Backwards Design - PBL

Here are some of my ideas around Project Based Learning and the Backwards-Design Process:

I use the backwards design template (attached) to provide students with Project Based Learning opportunities within my library program. With the planning process, I consider the learning objectives for each day but also consider the goals students set for themselves during each Project Based Learning opportunity. Many of the projects I create have a component where students are setting daily goals for themselves and reflecting on those goals at the end of the lesson. It allows for students to make choices about their learning, and I find it raises engagement and provides an opportunity for students to advocate for themselves. The Project Based learning opportunities provides meaningful and authentic learning for students because they have a voice and a choice in what they learn, while exit tickets give me the opportunity to reflect on what the students have learned to engage them even more.

Here's a Backwards-Design Unit I used with my 5th graders to design a tiny house: https://goo.gl/2pG3cd

 

 

 I came up with the design from one of John Spencer's Design Challenges:

Exit tickets allow me the opportunity to check in with my students and reflect on how well the lesson went. More often than not, the data I receive from the exit ticket at the end of each lesson informs and drives the learning for the next day. The data collection after each lesson allows me to differentiate the next day’s lesson. I creates screencasts of the rigorous tasks based on the feedback (exit tickets) I received from students. The screencasts are made from the questions students ask or from tasks the students didn’t understand. I host each screencast on my website to allow the students the opportunity to choose which video they need to watch each day. Exit tickets are what start the differentiated instruction process. They inform me of where the students are, what their needs are, and what might be causing them confusion. I use this information to create videos (screencasts) for the next day for them to choose which videos they need to watch to complete the daily objective.

Educational Readings

Welcome back from Thanksgiving Break!!

It was extremely restful, long weekend for me. It's always good to spend time with family and friends.

After gorging myself on Thanksgiving dinner, I came across a timely post from A.J. Juliani (co-author of Launch) about what we feed our brains as educators. I can appreciate his approach to reading and writing as it applies to the goal setting strategies many teachers discuss with our students. He reads "at least 25 words a day" which allows him to finish a book a week. The idea of setting small goals resonates with me. I can easily read 25 words a day, and this practice will hopefully push me to read more than that most days.

Also, he provides several ways to find books to read, blogs to follow, and podcasts to listen to. It's a great list if you're not sure where to start when finding materials to learn more about the profession of teaching.

InnEdCO Call for Presenters

I've had the fortune of attending the InnEdCO (formely TIE) conference a few different times when it was held in Copper Mountain, Colorado. After a hiatus due to the ISTE conference being in Denver last summer, InnEdCO is back in the beautiful Colorado mountain town of Keystone from June 12-15, 2017.

InnEdCO recently released their call for presenters for this innovative conference. You can go to InnEdCO's website to learn more about how to submit an application for review. Applications are due November 28th. I'll be submitting an application with a colleague with the idea of creating a workshop for attendees. Fingers crossed!

3D printer - FlashForge Finder

I recently was lucky enough to have a 3D printer, the FlashForge Finder, through Donor's Choose at the beginning of the school year. Honestly, I didn't have a clue what I was getting myself into with 3D printing. I knew I wanted to give students an opportunity to design, create, and share using a 3D printer because I had seen the amazing objects being shared on Twitter. Also, we had a 5th grade teacher move onto another school this year who had been using a 3D printer for a few years. I felt obligated to carry on the tradition for this year's 5th graders.

FlashForge Finder

Of course, I thought it would easily just plug in and start printing. I was wrong. It was a little difficult getting the printing table aligned and balanced. Make sure to follow the directions completely when leveling it. Also, I had trouble with the PLA plastic not sticking to the printing table after the first couple of prints. I ordered BuildTak adhesive and it took care of the problem.

Here are a few websites/articles to help you get started using any 3D printer. I wish I had read these before I started printing:

• 3D Printing for Beginners (gave me the idea to use BuildTAK)
• 3D Printing Industry's Free Beginner's Guide
• MakerBots' 3D Printing in the Classroom

Here's an example of some of the amazing objects my 5th graders have designed using TinkerCAD:

Nameplates, Lounge Chair/Swimming Pool, 6-sided Die

Innovator's Mindset Week 5 Reflection

After finishing the Innovator's Mindset and watching this week's Youtube discussion, the following
questions caused me to reflect on my own practice and school culture:

1) Do I know and build upon the strengths of those I serve?

Honestly, I could do a much better job of highlighting my students' strengths or interests. I do offer lots of voice and choice in my classroom, but I could do more to push students in the areas where they excel. I'm reminded of a chapter from John Spencer and A.J. Juliani's book, Launch, where they discuss how to have students own their genius and how we, as teachers, should celebrate their geniuses.

2) Are we embracing new (and better) opportunities for learning, and making decisions based on supporting these new realities?

I do this often in my classroom and practice. I create lessons (mainly project-based learning or inquiry-based projects) with the idea that they're going to create something new, share it, and connect with others during the process. Many times the technology (computers) are not the focal point rather it's the learning accelerator, allowing them to share and connect.

3) How do we share openly and regularly to further our own learning and development?

I use this blog to reflect and share with the world about what happens in my classroom and resources I've been using. I would like to do more reflecting on a daily basis. I don't think may of my colleagues, but I think it would be powerful for students and teachers to reflect on their day, every day, using the blogging platform. It would be fun to have a podcast for students and teachers to share their learning as well.

4) Do our professional learning opportunities mirror the learning we want to create for our students?

For the most part, the professional learning opportunities provided by my district have limited choice or voice. I often leave feeling like the PD was a waste of my time. It's getting better as more leaders are realizing the importance of meeting the needs of teachers. I try to give my students voice and choice in what they learn, and when I have to deliver PD, I keep this in mind.

