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A host of amazing feedback protocols to use with students here:

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Ideally, over time, student work should get critiqued by diverse groups. Certainly, peer critique is powerful for many reasons. Not only do we get universal critique or all student work, but participants are reflecting on their own work while also providing critique. But it's also to expand to other critique personnel such as teaching partners, administrators/site leaders, community members, professionals and experts. One often forgotten group to be invited to critique student work is that of our classified and support personnel. If and when possible, it would be great to include them. It will endear them deeper to students and their work, while also connecting them more to the larger school community and vision.

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How can we achieve "beautiful work", high rigor and authenticity ate the same time?

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How can we achieve "beautiful work", high rigor and authenticity ate the same time?

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Ron B. Austin's Butterfly https://www.youtube.com/watch?v=fhYQ8aFh4Lc

Rigor: What Rigor is Not https://drive.google.com/file/d/0BzgIcq-iDgx3MXQ0ZDE5TGM1cVU/view?usp=sharing

Characteristics of Rigorous Classroom https://drive.google.com/file/d/0BzgIcq-iDgx3UERpUXVPdGxiRFk/view?usp=sharing
The CRAAP test https://drive.google.com/file/d/0BzgIcq-iDgx3TzZHNGFOYy1PcHM/view?usp=sharing

Models of Excellence https://modelsofexcellence.eleducation.org/resources/models-excellence-ron-berger-explores-what-standards-really-look

Ron B. On high quality work https://www.youtube.com/watch?v=pPZqcFfLULE

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I like to begin with a thinking routine to peek their interest and get them hooked and collaborating immediately.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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These can be lists that students can choose from in terms of a project's focus, public products or other. Choice is powerful, but many students benefit from seeing a list of options. I also recommend a path to go off the menu whereby students can 'pitch' an idea to their teacher/facilitator.

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Times when I’ve been able to get the most high quality work from students is when I’ve had a great rubric, taught to the rubric, and reflected on the rubric regularly.

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Great resource for more project ideas sub-divided by grade level and subject! 

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Great resource for more project ideas sub-divided by grade level and subject! 

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THE HOLOCAUST: A Human Tapestry of Voices in History is inspired by and follows the pedagogical philosophy of Yad Vashem World Holocaust Remembrance Centre in Jerusalem, Israel, and is a product of my experiences during the Gandel Holocaust Studies Program for Australian Educators at Yad Vashem,

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Here is a great resource for finding project ideas! They are organized by grade/subject.

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Here is a great resource for finding project ideas! They are organized by grade/subject.

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Discover the power of project-based learning at High Tech High with these examples of student work. It's our record of what we've done and how to get there.

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Please add a strategy, tip, tool or resource below that helps foster collaboration for learners. 

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Please add a strategy, tip, tool or resource below that helps foster collaboration for learners. 

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Before kick starting any PBL, students must "practice" these norms of collaboration. Skills and approaches to learning that would benefit students through school, future jobs, etc.

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"Elected" team leads as "business manager"
Modeling for interest-based teaming
Kids voting: Voice and choice
Single pt rubrics

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Healthy Chatter
Need to Knows Together
gathering Student Questions
Student interests as the “launch”/ onramp
Breaking down the steps into "bite-size pieces"
Brainstorming to lead to topics based on questions
Modeling and using categories
Interactive “white board”
Formative assessment in a group
Breaking down the steps and including their ideas for buy in-
Inquiry is the focus! Everyone learning together.
Visible brainstorming
Modeling and using categories
larger project broken in to small groups
expert guests
Connect students with resources and industry experts.
Organically developing.
Facts and stories (reasons for writing: inform and entertain)
Lots of different points of entry: stories, facts, questions, art, music, etc.
https://podcasts.apple.com/us/podcast/bonus-the-rainbow-builders-rocketship-podcast/id1516561465?i=1000505934317
reflection and revisions in reflective small groups
chunk projects in weekly milestones

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Personal Finance (Careers & Financial Lit) CTE 

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Personal Finance (Careers & Financial Lit) CTE 

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How to create a project that will encompass these standards: Personal assessments, budgeting, savings, personal finance, debt, investing/retirement, money/relationship, and all employment docs.  There are additional units when we return to fulltime that will need to be incorporated as well.

