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Middle School-Importance of collaboration at BP

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Middle School-Importance of collaboration at BP

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How do teachers unlearn and find support when teaching PBL 

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How do teachers unlearn and find support when teaching PBL 

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Seeing PBL at Lincoln using a problem statement and questions for an overarching project framed a pretty standard biology lesson on cellular respiration.

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Panels were positive, "Difficult for type A folks to step in to this learning...however, you are rooted in standards and learning"

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Panels were positive, "Difficult for type A folks to step in to this learning...however, you are rooted in standards and learning"

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3 days per week. Two homerooms, one walk to support. Students advocated and got a waiver.

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Flexibility from Teachers. Can advocate for your grade. Students have freedom to advocate for grade if they feel that it may be different

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Flexibility from Teachers. Can advocate for your grade. Students have freedom to advocate for grade if they feel that it may be different

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How to create "Joy"? Student voice and student choice was championed in this model?

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How to create "Joy"? Student voice and student choice was championed in this model?

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How scalable is this? Community size? What would this look like in a school with 1,000 students and classes with 32 students?

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How scalable is this? Community size? What would this look like in a school with 1,000 students and classes with 32 students?

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Carolyn was stoked to see her own kids future school was Lincoln :) The example of the 'bio-hacking' project in Health represented a breath of freshair from other narratives of high school experiences with the rat race for high school.

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How are students needing additional supports with readings? Teacher has set parameters for a project and let students go, but unclear what supports were available for students wading through dense tasks.

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How to create the "buy-in" for students and educators for PBL and Advisory?

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How to create the "buy-in" for students and educators for PBL and Advisory?

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Collaboration for execution--departments or grade levels?

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Collaboration for execution--departments or grade levels?

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Biology class added scaffolds in after students grappled with the task first. Students were pretty okay with grappling with a problem they were not immediately successful with. Was this disposition a product of the PBL culture?

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How to create a new "normal" where student agency is centered?

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How to create a new "normal" where student agency is centered?

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A Question: How do students self advocate and support each other and lift one another?

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A Question: How do students self advocate and support each other and lift one another?

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Balancing PBL and Ambitious Academic Culture?

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Balancing PBL and Ambitious Academic Culture?

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Lincoln stiudents and staff shared some of the tensions created in a grade driven culture and embracing a PBL approach.

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How do students support each other through advisory, as they grow?

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How do students support each other through advisory, as they grow?

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We are building buy-in. How do we create this and foster that type of buy in?

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We are building buy-in. How do we create this and foster that type of buy in?

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Danielson Domain 2 and 3 are entry points to this wondering and next step

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Distributed Leadership in the Building with Building Based ownership of the work

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Distributed Leadership in the Building with Building Based ownership of the work

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Staff at Lincoln really felt this was their thing as a building. They have onboarded and turned over lots of staff (as all schools have) but they have a mindset and focus in hiring and onboarding new colleagues to bring into these beliefs of this is who we are.

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There was a set of questions and practices in hiring staff looking for PBL engagement.

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Build framework for learning to guide educators in launching PBL

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Build framework for learning to guide educators in launching PBL

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What are the co-dependencies of PBL to advisory with Expositions?

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What are the co-dependencies of PBL to advisory with Expositions?

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Multiple Staff articulated at Lincoln doing PBL was a lot of work but rewarding enough to keep doing this.

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Multiple Staff articulated at Lincoln doing PBL was a lot of work but rewarding enough to keep doing this.

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What if we got out of the way and supported Wednesday learning

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What if we got out of the way and supported Wednesday learning

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Really positive culture for learning at the school

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Really positive culture for learning at the school

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Building really owned a positive culture for leading this work.

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Starting in January, ask staff in buildings to come up with an authentic problem

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Starting in January, ask staff in buildings to come up with an authentic problem

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How HS ITCLs can incorporate this work at our sites/how to support our MS ITCLs

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How HS ITCLs can incorporate this work at our sites/how to support our MS ITCLs

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Laser beam focus on educator engagement and buy-in

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Laser beam focus on educator engagement and buy-in

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Provide the PBL structure but let building leaders and teachers authentically engage with PBL on what it'll look like at their school

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I'd like to learn more about this framework because I think it could give great common language for ingredients for meaningful engagement.

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Can we help cut the noise for cert admin on this goal around engagement with PBL as a strategy? Lets support buildings in developing this culture.

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I really appreciated how excited some students were about PBL. This was obvious in the student panel.

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What outside organizations and groups can we bring and to whom to support this work to lighten the lift?

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What outside organizations and groups can we bring and to whom to support this work to lighten the lift?

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Still need to learn about complex instruction, which I'm told will help in a PBL world.

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I want to hear from other schools/districts how they established a PBL culture - how they introduced it, rolled it out, etc. Was it grassroots? District led?

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I want to hear from other schools/districts how they established a PBL culture - how they introduced it, rolled it out, etc. Was it grassroots? District led?

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How do we convince teachers that their jobs have changed - we no longer just deliver curriculum. Now, we have to both bring the curriculum to the student AND ALSO bring the student to the curriculum. We need to take on the job of finding out about our students such that we can engage them.

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How do you support new teachers to Big Picture?

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How do you support new teachers to Big Picture?

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Is there a mentoring program?

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Create a sense of exploration rather than pressure among teachers--it takes awhile to figure out what is productive messiness in classrooms and what is just a mess. :)

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Create a sense of exploration rather than pressure among teachers--it takes awhile to figure out what is productive messiness in classrooms and what is just a mess. :)

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This aligns to the PD Arc I outlined for this year, but I feel pulled so many ways and somewhat alone in this work. All my energy and time should be spent cultivating this culture we want, but it is much harder to create a culture shift alone, vs a district-wide shift and support around this work. I do not see it as top down or controlling, but the opposite - a support and comradery as we take this on.

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This aligns to the PD Arc I outlined for this year, but I feel pulled so many ways and somewhat alone in this work. All my energy and time should be spent cultivating this culture we want, but it is much harder to create a culture shift alone, vs a district-wide shift and support around this work. I do not see it as top down or controlling, but the opposite - a support and comradery as we take this on.

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Where are principals with this work? Dr. Aramaki? The board? BEA?

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Where are principals with this work? Dr. Aramaki? The board? BEA?

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Is this something we should be rolling out to the whole staff? Will this be a focus in August?

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How can I learn more from IB schools who are already using this model?

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Ways to build student leadership, collaboration, and ownership for learning

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Ways to build student leadership, collaboration, and ownership for learning