop or hone their logical reasoning skills. In physics, I often answer their questions with questions of my own, to force them to think about different aspects of a problem and to improve their reasoning abilities. The students don't often like it, but many of them get used to doing more thinking and problem solving after a while.

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This is one of the areas where I need to do a bit more focused work in my classes. I do model good, positive interactions and try to develop a respectful, safe environment in my classroom, but I could do a better job helping students be more respectful and thoughtful towards each other. They do a good job most of the time, but I think I could be a bit more intentional in how I approach these skills next year.

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We have students in table clusters of 4-5. Since Biology is a freshman level class, we often have to "reteach" positive group discussion and positive group learning. We strive to allow each student to contribute in class discussions- Pear Deck has been helpful for those reluctant learners to have a safe voice.

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Rewriting labs so there are more open ended options as to how to test a situation, solve a problem or investigate a phenomena in a new and different way.. no simply a "canned lab"

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Encouraging other opinions in a safe situation- again, the pear deck platform allows anonymity , with a teacher pre-screening of answers.. this many times leads to a "I wonder" issue or exposes students to a different perspective. They will need to be able to be tolerant of other viewpoints in any situation

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Setting realistic expectations for student accountability - due dates, no opt out, etc helps students realize that there ARE deadlines and ultimately the learning is on their shoulders. Designating a different lead person in groups helps all experience the position, rather than the natural leaders take over each time.

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At MVHS we have a no opt-out policy that requires students to complete necessary assignments within a reasonable time or they are redirected to do so after school. While some HS level students are 'beyond this', many are not responsible nor have they been held accountable for much through middle school. With the HS level there is the issue of credit earned- not just getting passed along, so the stakes are suddenly upped. As we develop curricula through the progressive grade levels, the self- accountability and self-directed choices shoudl increase as well.

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I strive to provide both historical and modern examples of researchers & doctors who represent diverse backgrounds so that all students can see themselves as scientists. HHMI, Data Nuggets, Phet, and other resources link to current research that includes female and  non-European scientists.

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As Ping mention earlier, PGW is the focal point of my classroom. What I stress is Communication is more then talking, it is listening and analyzing what is being said.

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Critical thinking and problem solving is critical in History.  The key is to use lessons of the past and providing the opportunity for the students to make connection to modern day problems to create solutions in their world.

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Often I find that teaching History is debunking many misunderstood stereotypes of cultures and economics statues.

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Leadership is a skill that is only improved with practice. PGW and holding others accountable is our way of maximizing this practice.

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Self-Direction & Accountability is vital for success. We often have blunt and honest conversations about self drive, no matter the goal.

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POGIL requires interaction among group members. Students develop great communication skill when they are explaining content to each other in the group and in the process they also become good listeners. When we do POGIL activites, I require representative from each group to exchange information with another group and as I walk around, I get to hear powerful conversation. I have seen students' communication skill has enhanced with the use of such activity.

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Communication plays a big part in students feeling safe and protected in a classroom setting.  My students practice this daily in the form of bellwork and PGW.  Sometimes, I will ask a question and then have them discuss it with a partner and then ask the partner what the other person said.  This way, I know they are working on being a good listener.

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As Jim and Mark mentioned above, this is one area that my students do  not really appreciate.  However, I love to give them problems/situations where they have to solve it on their own or in a group.

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When teaching/discussing US Government, having a safe and caring environment is a must. Especially in today's volatile political environment. In our class, we discuss the differences in the major political parties and their ideologies. It can create havoc in your classroom if you do not set the proper tone first.

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PGW is a good way to involve students in learning how to become a good leader and taking responsibility for their work.  I like to assign different tasks to students and then let them work out the problem.  It is great seeing someone who you least expect it from being the a good leader of a group.

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For me, I use my Student Self-Reflection Form to provide my students accountability and self-direction. After every major assessment or project, I have them do this form so that they can reflect on their learning process and see where they may improve upon or what the did correctly. They also can use the form to set goals.

