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Staying Healthy | iEARN Collaboration Centre

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This project enables students to develop a healthy life style to keep their mind and body performing at their best.

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My School, Your School | iEARN Collaboration Centre

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This project aims at comparing school life around the world through the voice of their own participants.

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John Spencer

Posted on February 25, 2018

Assessment is everywhere.

Visit a basketball court or a skate park or a rock climbing gym and you might just miss something happening all around. Assessment. The same is true of that group of kids huddled around their devices building a shared world in Minecraft or maneuvering around a kitchen experimenting with a new recipe or building an arcade game in a makerspace using Arduino.

Assessment is constantly happening. But it feels invisible because it's less like a noun and more like a verb. In other words, assessment is often something we do, not something we give and take.

Nobody stops in the middle of an ollie to take a skateboarding test. The test is built into it. Did you crash or not? Did the trick work? And nobody masters an ollie only to find out that they've actually failed because there are ten ollie attempts that were each graded and the average is now at 10%.

It's not a question about good or bad types of assessments. It's a question of ownership. After all, a skater might use a scoring rubric in a competition. And there's nothing wrong with using scores and metrics. That same group of Minecrafters building a world together will make a video and check to see the page views and likes. But it has to feel authentic and this begins with student ownership.

When kids engage in authentic projects outside of school, they are likely to own the assessment process. So, as we think about assessment in a PBL classroom, it should look more like a skate park or a makerspace or a kitchen. It should be a space where assessment is happening everywhere, all the time.

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

http://www.spencerauthor.com/wp-content/uploads/2018/02/PBL-and-Assessment.mp3

In a PBL unit, you don't need to stop the project to take an assessment. Students don't need to take a weekly quiz. Instead, they can engage in self-assessment, peer assessment, and teacher-directed assessment. This was a hard lesson for me. At first, I wanted to maintain control. I didn't trust that students could engage in self-assessment and peer assessment. But I also viewed assessment as something I needed in order to plan better lessons. Sure, I let students know their grades but I never really saw the ongoing cycle of learning and assessmment.

Assessment is an opportunity for students to see their own progress, set goals for the future, and determine next steps. The assessment should be happening all over the place. Here, they are judging the quality of their product while also reflecting on the process and determining their mastery of the standards. So, here's what it looks like.

Self-Assessment

Self-assessments have an empowering effect. Instead of attributing academic success to a teacher or to luck, they see it as a result of their hard work. They grow more self-directed and independent and it's because they're constantly looking at their own progress. The following are some self-assessment options:

Tracking Goals: Students create their own goals. These can be quantitative or qualitative. Then they keep track of the progress. It might mean a graph, a progress bar, or simply a description of progress.

Self-reflections: Here students answer reflective questions about what they are learning, where they are struggling, and what they need to do next. Some of the questions might be specific and concrete while others are broad and abstract.

Student Surveys: Sometimes students struggle with open-ended self-reflection questions. Surveys provide a blend of the objective and the subjective. So, they might use a Likert scale, selecting specific words from a bank, or ranking items. This added structure helps students make sense out of something that can feel abstract.

Self-Assessment Rubrics: Students are able to look at the progression from emerging to mastering with specific descriptions in various categories. They are able to gain an accurate view of how they are doing, while also having a clear picture of where they need to be.

Checklists: These can be a powerful diagnostic tool that students use before, during, and after a task. Pilots, doctors, and engineers all use checklists as a way to determine whether their work has fit specific criteria. When students use checklists, they are learning how to make sense out of systems. There's actually a great book on checklists called The Checklist Manifesto that I highly recommend.

Peer Assessment

Sometimes you miss critical details in self-assessment. You can't see your blind spots because . . . well . . . they're your blind spots. In these moments, you need peer feedback to help you see a new perspective. The same is true of entire groups in the midst of a project. When you mix of students to engage in peer assessment, you get fresh ideas and help avoid tunnel vision.

This idea is built into some of the most innovative companies around. Take Pixar. They have a Brain Trust system where people pitch ideas, share their work, and ask for feedback. Everyone in the room has the freedom to criticize. And they do.

Often.