This is not just an idea this is a need in our school to fulfill a grad requirement.  So any help would be appreciated in strategies to use.

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Conservation: We'd like to create a project where students investigate where our water comes from, and the environmental impact of water usage in L.A.  Students will create a conservation project to share with the school and wider community. 

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Conservation: We'd like to create a project where students investigate where our water comes from, and the environmental impact of water usage in L.A.  Students will create a conservation project to share with the school and wider community. 

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Hiking (P.E.) project where students develop a map of local trails with ratings that can be distributed to local community hiking clubs. 

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Hiking (P.E.) project where students develop a map of local trails with ratings that can be distributed to local community hiking clubs. 

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Essential Question:

How do we use the hiking community to encourage leisure and lifetime physical activities.

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We would like to create a project where students need to design a roller coaster that is both safe and thrilling.  The final product would be for a local entrepreneur here in Richland.     

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We would like to create a project where students need to design a roller coaster that is both safe and thrilling.  The final product would be for a local entrepreneur here in Richland.     

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Spring Maker Fair featuring student choice passion/20% projects tied to individual design certifications and/or equipment that will be presented to local businesses that partner with school. Students will each have their own projects/products to feature in a booth that they will set up. Students will pitch their products/business to community businesses. Presentation booths will be like a mix between Shark Tank & an artisan craft fair. Each person’s booth(display, marketing, signage, etc) must be totally made with Makerspace tools, scraps, donated materials, etc. Skills/Related Content: Art, Business Finance, Marketing, ELAR(research/rhetoric), Manufacturing, Design Choice(Graphic Design, CAD, VCarve), Machine Engineering
How did I come up with this idea?
1. I personally watch Shark Tank & attend craft festivals to support local artisans.
2. After holding sessions like “how to make your own laser jewelry,” sewing, CAD design, woodshop in the Makerspace, I notice students learning new skills & newly discovering passions they didn’t even know existed or they had, & I want to empower those passions & give them a chance to show the community.
3. My Makerspace is in the CTE part of the building & I’d like to get local companies to connect w/our school but by also giving students opportunities to connect w/them to network for their future.

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A local farmer has barn owl boxes around his fields to keep the mice out of his crops. Over time they've fallen apart and the owls are leaving. It would be fun to learn more about how to create a habitat for an owl, build the boxes, and see them return. Maybe even set up some webcams for ongoing observations.

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A local farmer has barn owl boxes around his fields to keep the mice out of his crops. Over time they've fallen apart and the owls are leaving. It would be fun to learn more about how to create a habitat for an owl, build the boxes, and see them return. Maybe even set up some webcams for ongoing observations.

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-Trevor

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This has always been dream of mine - I had a vision about four years ago - the vision was huge and could really be an entire school not just one project - what I am looking for here is how do I make that a reality in one of my classes - because I would love to partner with local farmers and ranchers to show the process - wondering if a project on food equity would be an idea for a smaller project that would fit in the area.

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idea here is to partner with world relief Tri-Cities (where we live) - our students would learn other cultures and traditions through interviews with those that have immigrated to our area. Our students in the end would tell the stories of the immigrants they partnered at our local community center.

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we want to connect with NGO's in our area - build partnerships with them in a way that we are working with them to contribute to projects they are working on. The idea is to eventually have the NGOs present a variety of problems/projects they are working on that our students then students choose an interest and make connections to contribute to the NGO product.

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Looking at UNSDGs, invite guest speakers to inspire and help students make connections. Use an action plan to help students think of possible solutions and/or methods to support the SDG.

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We are hosting one for ASU Prep teachers on Thursday.

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We did a really fun PBL PD where we ran teachers through their own mini PBL. We focused on rethinking home design during COVID. The audience was mostly those just starting PBL.

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The PBL Works website has a number of "Gold Standard" projects that are free. Lots of support for learners and teachers, too!