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Process Oriented and Guided Inquiry Learning (POGIL)

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Process Oriented and Guided Inquiry Learning (POGIL)

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In science classroom (chemistry), students are constantly engaging themselves in problem solving by being ctritical thinkers. I have used POGIL, model based inquiry learning, where students have solved problems using various models provided, in some cases by creating their own mathmatical models or building just models in general. Students were also able to transfer their problem solving skills among units.

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Guided inquiry group work is a great way to engage students in taking the leadership of their own learning. This also makes them responsible by keeping track of what they know and how are they going to use that information later. I use role card and rotate roles when we do POGIL or labs and that provides every member in the group to lead during those activites.

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Social interaction during group work can be sometimes challenging. I try to model that by being respectful and encourage students to do the same. I also invite students to create our social interaction norms at the beginning of the school year which helps to get variety of input and also ownership. I can totally see myself growing in this area more to help my students.

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I will echo what Chelsey has to say here that our GRR model wants our students to be independent problem solver. This is the area where, I find majority of our students struggle. As long as everything is structured, students are comfortable in working that activity out. Something that is out of the way, I find students shuting down. At our science department, we are trying by allowing students to take that risk of working independently by assigning science fair projects which is helping them to become more accountable. I can see myself growing in this area as well.

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Making the learning goals of each unit clear to students ahead of time holds them accountable for their own learning.  Throughout each unit time is set aside for students to periodically evaluate their own progress on the skills checklist for that unit.  I started doing this two years ago and students report that it allows them more certainty in what they are responsible for, that there will not be any "gotcha" moments in the classroom.

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Communication
I find that communication comes from many different angles. I think most often we think of this in terms of how we communicate to students, but I learned a lot this year on teaching my students to communicate with each other. Implementing a new way of teaching presented a lot of challenges and one of the biggest was teaching my students how to hold meaningful conversations to launch them into scientific investigation. The initial times I tried to do this, I was met with silence, blank stares, and then a mass of independent vs collaborative work. Teaching them how to communicate became a big goal for me this year.

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Critical Thinking and Problem Solving
While this seems to go hand in hand with science, it is not something our students have been taught with science over the years. Science education has been very prescriptive with cookie cutter labs that have predictable outcomes and no real exploration. Allowing students some freedom to design their own process has been a big and necessary change. We spent a large part of this year focused on modeling and guiding students on how to design their own models to explain phenomena. It has been fun and painful along the way. I think it became more fun for them over time, but it began with a lot of discomfort over the idea of not having a plan to follow. There is comfort in explicit directions and this brought students out of that comfort zone.

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Cross-Cultural and Cross-Social Interactions
This has been one that is hard to assess. I try to align groups based on student need and have never really taken these parameters into account. It is something I feel I need more reflection on as well as ideas on how to best implement it into my classroom.

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Leadership and Responsibility
Teamwork is huge part of any science classroom. They are used to being assigned jobs with specific tasks under those jobs. Allowing them the freedom to determine what the needed roles and responsibility are has been an interesting experiment in my classroom. I have worked with mixing up my groups in different ways and placing more initial tasks on the team members rather than have me tell them what the jobs are. I have presented more of an overarching goal for the task and allowed them to determine the process needed to complete it. Aligning that with the responsibility of designing their own inquiry has shown some interesting and fun outcomes.

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Self Direction and Accountability
This will forever be a challenge with students, in my opinion. There will always be students who have an innate sense of accountability and no issues beginning on a task. Then there are others who struggle to set even small goals and need more guidance. I have found that breaking down some tasks to allow them to decide what needs to happen in what order really gives them more control and ownership of their time in class. I find this to have more buy-in and participation overall in the tasks required and students begin to rise to the challenge of being in control of their outcomes.

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With the group projects and discussions I do in my classes, I hope that my students will be able to recognize other's opinions and learn how to discuss them respectfully.  A lot of kids demand respect, but they don't know how in turn to give it. Communication is the ability to not only convey information, but an understanding of yourself and others. It is knowing how to get along even when you don't want to.

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In my U.S. History and FSA classes, I constantly pitch problems to my students. I want them to put themselves into the shoes and minds of inventors, leaders, and future adults. I want them to experience situations where what they have learned will help them to not only understand problems, but make connections to what they might want to do in their future. And how to do make decisions and judgments that will prevent them from getting into troublesome situations.

