Day 1 Guiding Questions for the week:
What do we remember about PBL from last week?
What is an electronic portfolio?
What does the term "essential skills" mean?
Objectives:
We will articulate our understanding of previous learning--what is PBL?
We will understand the purpose of a portfolio and why we will use them throughout the school year.
We will understand what term "essential skills" means.
1. Warm Up: "What do we remember from last week? Quick Write: What is PBL? Write down three things you remember about PBL." After students have written three items, ask them to share their ideas with a partner. If their partner has a different idea, they should record that idea. If an idea is repeated, they should put a star next to that same item on their list.
2.Convergent vs. Divergent Thinking Activity: Materials Needed: one paper clip per student and 5 scrap pieces of paper or index cards (spare supplies in office by mailboxes)
a. Provide a paper clip and 5 scraps of paper to each student. Tell students: I am providing each of you with one paper clip and five scraps of paper. Please do not do anything with these objects until I direct you to do so.
b. Direct students: "Based on your prior knowledge and experiences, I am going to ask you to do something with the objects in front of you. I am looking for a correct answer, and you will demonstrate your answer non-verbally to me. In a moment, I will ask the question and then you will non-verbally--without talking--your answer. After you have demonstrated your answer, raise your hand; I will let you know if you have the correct answer. Are you ready? Any questions before I ask the question? (clarify/answer questions) Question: Given the objects you have in front of you and all of your life experiences, how might you put these objects together or physically connect them together as a group? Again, how would you correctly put these objects together? Hint: the correct answer may seem obvious:)
c. Hopefully, students will clip the slips of paper together with the paperclip. As students get the "correct answer" and raise their hands, just nod your head "yes" to them if they get it correct. As other students see the correct answer from peers, they will follow suit until all students get the "correct answer."
d. Demonstrate an example in front of the students that shows the correct answer. Ask students, "What skill did you need to get the correct answer?" Allow students a moment to think, either select random students or volunteers to brainstorm the skills needed to get the correct answer. Write the skills down on the board or record them on the screen. (Example skills: have to know how to use a paper clip OR follow directions.)
e. Take a sample set of paper and the paper clip. Spread them out on a table and show kids that you took several items and put them together to get one correct answer. That is an example of "Convergent Thinking."
f. APPLICATION: If Convergent Thinking means taking learning or information and providing one correct answer, what ways do you do that in school? Use one of the scraps of paper and write down ways in which you use "convergent thinking." (math: 2+2=4; capitalize letters at the beginning of sentences; taking tests or quizzes). How does this show your skills? (shows knowledge from classroom instruction and skills teachers want you to gain...)
g. NOW...there is another type of thinking. Take apart your pieces of paper and the paper clip. Use one of the scraps of paper and think about that paperclip. What other purposes might the paperclip serve? Other than clipping pieces of paper together, how might someone use a paper clip? Take one minute and write down as many ideas that you can come up with. (Ornament hangers, earring, scatcher, sculpture, fix eye glasses, etc.) Ask students to share ideas aloud.
h."Did I say that there was one correct answer this time?" Because there was not one correct answer, but rather, multiple ways to answer the question, that is called "Divergent Thinking."
i. APPLICATION: If Divergent Thinking means using a concept or idea (in this case a paperclip) and considering several possibilities or ways to provide an answer, how does a teacher assess your learning if there isn't one correct answer? Does anyone have any ideas? Ask kids to share ideas in small groups or partners for a minute. Ask a couple of volunteers to share out loud.
3. DEMONSTRATING SKILLS IN DIFFERENT WAYS: Convergent Thinking has a definite purpose. Many times in school we use tests, quizzes, or writing to see if students understand and can show their skills. (For example, a teacher provides math problems and a student can write the correct answers to those problems.) That is one way to demonstrate skills. If we are looking for different ways for students to demonstrate their skills with Divergent Thinking, sometimes that is when we ask students to create projects. However, we still need to see that a student can reflect on the skills that they gained.
This is an example of an electronic portfolio from a high school in Sacramento, California. Notice three parts: the content literacy areas are identified, the student reflects on her skills in each content area, and the student provides a sample piece of work to show her skills.
Teachers, show as much or as little of the sample that seems appropriate for your class.
5. BRINGING IT ALL TOGETHER: Go back to the skills we listed for the paperclip activity. Reflect on what skills you gained from that activity on one of the scraps of paper. If you had to provide evidence in a portfolio, what evidence would you provide?
tomorrow: students will look at the electronic portfolio templates for MVMS--teachers will show on their screen in classrooms
Week 2 Lessons
Day 1
Guiding Questions for the week:
What do we remember about PBL from last week?