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our expanding library of project ideas that are standards-aligned, and cover a range of grade levels and subject areas.

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Please add project ideas below. Think about project ideas that empower learners, connect passion, purpose, and people.

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Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.

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Students look at broken laws and re-write them to be more just. Share in a podcast.

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We are also available on:

Broken Laws Project Information Sheet.pdf

Would you like to know more about our project and the proposed legislation from our learners?

Please visit the pages to read their argumentative essays, fill out a short feedback survey on their podcasts, and sign petitions showing your support if you agree with any of the proposed legislation from the podcasts.

Our learners were interviewed about their project, you can read it .

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We are also available on: Spotify, PocketCasts, Breaker, & RadioPublic

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Starting a school garden

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Collaboration anyone? Any grade works! In search of a visible science/sound connection to co-share at this year's COSI Big Science Festival (Westerville Science Festival https://cosiscifest.org/) in May virtually. Reach out if interested: lindaamici1@gmail.com

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Collaboration anyone? Any grade works! In search of a visible science/sound connection to co-share at this year's COSI Big Science Festival (Westerville Science Festival https://cosiscifest.org/) in May virtually. Reach out if interested: lindaamici1@gmail.com

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Ohio's largest annual science event, the 2021 COSI Science Festival, is coming May 5 - 8, 2021. The third annual COSI Science Festival will include dozens of unique online events showcasing incredible science being done in Ohio and proving again that science truly is everywhere and for everyone.

Join us in our effort to develop high-impact programs that elevate science literacy in our community and beyond.

The COSI Science Festival relies on businesses, organizations, museums, cultural and educational institutions, scientists, engineers, designers, and technologists to contribute content to programs, host events, and create STEM projects during the COSI Science Festival.
Host An Event
Interested in being a Big Science Celebration Exhibitor?

As an exhibitor, you can help the public understand what your organization does for our community and beyond as well as help address workforce challenges by bridging the STEM skills gap and allowing our community's children to see themselves in scientists and scientists in themselves.
Fill Out an Application
Your Support Matters

We invite you to join us as we bring science learning to all and raise awareness of the pivotal role STEM plays in our daily lives.
Become a Sponsor

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Ohio's largest annual science event, the 2021 COSI Science Festival, is coming May 5 - 8, 2021. The third annual COSI Science Festival will include dozens of unique online events showcasing incredible science being done in Ohio and proving again that science truly is everywhere and for everyone.

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Listen to students and honor their ideas.

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Listen to students and honor their ideas.

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Break project into chunks or milestones 

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Break project into chunks or milestones 

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This helps to see where you need to go and makes the project more manageable.

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Project pitch coming from the kids (Great idea from Denise!) Roller- coasters, podcasts, game design, etc.

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It's great to take an old lesson and flip it with just a quick question to refocus and drive passion.

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Starting with community needs creates relevance, need, mentoring opportunities, work-based learning opportunities, ongoing relationships and partnerships

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Starting with community needs creates relevance, need, mentoring opportunities, work-based learning opportunities, ongoing relationships and partnerships

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Scientifically supported solutions to problems identified in the community that can be easily replicated in other communities and offer opportunities for creating relationships.

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Survey for those that lived and worked in this area. The responses drove the needs in this community (students and those living there)

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Survey for those that lived and worked in this area. The responses drove the needs in this community (students and those living there)

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Building community partnerships; Connection to experts; broaden the horizon

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Building community partnerships; Connection to experts; broaden the horizon

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Engagement through fixing a real problem in the community

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Engagement through fixing a real problem in the community

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Authentic issues that connect to our communities. Real projects that make a difference.

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Authentic issues that connect to our communities. Real projects that make a difference.

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Targets in our community

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Genius Hour Passion Project with students developing their own projects.

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Building relationships by learning about students, such as their likes or interests.

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Building relationships by learning about students, such as their likes or interests.

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Students share their passions and develop projects around them.

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Students pitch their own ideas for projects (roller coasters, game design, etc.) and build driving questions and integration of standards/curriculum around them.

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“Students are the tests that I must pass.” I like that.