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Not only should students get to know each other in the classroom, but they should have opportunities to be introduced to viewpoints and experiences that challenge their own. In history we have the chance to dive into the perspectives of the oppressed and the entitled, of different cultures, and different interpretations of historical facts. One of the greatest skills that anyone can learn is to be able to see and understand a situation from another's point of view. While we don't have to accept someone else's viewpoints as the absolute truth, we need to have that understanding and respect for them. It breeds civility and empathy rather than animosity.

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I like using group projects in my classes, because it is essential to know how you work with other people. This is critical because the vast majority of students will be working with others for the rest of their lives. They need to recognize when they can take the lead and when they should be led. They also need to understand the importance of their own contributions. This is a chance for them to exercise initiative and learn the consequences of not doing their part.

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Most students just do the work and accept whatever grade comes their way until the panic of the semester's end sets in. Students should cultivate an attitude and habit of looking for and utilizing feedback throughout the school year. This includes reviewing grades and what the teacher has to share.

I would like to spend more time in the upcoming school year giving students a chance to receive and process feedback from myself and from their classmates.

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Students often work together in labs and in solving problems, and they will often figure out what works best for the members of their group so that all can learn. I could definitely do a better job switching up the roles to give a stronger voice to students who don't usually put themselves in a leadership position.

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There are some students who struggle with individual accountability. I think for some it is struggling to recognize the importance of whatever task they are asked to work on. I often try to incorporate real-world problems and situations to help students see the applications. I also give students the opportunity to reflect and to process what they are learning.

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I have tables in my classroom that I always require at least 3 students to sit during class. I lay out at the beginning of my courses that I expect discussions to take place almost daily and I require that any opinions are welcome as long as they adhere to the rule of law laid out tin the Constitution. I conduct Mock Supreme Court and Mock Trials and Debates in all of my courses and PGW is often used...

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I have tables in my classroom that I always require at least 3 students to sit during class. I lay out at the beginning of my courses that I expect discussions to take place almost daily and I require that any opinions are welcome as long as they adhere to the rule of law laid out tin the Constitution. I conduct Mock Supreme Court and Mock Trials and Debates in all of my courses and PGW is often used...

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My students are asked to work together continually - communicating to solve problems as a class.

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Our summatives demand critical thinking skills so not only do I have to teach them all year round but the students have to be able to effectively articulate their thoughts in the form of an essay

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As I am reading through your posts, many of you discuss ways that our instructional model lends itself to leadership and deciding on roles. I'm glad you are seeing how UbD and GRR can go hand in hand together. One thing I want all of us to consider is: how do we teach students to create a work plan together and execute it when they may have to work together on an extended project?

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Having students monitor their own progress

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Having students monitor their own progress

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One thing I would like to invite you all to consider is how we might allow students to monitor their own progress and learn to be accountable to themselves and their growth. In what ways do you already do this in your classroom or in what ways might you envision this happening in Science or Social Studies?

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By having routines and procedures that support academic conversations help students grow these areas. Supporting those conversations by having language frames and opportunities to talk in a variety of mediums, from face-to-face conversations, electronic discussions, Socratic seminars, videos, and presentations.

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When I am thinking about a lesson or a learning target for students, I think about what do they need to figure out without my support? When there is a question or a productive struggle that the students find meaningful, this helps promote those critical thinking skills in a way that is authentic. Another way is I want them to have to think about the issues. There is a lot of information that can be Googled, but if we focus on them having to use those "facts" to solve something it causes that productive struggle that gets the students to figure it out!

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When we learn and look outside of ourselves using culturally appropriate curriculum, students learn about differences in society. I would hope that by contributing to the knowledge in a classroom, building a community that is safe, and being able to have productive discourse in a classroom environment would contribute to the growth of students in this area.