What is an electronic portfolio?
What does the term "essential skills" mean?
Objectives:
We will articulate our understanding of previous learning--what is PBL?
We will understand the purpose of a portfolio and why we will use them throughout the school year.
We will understand what term "essential skills" means.
1. Warm Up: "What do we remember from last week? Quick Write: What is PBL? Write down three things you remember about PBL." After students have written three items, ask them to share their ideas with a partner. If their partner has a different idea, they should record that idea. If an idea is repeated, they should put a star next to that same item on their list.
2.Convergent vs. Divergent Thinking Activity: Materials Needed: one paper clip per student and 5 scrap pieces of paper or index cards (spare supplies in office by mailboxes)
a. Provide a paper clip and 5 scraps of paper to each student. Tell students: I am providing each of you with one paper clip and five scraps of paper. Please do not do anything with these objects until I direct you to do so.
b. Direct students: "Based on your prior knowledge and experiences, I am going to ask you to do something with the objects in front of you. I am looking for a correct answer, and you will demonstrate your answer non-verbally to me. In a moment, I will ask the question and then you will non-verbally--without talking--your answer. After you have demonstrated your answer, raise your hand; I will let you know if you have the correct answer. Are you ready? Any questions before I ask the question? (clarify/answer questions) Question: Given the objects you have in front of you and all of your life experiences, how might you put these objects together or physically connect them together as a group? Again, how would you correctly put these objects together? Hint: the correct answer may seem obvious:)
c. Hopefully, students will clip the slips of paper together with the paperclip. As students get the "correct answer" and raise their hands, just nod your head "yes" to them if they get it correct. As other students see the correct answer from peers, they will follow suit until all students get the "correct answer."
d. Demonstrate an example in front of the students that shows the correct answer. Ask students, "What skill did you need to get the correct answer?" Allow students a moment to think, either select random students or volunteers to brainstorm the skills needed to get the correct answer. Write the skills down on the board or record them on the screen. (Example skills: have to know how to use a paper clip OR follow directions.)
e. Take a sample set of paper and the paper clip. Spread them out on a table and show kids that you took several items and put them together to get one correct answer. That is an example of "Convergent Thinking."
f. APPLICATION: If Convergent Thinking means taking learning or information and providing one correct answer, what ways do you do that in school? Use one of the scraps of paper and write down ways in which you use "convergent thinking." (math: 2+2=4; capitalize letters at the beginning of sentences; taking tests or quizzes). How does this show your skills? (shows knowledge from classroom instruction and skills teachers want you to gain...)
g. NOW...there is another type of thinking. Take apart your pieces of paper and the paper clip. Use one of the scraps of paper and think about that paperclip. What other purposes might the paperclip serve? Other than clipping pieces of paper together, how might someone use a paper clip? Take one minute and write down as many ideas that you can come up with. (Ornament hangers, earring, scatcher, sculpture, fix eye glasses, etc.) Ask students to share ideas aloud.
h."Did I say that there was one correct answer this time?" Because there was not one correct answer, but rather, multiple ways to answer the question, that is called "Divergent Thinking."
i. APPLICATION: If Divergent Thinking means using a concept or idea (in this case a paperclip) and considering several possibilities or ways to provide an answer, how does a teacher assess your learning if there isn't one correct answer? Does anyone have any ideas? Ask kids to share ideas in small groups or partners for a minute. Ask a couple of volunteers to share out loud.
3. DEMONSTRATING SKILLS IN DIFFERENT WAYS: Convergent Thinking has a definite purpose. Many times in school we use tests, quizzes, or writing to see if students understand and can show their skills. (For example, a teacher provides math problems and a student can write the correct answers to those problems.) That is one way to demonstrate skills. If we are looking for different ways for students to demonstrate their skills with Divergent Thinking, sometimes that is when we ask students to create projects. However, we still need to see that a student can reflect on the skills that they gained.
4. Example of a Portfolio:
Sample electronic portfolio
This is an example of an electronic portfolio from a high school in Sacramento, California. Notice three parts: the content literacy areas are identified, the student reflects on her skills in each content area, and the student provides a sample piece of work to show her skills.
Teachers, show as much or as little of the sample that seems appropriate for your class.
5. BRINGING IT ALL TOGETHER: Go back to the skills we listed for the paperclip activity. Reflect on what skills you gained from that activity on one of the scraps of paper. If you had to provide evidence in a portfolio, what evidence would you provide?
tomorrow: students will look at the electronic portfolio templates for MVMS--teachers will show on their screen in classrooms