This can sound scary. However, it works at Pixar because they are a supportive community. You see, when trust and transparency are present, critical feedback can fuel creative thinking. As Catmull puts it in Creativity Inc., "We believe that ideas-and thus, films-only become great when they are challenged and tested."

So, here are some structured, shorter ways to provide peer feedback:

The 10-Minute Peer Feedback System: This critical friends approach begins with one student sharing their work or pitching an idea while the other student actively listens. It then moves into a chance to ask clarifying questions, get feedback, respond to feedback, and chart out next steps. Each of these stages lasts two-three minutes apiece. While that sounds fast, it can actually feel leisurely. Note that this can be used to assess both the process and the product.

Structured Feedback with Sentence Stems: Here, you as a teacher provide specific sentence stems that your students can use to provide diagnostic, clarifying, or critical feedback.

3-2-1 Structure: This is simple. Students provide three strengths, two areas of improvement and one question that they have.

See-Think-Wonder: Students give peer feedback by pointing out what they see in another product, what they think about it, and, finally, what questions they have.

Feedback Carousel: Each group gets a stack of sticky notes and offers anonymous feedback as they move from group to group. Unlike the other feedback methods, students here are offering feedback without the original group member present. It also focuses almost entirely on the product.

Peer Coaching: Students interview each other about the process, using the coaching questions from the student-teacher conferences to guide them if they struggle to come up with reflection questions.

Teacher Assessment

Although student ownership is critical to assessment, teachers still play a vital role in the assessment process. One of my favorite methods is through student-teacher conferences. The concept is simple. Plan out three to four mini-conferences per class period each class period. Each conference lasts about five minutes. This generally allows you to meet with each student individually once every two weeks. In a PBL unit, you are spending less time in direct instruction and guided practice, which frees you up to have richer feedback conversations with students.

The following are the three types of conferences I have used with students:

Advice Conference: This empowers students to ask for advice. This conference is all about learning specific skills that students are missing. Each student must ask the teacher a series of questions based on an area where he or she is struggling. This is a chance for targeted one-on-one attention and explicit help with a strategy. Students guide the process, tapping into the teacher's expertise. This has the added bonus of encouraging students to embrace the idea that mistakes as a part of the learning process.

Reflection Conferences: This empowers students to reflect on their learning. Instead of telling students what to do, the goal is to draw out student reflection. The teacher uses a series of reflective questions to lead students through the process of metacognition and into the setting and monitoring of goals. As the year progresses, the teacher asks fewer follow-up questions and the students begin sharing how they are doing without the aid of pre-chosen questions.

Mastery Conference: Unlike the reflection conference, the focus here is less about reflecting on the process and more about students judging their own mastery of the content. We use the Standards-Based Assessment Grid.

When students own the assessment process, they are able to figure out:

What they have already know (prior knowledge)

What they don't know (areas of improvement)

What they want to master (their goals)

What they will do to improve (action plan)

Notice how well this fits into the idea of the metacognition cycle:

When students own the assessment process, they grow into self-directed learners. And when this happens, they become the independent, critical thinking, life-long learners we know they can be.

Curious about getting started with PBL? Please leave your email address below and click the yellow subscribe button to receive the free Project-Based Learning Toolbox. This toolbox includes a set of projects and mini-projects, along with a Getting Started with PBL guide and a set of assessment resources you can use within the project-based learning framework. I will also send you a weekly email with free, members-only access to my latest blog posts, videos, podcasts and resources to help you boost creativity and spark innovation in your classroom.

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How Does Assessment Work in a P.B.L. Unit?

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John Spencer Posted on February 25, 2018 Assessment is everywhere. Visit a basketball court or a skate park or a rock climbing gym and you might just miss something happening all around. Assessment.

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If there's one thing I've learned in my 10-year teaching career, it's that designing valid and reliable assessments in a project-based learning classroom is a time-consuming process-at least it is for me. Like most teachers, I want to engage my students in dynamic, real-world learning experiences that require authentic knowledge application. Unfortunately, I discovered quickly that aligning the type of learning experiences I desired with the standards-based grading practices required by my district required significant changes in my practice.

Over time, I researched best practices in both standards-based assessment and project-based learning, and worked to incorporate them in my classroom. Here are some of the practices I've come to utilize.