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Being able to explicitly teach these roles and responsibilities. I was reading an article about self-care and communication, it stated that no one knows how to communicate with you unless you teach them (or something of that nature), but I think the same is said when we want students to be leaders and responsible, we have to teach them our expectations.
When I am working with students on a collaborative task, it is imperative that they are given their responsibility and know the expectations in order to be successful .

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As I stated in the Communication tab, all of the courses that I teach rely on discussion. Students need to use Critical Thinking and Problem Solving daily when either deciphering the Founding Fathers intentions in the composing the Foundational Documents or preparing for debates, mock SCOTUS,  and mock trials.

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Productive group work plays a huge role in my classroom. The students are frequently required to participate in "Turn and Talks" where they have to share their ideas about a specific topic. When completing labs, students need to communicate with one another to understand and complete the lab. In third quarter, I started to implement projects where students had to design their own solutions to a problem by working together to solve it.

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MVHS has a very diverse student body and the students in my courses are aware of this. My classroom is free speech zone and one of my clasroom rules is to respect the opionions of their fellow classmates and if they have a differeing opinion, it is OK to have a discussion as long as it adheres to my rule of keeping the discussion based on the Rule of Law.

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In science we have been focuses on using phenomena during our units. At the start of a unit or lesson, we demonstrate a phenomena such as different colored flames and the students have to try to explain what they are observing. Throughout the unit, we go back to the phenomena and update our ideas. Students need to critically think to apply their learning to the demonstrations that they witness in class.

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As I have tables in my classroom, setting up roles takes place before all PGW, mock trials, and debates. I ask that students take on different roles for each activity but if a student does not want a specific role, I will not force the issue. Many times during class, someone takes on the role of leader early in the semester and if the table is ok with this, I will allow the student to keep that role.

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Students are made aware at the beginning of the school year in all of my courses that they are accountable for their own success. I follow MUSD rules on assignment submissions and make my students aware not only verbally but in my Syllabus and Classroom Management documents.

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Communication has such a big role in sciences and I discovered early on that students need to be taught how to communicate. I offer several different platforms for students to interact and communicate with their shoulder partners and table groups to whole class discussions. I found that students were much more comfortable communicating if they had a paper or whiteboard in front of them. In addition, many of the issues covered in science this year were controversial so students were taught how to "argue" to classmates using evidence to back up their side as well as doing so in a respectful manner.

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My goal this year in science was to create real-world, applicable problems that students were faced with overcoming using scientific evidence as the backbone and incorporating other contents to problem-solve. They were tasked with taking a large problem and breaking it down into smaller parts using our learned science content and skills. Daily, students were using SEPs/CCCs to make connections and problem-solve.

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When providing students with supporting material I always try to take into consideration my group of students (which varies from class to class) to make the material more relative and important to them. This year I required students to really engage in (scientific) reading. I would provide articles that I felt were meaningful to the class or a variety of articles that students could choose from and then have discussions. Through the different backgrounds in my class, some articles would spark big debates or questions, which allowed for extended communication. It was important for me to model and require a respectful room and understanding that we all vary in backgrounds and values. Although this is something that continually needs checked in on.

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In my biology class, students are constantly working collaboratively, whether it is in a lab setting or on assessment. When I set up very specific and structured groups, students very quickly identify their strengths and roles in the group. I'm constantly checking in with all groups, which doesn't allow students to opt-out. Many times this requires students to step into leadership to accomplish their shared goal. Often times in labs, I will randomly group students together and give them a list of "job duties" or "roles" that their group must have in place before starting the lab, which then requires everyone to be accountable and determine where their strengths are compared to others.

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Allowing students to work at their tables and small groups allows them to interact with their classmates and hopefully feel more comfortable than if they were having to talk to the entire class. Depending on the topic, it can also be a good way for students to hear opinions that might differ from theirs, and I try and set guidelines early about respecting other people's opinions and having civil conversations.

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As an economics teacher, a lot of what we cover is directly relevant to students, so I try and create situations where they can apply the economic concepts we are learning to the world around them so they can see exactly how and why things are happening. Dealing with personal finance issues is the most important part of my class and I hope that by doing games and simulations, students see the importance of personal finance and begin to take charge of their own futures.

