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PBL Week 2
Day 2
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. Take attendance and then escort students to the auditorium.
2. Mrs. Bush will show a sample MVMS portfolio on the big screen in the auditorium and explain the components of the portfolio. This will be a long term process.
3. Personal Component: If you could add a page to this portfolio that shows who you are, what would you want to add to this portfolio?
4. Go back to class and share different things students would like to share in the portfolio.
Day 3
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. We will use the computer labs for PBL this week. There is a calendar on the door of IT Labs. The netbooks are also in the lab and can be used if needed. (The PBL labs in the 7th grade hallway are not ready yet but will be over time.)
2. Take attendance and then explain the objective of the day. "We will review main three components of the electronic portfolio and have a better understanding of the Iowa Core Curriculum."
3. Escort students to the computer lab. 5th graders will need direct instruction on how to log onto Google Docs. Chiara has their usernames and passwords. This may take sometime for 5th grade. For today, students do not need access to their Google Docs/email; they just need the link to the website.
5th Grade Web site: http://sites.google.com/a/mountvernon.k12.ia.us/mvms-5th-grade-portfolio/
4. Then direct students to conduct a scavenger hunt. Ask students to either take notes digitally or on paper to the following questions:
How many sub pages are there on the home page?
The Iowa Core Curriculum has how many main components?
What are the five literacy strands of 21st Century Skills?
What is civic literacy? (put in your own words)
What is technology literacy? (put in your own words)
What are the five strands of the Iowa Core Literacy Skills?
Name one skill under Earth Science.
Name one skill under Geometry (Math).
What are the five strands of the Iowa Core Social Studies Skills?
Under 21st Century Skills, identify three skills under Health Literacy.
5. Review: "When we discussed the skills you gained on Monday with Convergent vs. Divergent Thinking, where in the Iowa Core Curriculum might those skills be? Look on the web page and identify a skill...there might be more than one. Raise your hand when you believe you have a match."
6. Wait for students' hands to raise. When students provide a skill, ask them to explain how they made the connection. Explain to them that the activity we did on Monday would be an "artifact" and their explanation would be a "reflection" on their learning. Reflection is a KEY COMPONENT of portfolios. Therefore the primary three components to using these portfolios are 1) identifying the key skills being learned 2) providing evidence of the learning 3) reflecting on how the evidence demonstrates the skill.
7. IF TIME...ask students what they are working on in a core content class (use your own if you'd like). Take them back to the home page, click on the content area, and find the potential skill(s) that connect to the current learning in that course. This exercise is meant to get the students (and instructors) comfortable with navigating the web site.
8. Tomorrow, students will be given access to a "shared web site" which will allow them to make it their own.
DAY 4
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. In your classrooms, ask students to write a brief reflection: What have you learned about the purpose of an electronic portfolio? What have you learned about the Iowa Core Curriculum? What are the three main components to our electronic portfolios? (1) identifying skills (2) providing evidence (3) reflecting on the evidence.
2. Identify the objective for the day: We will gain access to the Google Site Portfolio Template and make it our own. Escort students to the computer labs. There will be a set of directions at each computer to help students gain access to the electronic portfolios. They will need access to their Google Docs.
3. After all students have followed the directions and gained access to their electronic portfolios, they can conduct their first reflection. Ask all students to click on 21st Century Skills and review the "Technology Literacy Skills." Which skills, if any, have they attained through the past two days in PBL? What might an artifact be? Ask them to click on "Comments" and write a brief reflection about their evidence of learning.
4. Tomorrow...we will finish up anything that could not be finished today:) Please allow students to navigate around their Web site.
Day 5
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. In your classrooms, ask students to recall where they left off yesterday. Silently, write down what you need help with today. If you do not need help, please write down "no help needed." Once all students have had an opportunity to reflect, go around the room and ask students to share their current state.Try to group them according to their needs (formative assessment). Ask them to sit in those groups in the computer lab--you could even number them.
2. Escort them to the lab and have all students log onto Google Docs. Ask students to get on their electronic portfolio web site.
3. Continue the lab work from yesterday...
4. If students complete the initial work, ask them to create another page that is "personal" to include hobbies, sports, and interests. There will be another direction sheet that will walk them through the process. They can also write comments and reflections on their personal learning experiences.
*note* Google Sites Help Page is great. Kids will figure things out...if you don't have the answers, that is OK. This is part of the process, and kids will figure it out. Encourage them to use Google Sites Help and collaborate with one another. It is a pretty intuitive tool. They can also change the look of their web site, but they do need to keep all of the Iowa Core Components.