Preparing for Standards-Based Grading

Practice 1: Create learning scales from the standards. I'm fortunate to work in a district that provides teachers a significant amount of instructional freedom. For example, my district tasked all our professional learning communities (PLCs) with using our judgement to create a condensed list of content area standards that we felt were most critical to summatively assess and report to parents.

Once we completed this list, our PLCs created Level 1.0-4.0 learning scales (with Level 3.0 being the grade-level standard) that delineated the knowledge required of each student at each level on the learning scale.

For example, on my own learning scales, students need to be able to define specific vocabulary terms located in the standard itself to be considered at Level 2.0, whereas specific knowledge application (as shown in the standard) is required at Level 3.0.

Practice 2: Design leveled assessments from those learning scales. Standards-based grading proved a significant shift for me, in that I needed students to be able identify their location on the learning scale as shown by assessment data. To accomplish this, I designed summative assessments with progressively more difficult questions that aligned with my learning scale.

For example, on my World War I assessment, students are required to define mutual defense alliances at Level 2.0, whereas explaining how mutual defense alliances helped contribute to the start of World War I is considered a Level 3.0.

Combining Standards-Based Grading with PBL

Practice 1: Map the learning scales and assessments to projects. At the beginning of the school year, I provided copies of all 13 of my Level 1.0 to 4.0 learning scales to each of my classes and asked students to read the scales and sort them into piles based on what they perceived to be the common themes. I compiled each class's findings into a single document in which I looked for commonalities.

Next, I showed students my master list, and we ended up giving each of the common groupings a thematic name: Environment, Civil Rights, Basic Needs, and Conflict. These groupings then became my curriculum map for the year, and I used them to develop projects. The intent of this was to give students a voice in the order in which we studied historical topics, by looking at history thematically instead of chronologically.

Practice 2: Separate individual assessments from group grades. In my first few years of incorporating PBL in a traditional grading system, I regularly lumped together individual assessments with a group project grade. I assumed that if students were aware that their actions could impact the achievement of others, they'd be motivated to achieve for fear of letting others down. This held true for some student teams but not others, which caused significant group issues.

To alleviate this, I began separating individual assessment scores from group products. To assess students individually, I decided to administer an official biweekly single-standard assessment based on a critical learning standard previously identified by my PLC. I could then use data from formative and summative assessments to plan lessons for small groups, during which other students engaged in project work. Only the scores from the summative assessments are reported to parents.

For the group portion, I have made projects simply a "go/no go" in the gradebook. In other words, students are required to do the project and present it to an outside audience, but it doesn't count for or against their grade.

If the students don't have their project completed when it's due, I require them to present whatever they have done, no matter the level of completion. Feedback from the audience, as well as peer evaluation data, is posted in the gradebook in lieu of a formal grade. If the project is not completed at all, I simply don't report the individuals' grades at the end of the quarter until it is finished.

Because of all this, 100 percent of the reported grade is based on individual achievement on our critical learning targets, which, when combined with the audience and peer feedback, paints a detailed picture of student achievement in multiple aspects.

In summary, incorporating standards-based grading into my project-based learning classroom has been a challenge, but has proven worth it. I now prescribe a more personalized set of lessons to individual students, while simultaneously getting all students to engage with the outside world.

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Standards-Based Assessment in PBL | Edutopia

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If there's one thing I've learned in my 10-year teaching career, it's that designing valid and reliable assessments in a project-based learning classroom is a time-consuming process-at least it is for me. Like most teachers, I want to engage my students in dynamic, real-world learning experiences that require authentic knowledge application.

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You can't teach empathy - but project-based learning can!

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You can't teach empathy - but project-based learning can!

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Listening to teen journalists pitch story ideas for their daily school newscast, journalism adviser Michael Hernandez noticed a frustrating trend. Students were coming up with unoriginal ideas that missed the real story, often overlooking the perspectives of people less fortunate than themselves.

So he took them to Cambodia.

During their 10-day trip, students visited Buddhist temples, bargained in the local bazaar and visited a mass gravesite. They made documentaries about the Southeast Asian sex trade and how landmines affect civilians. And when they returned home, they started telling news stories through the lens of a broader and more empathetic worldview.