Innovator's Mindset Week 4 Reflection

After reading Part 2 of the Innovator's Mindset and watching the Youtube discussion, the following ideas caused me to reflect on how we use technology in our classrooms to support learners and how that could be applied to staff as well:

1) "Technology should personalize, not standardize."

2) Students should create, share, and connect using technology.

3) Staff should create, share, and connect using technology.

All three ideas reminded me of the SAMR model for using technology. The model stands for the following:

Substitution - just replaces what can be done with pencil and paper
Augmentation - effective tool for common tasks
Modification - using technology to create things that wouldn't be possible without that technology
Redefinition - using technology for new tasks that we're inconceivable before technology -- Innovation

How do we give students opportunities to redefine their own learning using technology? How do give them a chance to create, share, and connect with other learners?

The same questions could be posed for educators. How are we given a chance to create, share and connect?

Innovator's Mindset Week 3 Reflection

After reading Part 2 of the Innovator's Mindset and watching the Youtube discussion, the following passage caused me to reflect on how I structure my classroom and lessons:

8 Things to Look for in Today's Classroom

1) Voice -- Do students have a say in what they're learning? 

     Possibilities: surveying students; making changes to curriculum/content/goals based on student feedback -- How else can we include student voice in our classrooms?

2) Choice -- How do students have a choice in what they learn?

     Possibilities: Genius Hour; Choice Boards; Build challenges -- How are students able to choose what they learn in your classroom?

3) Reflection -- How often do students reflect on their work?

     Students need time to think about their learning. Many times, we give a grade and their learning stops. They need time to think about what went well, what didn't, and what can change.

4) Innovation -- How often to students have time to create something new and better?

      Possibilities: Cardboard Challenges; Passion Projects; STEAM projects

5) Critical Thinkers -- How often do students develop and ask their own questions?

     Possibilities: "I Wonder" days -- students develop questions and research them 

6) Problem Solvers -- How often are students solving/finding real world problems?

    Possibilities: students can find an issue with the school and create a solution -- What are other ways we can empower students?

7) Self-Assessment -- How often do students assess their work?

     Possibilities: students can use a kid-friendly rubric to check their work and to provide feedback to a partner. Students can then make changes based on feedback from the rubric and their peers.

8) Connected Learning -- How often do students connect with experts?

     Possibilities: Virtual Fieldtrips; Connecting with experts via Skype, Google Hangouts, or Social Media

The third meeting for the Innovator's Mindset meets on their Youtube channel.

 When?
Saturday, October 1
5pm MST


Special Guest:
Kaleb Rashad

Here is a little bit more more about Kaleb:

Kaleb is the director of the Gary & Jerri-Ann Jacobs @hightechhigh (OG)!! | We are first and foremost an equity project. | We believe that passion matters in work and life. We think school should be a place where you find out what you’re good at doing, what you love to do, and what the world needs.

My belief in #HumanCenteredDesign is deeply rooted in my dissertation research on relational trust and I believe that #HumanCenteredDesign can be used to AMPLIFY our sense of creativity, innovation and entrepreneurship.

Innovator's Mindset -- Week 2 Reflection

After reading Part 1 of Innovator's Mindset, watching the Hangout, and creating my video reflection,  I'm struck by the question (pg 49):

"Would you want to be a learner in your own classroom?"

I was a student who struggled to enjoy school throughout my childhood. I was often bored and disengaged. It often felt like the content was there but it was up to me to find it interesting, not the teacher's job to make it interesting. It's one of the reasons I became a teacher, but I've often looked out at my tired, disengaged students and thought:

"Would I want to be a learner in this classroom?"

I was making the same mistakes many teachers have made.  We have this curriculum, these standards, and this standardized test, so we have to get through this. That's what I would tell my students. We just have to do this. I was empathetic in a sense. I understood my students' frustration but wasn't really willing to take risks. It seemed scary.

I'm trying to be an educator who thinks of the students first and how to engage them. I've taken risks on inquiry-based projects like Cardboard Challenges, Egg Drop Challenges, K'NEX Challenges, and other STEM problems for elementary students. I've been floored by their excitement.

Because of a fantastic coach last year, we began brainstorming innovative ways to deliver my content. She turned me onto Twitter and Google+ where I saw amazing things teachers were doing with videos they had created. I used Snagit to make my own leveled videos for students to help students complete tasks. They can view as many times as they need to complete tasks and move onto the next level. It was a real breakthrough for me as an educator.

A student approached me last year and wanted to make his own videos. I showed him how using free screen capturing software. Weeks later, he showed me all the videos he had created showing others how to play certain video games. He'd become a teacher!!! I thought, "I should have students teach other students using these video creations."

It's moments like these where I do feel like an innovative educator. I need to work on continuing to reflect on what worked and what doesn't. How can I improve this project to better engage my students? How can I turn a menial task into something profound? I hope I'm getting better at it every year.

Innovator's Mindset Week 2

The first meeting for the Innovator's Mindset meets on their Youtube channel.

 When?
Saturday, Sept 24 (tomorrow morning)
8am MST


Special Guest:
Shawn Clark & Brady Venables

Innovator's Mindset -- Introduction

After reading the introduction to Innovator's Mindset and watching the first Youtube meeting, I'm struck with the idea of creating a culture, within our school community, where educators feel empowered to take risks to foster students' creativity and curiosity. I love the quote:

"Compliance does not foster innovation."

How are we inspiring students to think critically, collaborate with their peers, and develop higher level questions? If we're not tapping into students' natural curiosity and creativity, instead focusing on compliance, students will turn elsewhere to learn. Schools are in danger of becoming the next Blockbuster. They didn't foresee the inevitable and lost out when consumers turned to streaming services. Will our schools become stagnant like Blockbuster, unwilling to change? How do we change the culture of our school community to match the needs of our students?