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."
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

Week 2 Lessons
Day 1
Guiding Questions:Questions for the week:
What do we remember about PBL from last week?
What is an electronic portfolio?
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.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?

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.
2.2.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.

Week 2 Lessons
Day 1
Guiding Question:Questions:
What do we remember about PBL from last week?
What is aan 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.

Day 1
Guiding Question:
What do we remember about PBL from last week?
What is a portfolio?
What does the term "essential skills" mean?

This Wiki is intended to support MVMS PBL Labs.
Week 2 Lessons
Day 1
Guiding Question:
What is

This Wiki is intended to support MVMS PBL Labs.

*all students will be working on a portfolio through PBL as well
*we are building this class together
these kids:
Video: A Vision of K-12 Students Today
(4 minute video)
http://www.youtube.com/watch?v=_A-ZVCjfWf8A Vision of K-12 Learners
(3 minute video)
http://www.edutopia.org/project-learning-introduction-videoProject Based Learning Example
(9 minute video)
http://www.edutopia.org/project-learning-overview-videoProject Based Learning Example
Bonus Clip:
This is one more video that highlight middle school PBL:
(2 minute video)
http://www.edutopia.org/waldorf-public-school-morse-videoMiddle School PBL
2. Making bullet points."
Demonstrate one bullet point together as a class. After students complete bullet list independently, ask them to share with an elbow partner. Elect a partner to share at least one idea from the pair share. Record the notes publicly as a class.
3. Brainstorming Definitions: Ask students, "Are there some common ideas/themes that have been recorded on our class brainstorm? With your elbow partner, write down three common themes." Use the same process to pair down the themes as a class to three to five big ideas. Once the big ideas have been written on the board or screen, ask students to create a definition with their peer partner on an index card or sheet of paper. "Project Based Learning is ..." Have two sets of pairs share definitions, find commonalities, and see if they can combine their ideas or edit into one definition. Then get two small groups of 4 together (8-12 total in a group), repeat the process. Have those final groups share their definitions out to the whole class.
the teacher.
Ask students to think about the possibilities. "Thinking about our common definition and the videos we watched, what would you hope to gain as a student in a project based learning environment?"
Day 2__
Review the answers with the class. Discuss why the descriptors are labeled as the are...use the explanations in blue as a guide.
2. Venn Diagram Exercise: (Draw a Venn Diagram on the board). "Pick two classes that you had yesterday. Brainstorm everything you can remember about those two classes and record your thoughts in the two circles--label each circle for the classes you chose." (Allow students to brainstorm.) "Can you see any overlap between your classes? Either through the procedures for the classes or even in the content of the classe? Example: both your Science and Language Arts classes might use notebooks to organize their classes OR both your Social Studies and Math classes have at least 20 minutes of homework every night. Use the middle overlapping space on your Venn Diagram to find "common ground" between your classes.
have unfolded.
3.
3. Classroom Discussion: get creative.
4. Learning Targets: It is crucial that we set out clear learning goals for all of our projects but also keep our eyes open to possibilities...we are going to use a video to demonstrate a clear learning target.
(This video is 54 seconds long. It is called "The Awareness Test.")
http://www.youtube.com/watch?v=2pK0BQ9CUHkThe Awareness Test
What was learning target?
As we were focused on that target only in that setting, what did we miss?
same time?
5. Making Connections: It is crucial that we make connections to our lives and between our classes. On a separate sheet of paper, draw 6 mini Venn Diagrams and label them: 1) Math/Science 2) Math/Social Studies 3) Math/Language Arts 4) Language Arts/Social Studies 5) Language Arts/Science 6) Science/Social Studies. Write down what you know about each of those classes as well as what you do well in those content areas on each side of the Venn Diagram. For example, you may write down on a Math/Science Venn Diagram the following: Math: know times table, always have homework, do pretty well with grades; Science: hands-on, record observations, work with numbers, do well with grades. Then, in the middle, write down "the common ground" you see in those classes. For example: work with numbers, do well with grades.The purpose of this exercise is to help kids see some of the natural content connections as well as the "procedural" connections.
Share those brainstorms as a class and record if you have time.