Since then, the award-winning cinema and journalism teacher has taken his high school students to Cuba and Vietnam, helping them "recalibrate their mindset" while practicing their technical skills and exercising their journalistic muscles. He has also become an advocate for social justice projects as a way to get more mileage out of project-based learning.

"One of the best ways to develop cultural literacy and help our students understand these goals is through social justice processes and projects, activities that develop a mindset of concern for our society's inequity in wealth, education and privilege," he says. "These projects empower our students to effect change through awareness, advocacy, activism and aid."

The student-fueled "Never Again" movement, formed in the wake of the Parkland school shooting, proves that today's students are ready and eager to leverage the technology in their palms to tell their stories and effect change. When students get fired up, their energy is palpable - and it doesn't have to take a tragedy to unleash it. Sometimes all it takes is a well-designed classroom project.

Project-based learning offers the distinct advantage of allowing students to learn far more than just the content at hand. This learning can extend even beyond the ever-important "soft" skills, such as collaboration, critical thinking and problem solving. The interdisciplinary nature of social justice projects, for example, helps students forge connections between culture, history, science and economics, Hernandez says.

They can even help develop more ephemeral qualities such as empathy, perspective and vision.

"Empathy, perspective and true understanding aren't qualities you can teach," he says. "They must come from experience."

While not every teacher can take their students on a visit to another continent, there are plenty of ways to engage students in eye-opening learning experiences close to home.

Hernandez will share his ideas for classroom projects with real-world impact in a free webinar March 1. A collaboration between ISTE and SXSW EDU, the 30-minute webinar is open to everyone and aims to help educators take project-based learning to the next level.

"We owe it to our students to challenge their misconceptions through experiences they don't have every day," he says.

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You can't teach empathy - but project-based learning can!

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Listening to teen journalists pitch story ideas for their daily school newscast, journalism adviser Michael Hernandez noticed a frustrating trend. Students were coming up with unoriginal ideas that missed the real story, often overlooking the perspectives of people less fortunate than themselves. So he took them to Cambodia.

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January 5, 2018
10 PBL Resolutions for 2018

It's that time of year again-time to resolve to get fit, become a better person, do things you haven't done enough of... and how about improve your practice of Project Based Learning?

Here are ten resolutions I hope PBL teachers and education leaders can keep in 2018. Some are perennial project design/use issues, and some are curmudgeon-y concerns of mine that have arisen now that PBL has become more popular:

1. Use PBL regularly for core academic instruction.
I sometimes hear people say they "do PBL" in their school or classroom, then describe their genius hours and maker spaces that students visit a few hours in a school week, or their end-of-year projects after testing is over, or the occasional fund-raising or school culture-building projects. These are fine, as far as they go, but... PBL can be used effectively to teach core content in English Language Arts (including literacy), math, social studies, and science-so let's see more of it! PBL doesn't have to be wall-to-wall 24/7, but how about, to start, at least two projects per year for every student?

2. Use PBL with all students.
We also sometimes hear that PBL should be reserved for students who are gifted and talented, higher skilled, or from suburban schools where the kids don't need to be drilled and killed with "the basics." All students deserve the benefits PBL brings, no matter where they live or what their background. (Side note: I know many charter schools, mainly in urban settings, have had success with their highly structured direct instruction approach, as measured by test scores-but can they find ways to add PBL to their programs?)

3. Try PBL, if you haven't done so before, by adapting a pre-designed project.
This is a great way to jumpstart your practice of PBL, as Bob Lenz said in this post, by avoiding the common challenges of designing your own projects from scratch and getting a chance to practice being a Project Based Teacher. Look for projects in online libraries such as this one, this one, and this one (and btw BIE will be providing more of these in 2018 and 2019).

4. Beef up your projects by making them more authentic and rigorous.
Increase student engagement by connecting students with experts, sharing student work with outside audiences, and moving from simulations to real-world projects. Up the quality of student work by holding high expectations and using rubrics, exemplars, and critique protocols. For guidance, use the new High Quality PBL Framework that describes what students should experience in a good project.

5. Make sure your students are truly engaged by the project.
We hear reports that teachers sometimes try what they think are great projects meeting all the Essential Project Design Elements, but find their students weren't all that motivated. The problem may be that the topic was owned only by the teacher (e.g., global warming, plastics in the ocean, why Shakespeare is great, etc.) Find out what students are interested in, and/or design projects and entry events that genuinely get them excited/concerned about something.