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I believe this is the toughest goal to really gauge how well we are doing.  Students are taught to be respectful, but are they actually taking other peoples' background and culture into account?  If we strive to create a classroom environment where students feel safe expressing their viewpoints, whether or not they are popular, this will help to bring about the awareness and taking other people's viewpoints into consideration.  It can be difficult for students to see an issue from outside of their own personal opinions, so teaching them how to do that is an important skill to teach.

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This I believe is really the goal of the PGW and GRR model. Students are given the background information, and then they are presented with a real world problem and they need to apply their knowledge and skills to solve it. Getting students to that point is the challenge, but making sure that students are all participating and contributing, I believe they can all get there.

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This is something that should be addressed at the beginning of the school year when expectations are reviewed. Students need to be aware of the different types of lessons they will be involved in - some might be individual, or partners, or table groups. They need to know that if they are working with another student, they need to do their share of the work and be held accountable. The piece about monitoring their progress, this can apply to finishing assignments/projects, and also just keeping track of their grade in the class, so that it isn't panic time when the end of the semester rolls around.

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I Believe that PGW is one of the best opportunities for students to connect with, learn about, and work with one another to build upon the social and communications skills that they desperately need. Students may have differing opinions or different ways of working towards a conclusion, so PGW allows students to work through those differences and gain experience in communicating with someone who does not have the same viewpoint as them.

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As a history teacher, I always try to connect events throughout the year as much as possible, to make it seem like all of our existence is really just one big story. Making some of these connections can take some serious thinking and mapping out, so I try to allow students, both individually and as a group, to think critically by showing the ability to connect events and how they are connected

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For me, I find this one a little harder for my students. They needed a lot of nudging and reminders setting goals/keeping up with goals when given tasks. Most often, I would have to set a timer and goal beforehand for groups. Of course, I would have a few students in each class that were already on top of it and self-directed, but I want to work more on this in the future. I feel that my students do a really good job clarifying and asking questions, and using skills to accomplish their task, sometimes with more nudging than other times. I want students to really take feedback and revisions much more seriously in the future and value the opportunities given for that self-learning and improvement.

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Brian Bevan Post-Cross Social Interactions

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Brian Bevan Post-Cross Social Interactions

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It is no secret that in history, specifically as you dive into different types of government and religions, it can turn into a controversial discussion that if not handled properly, can become an out of control, heated debate. When discussing these topics, it needs to be established that not everyone will have the same viewpoint and to have respect for other peoples opinions. Also, it is important to discuss with students to come with facts to back up viewpoints in a discussion, and not just participating in the discussion by spewing their own personal beliefs.

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Brian Bevan Post-Leadership and Responsibility through PGW

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Brian Bevan Post-Leadership and Responsibility through PGW

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PGW provides a great opportunity for students to be responsible for their own contributions to the group, but also allows for students to take a leadership role by taking turns on who leads the discussions in the group on the assignment itself. The leader of the group, with group input, dictates the direction the group can head in, and allowing for this really improves leadership abilities.

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An old school but effective way that students are held accountable for getting their work done, using popsicle sticks to call on students at random to not only ensure that their work is done, but also that they are engaged in the lesson/review is effective and keeps students accountable for being on task.

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I truly believe that one of the most important skills we can help our students develop is the ability to critically think. More than anything else in the classroom, this skill has the greatest transfer potential for like outside of school. In my classroom, I like to present multiple viewpoints/perspectives and engage in a discussion about the differences. I am clear from the beginning that we aren't talking about right and wrong. Many of the document-based activities use multiple and opposing viewpoints to allow students to weigh the information on its merits and biases and make their own decision s rather than have me tell them what they should or should not believe. This analysis of sources helps students to think for themselves and realize that they are capable of drawing their own conclusions. Assessment questions often build on this experience and ask students to draw some conclusions based on supporting evidence.

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In many ways, this goes back to Critical Thinking and presenting multiple viewpoints. I don't want may classroom to only present one possible interpretation of history because history is never one-sided. By looking at different experiences and perspectives, student gain a better appreciation for what is important to them and what steps were needed to get to a certain point.