Let's Hit the Road! Lesson Design for Connected Learning

Design for Connected Learning

Elizabeth H. Eastman

Let’s Hit the Road!

★ Training Site link: bit.ly/intrepidchrome

Under Construction1. Significant Content2. Guiding Questions3. Inquiry4. Critique & Revision5. Public Audience

Reference: http://bie.org/about/what_pbl

First Project?

● 1 curriculum area (integrated with literacy standards)● limited student product types

Cross-Curricular Project! (down the road)

Widen Scope to ...● 2 weeks +● multiple subjects (integrated with literacy standards)● more complex product and technology options● community outreach & presentation to more public audience

Getting Started

Limit Scope to ...

To begin, consider...

Which instructional standard(s) do I want to transform?

● What engaging, relevant, problem or challenge could students attempt

that is related to key concepts and skills?

● How might students be asked to work collaboratively as part of this

study?

Inquiry

...students are able to work without relying on teacher too much, take initiative, stay on task, find resources, learn from each other, and solve problems

+Independence

...students engaged in process of asking questions, investigating answers from range of sources and developing answers to share.

Define the assignment with its intended outcome.

This may sound like you’re working backwards … you are.

Map out the end result before students begin the assignment.

Time frame?➔ Curriculum maps & pacing guides➔ Time allocations for subject areas

Core content knowledge, priority standards?★ 1-3 standards from academic content area

★ Map curriculum to prioritize content for assignments/projects

★ Unpack standards in curriculum guides to design project lessons, products, and assessmentsclosely aligned with standards

Scope

(20) Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to:(A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world;(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(A) compiles important information from multiple sources;

7th Science TX-TEKS

7th ELA TX-TEKS

Essential Question

...focus for project work and captures task students are engaged with in

broad open-ended form.

❏ Broadly encompass a hierarchical structure of guiding questions.

❏ Frame to promote higher level thinking.

❏ Link and anchor concepts together.

Writing an Essential Question...As an umbrella for guiding questions.

Essential Questions❏ Frame unit of study & Connect what is learned to real world

❏ Require critical thinking to answer

❏ Allow students to form original ideas instead of pre-determined answers.

❏ Point students toward key ideas & main concepts

we want them to understand

❏ Asked & re-asked

Weather & Natural Disasters

Ecosystems

Break down Essential Question * Link key ideas & sub-topics to essential question.

★ What caused this?

★ Who is involved?

★ Why did this happen?

★ How does this affect you personally?

★ How does this affect your community?

★ How are relationships formed and made?

★ How does this affect other aspects that are linked to this topic?

Guiding Questions

(20) Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to:(A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world;(B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(A) compiles important information from multiple sources;

7th Science TX-TEKS

7th ELA TX-TEKS

AssessmentEvidence of learning?

a. Product? - students ‘create’b. Performance? - students ‘do’

Alignmentc. assess content knowledge and understanding separate from

other skillsi. web -notes- draft

Rubrics★ Provide criteria to students

★ Creators - Rubistar & PBL Checklists

■ Better option--build with students a set of criteria

■ Show them examples of evidence in student work.

■ Have them apply criteria to examples at different levels of quality

Using Google Forms for Grading Rubrics (Google Guru)

1. Developing habits of digital citizenship & collaboration.

2. Modeling appropriate use of technology tools for learning purposes.

3. Guiding steps in research process, citing sources, and how to avoid plagiarism.

Reality Check...

Revision & Reflection...students have processes for giving/receiving feedback and to think about how and what they are learning. Revision leads to higher quality work.

...students present their work to audiences beyond their classmates and

teacher(s)

Audience

-- > Higher Quality Work!

Fuel for Critique and Revision

Models of digital citizenship and appropriate use of technology tools for learning purposes.

Give the writer a compliment.

* I like how you wrote about...

Make a connection to the writer. Add new information or ideas to what thestudent has shared.

* This reminds me of...

Ask the writer at least one question.

* (I wonder...) (Why...?) (How...?)

Commenting

Guidelines:

Always go back and re-read your comment to edit or revise your writing

❏ Short but complete enough to make sense.❏ Written in your own words.❏ Use phrases instead of complete sentences.❏ Connect to your questions & focus on

important ideas.❏ Useful, meaningful, and easy to read.

NOTES are…

Citing Sources

Roles & Products* Options for product creation* Both individual and team products to show what was learned* Real- world Roles-- > Real-world Products

★ Engineer -- Plan, drawings, or model or design of system or structure with explanation,

★ Scientist -- design for experiment, written/oral report of research findings, informational video, website, slides etc

★ Business Person -- business plan, written report for investors or supervisors