6. Teach students how to use project management skills.
One of the most common pitfalls of PBL is managing student teams and the "messy middle" of projects. Students who are not used to working in a PBL environment need to be taught how to: check out this toolkit from the Project Management Institute Educational Foundation, design thinking tools, and this set of resources for building collaboration skills.

7. Teach students how to make better presentations.
Here's a common problem that can kill the spirit of a project: ineffective or downright boring presentations. Again, students need to be taught these skills, and not just with a few practice runs a day or two before an exhibition. See this blog post and this post for ideas.

8. Use PBL practices in your "regular" teaching.
If you're not quite ready to launch your first project, begin laying the groundwork-for your students and to get used to it yourself-by using driving questions to frame a unit; giving up come control and encouraging more student voice and choice; asking students to conduct inquiry; focusing on real-world applications of content. Many PBL practices are just plain good teaching! See these blog posts about " stepping stones" and the " dimmer switch " approach.

9. Get serious about teaching, assessing, and reporting on 21st century success skills.
This hope is aimed especially at school and district leaders. If you've gone through the exercise of describing your "ideal graduate" who has built skills such as problem solving, collaboration, communication, creativity, and so on, then how are you going to get those outcomes without explicitly and systematically teaching them across the school, assessing them with multiple measures, and making it part of your accountability system? (And, of course, without using PBL?)

10. Stop calling it "a PBL."
This has gone from a pet peeve of mine to a real concern, and we'll be writing a blog post to say more about it soon. A few years ago when I first heard teachers say things like, "We did a PBL last month on the Civil War" the English teacher in me cringed, since you can "do a project" but not "do a Project Based Learning." Then some colleagues told me not to worry, it was a good sign of PBL's increasing popularity. But now I fear people are using the term almost like they're checking off something they had to do, and are not seeing PBL as a profound change in instructional practice. It's not an event, it's a methodology.

Best wishes to all for a happy and productive 2018!

Do you have some PBL resolutions for the new year? Please share them in a comment.

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It's that time of year again-time to resolve to get fit, become a better person, do things you haven't done enough of... and how about improve your practice of Project Based Learning? Here are ten resolutions I hope PBL teachers and education leaders can keep in 2018.

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Why Project-Based Learning?

Project-based learning is a teaching approach that engages students in hands-on activities and experiences that help them generate and apply new concepts and skills. Students of all ages can work on in-depth projects over time, growing excited about their learning while gaining an important understanding of how the things they learn in school are relevant to their lives.

Project-based learning is effective, stimulating, and often just as much fun for teachers as for students. In this lesson, Principal Johnson will introduce you to some types of project-based learning activities teachers use in his school.

Social Justice and Community Service Projects

Principal Johnson encourages teachers to engage students in social justice and community service projects that are age appropriate to their classes. Third grade teachers enhance their social studies curriculum about Native Americans by having their students research current issues impacting Native Americans on reservations. The students engage in letter-writing campaigns and make posters educating others in their community about helping impoverished reservations.

Fifth grade teachers at Principal Johnson's school enrich their science curriculum on ecosystems by researching issues that impact their local ecosystem, like pollution and industrial waste. These students design projects such as trash clean-ups and organizing carpools to limit the use of automobiles.

Social justice and community service projects can integrate literacy, social studies, science, math, and interpersonal skills while empowering students to make a difference in the world.

Art and Performance Projects

Principal Johnson also knows that many students learn best when art is incorporated into their daily lives, so he encourages teachers to weave art and performance projects into their units of study. The kindergarteners work over time to write and perform in skits about two- and three-dimensional shapes! Parents love watching their five-year-olds dressing up as pyramids and rectangles, and each year the teachers are impressed by how doing a performance builds community and helps students internalize knowledge.

The fourth graders at Principal Johnson's school do author studies as part of their reading curriculum. The teachers in this grade have designed a complex project in which students construct sculptures that showcase attributes of their assigned author's writing. They display their projects art-gallery style and host an evening to share their creative processes.

Integrating the arts into learning is especially important in schools where art programs are under-resourced, and art lends itself beautifully to project-based learning across the content areas.

Integrative Learning Projects

One exciting aspect of project-based learning is its ability to integrate subject matter from a variety of content areas so that students gain an understanding of how different branches of knowledge work together. Principal Johnson encourages teachers to design integrative learning projects, or projects that bring together concepts and skills from two or more different subjects. Some strategies he advocates for integrative learning include:

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project-based learning activities: types & examples - video & lesson transcript | study.com

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Project-Based Learning Activities: Types & Examples - Video & Lesson Transcript | Study.com

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Project-based learning is a teaching approach that engages students in hands-on activities and experiences that help them generate and apply new concepts and skills. Students of all ages can work on in-depth projects over time, growing excited about their learning while gaining an important understanding of how the things they learn in school are relevant to their lives.

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Project-Based Learning Defined

Let's flash forward to the year 2030, when the students you are teaching in your classroom now are productive members of society holding jobs in many different fields. One student, Adam, has gone on to work for an advertising company. Adam has just been told by his boss that he needs to come up with a marketing campaign for a brand-new product. All Adam is given is the name of the product and some very basic information. It is now Adam's task to research everything about this product, its competitors, and its predecessors and put together a presentation to give to the executives of the company that makes the product.

To others, this task might seem insurmountable. But to Adam, who remembers your class and all of the project-based learning activities he did with you, the work comes very naturally. This is because project-based learning helps students gain the skills needed to succeed in a modern work environment. These skills include critical thinking, collaboration, creativity, and innovation.

Project-based learning can be best defined as a teaching method through which students work to answer a complex question or solve a complex problem. This problem solving includes researching the question, synthesizing the information, working with others, and presenting the work to the class (and you, the teacher). Projects can last as long as they need to and can cover a wide variety of topics and subject areas.

Ideas & Learning

This lesson will provide you with some examples of project-based learning that you can use in your classroom. These examples will serve as general ideas for a project and can (and should!) be modified to fit your students' needs and abilities.

1. Identify and Solve a School-Wide Problem

Several times a year you may hear on the news about an amazing feat achieved by a group of students in some far away school. Would it surprise you to hear that it could be your own class on the news someday? Through project-based learning, it very well could be!

Having students identify and solve a school-wide problem is a great way to implement project-based learning in your classroom. The problems and solutions will be specific to your school. For example, students could identify the need for their school to save money and, through project-based learning, research and identify a solution for that problem.

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project-based learning examples - video & lesson transcript | study.com

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Project-Based Learning Examples - Video & Lesson Transcript | Study.com

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Let's flash forward to the year 2030, when the students you are teaching in your classroom now are productive members of society holding jobs in many different fields. One student, Adam, has gone on to work for an advertising company.

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iEARN-USA - Learning with the world since 1988 Folk Tale Genre Lesson Plan This plan was designed for the Folk Tales/Storytelling: Past and Present Project. A video made by students of the 73rd Annual Dodgeball Games can be viewed...

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Витя Баханов

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Global Youth Service Day 2017, Access Drochia

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Making Changes through Social Theater (Access Moldova 2014)

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"Our Rivers, Our World" Project , Access-Balti, Moldova

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Holiday Card Exchange

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iEARN-USA - Learning with the world since 1988 This project plan was created for the Holiday Card Exchange Project Student goals Research the significant national events in the past year within our country Reflect and...

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One Day in the Life | iEARN Collaboration Centre

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Students share their photographs with caption of daily life and discuss it with partner students. Every minute we live is a life deserves to be remembered and shared with others.

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Teddy Bear Project

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iEARN-USA - Learning with the world since 1988 The iEARN Teddy Bear Project aims to foster tolerance and understanding using email and/or web forums. After teachers register, the facilitator matches them with a partner class. Once paired,...

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iEARN site

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The world of tomorrow or I would say today, it is no more geographical boundaries ... We really need to know each other, to be tolerant of each other, to be understanding each other's practices, and respect the differences. So I see iEARN is going to play a pivotal role in making this happen.

Farah Kamal/ iEARN-Pakistan

It's impressive how my life has changed after meeting iEARN!...I can say that iEARN divided my professional career in two parts: before and after working with online projects in a collaborative and interactive way.

Almerinda Garibaldi/ iEARN-Brasil

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iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.