Welcome to #PBLchat. So happy to be moderating tonight and chatting about the “messy middle” of projects! My name is @MrsDeYoung2. Jump in and introduce yourself!
Welcome to #PBLchat. So happy to be moderating tonight and chatting about the “messy middle” of projects! My name is @MrsDeYoung2. Jump in and introduce yourself!
Welcome to #PBLchat. So happy to be moderating tonight and chatting about the “messy middle” of projects! My name is @MrsDeYoung2. Jump in and introduce yourself!
As a facilitator, I think it becomes "messy" in the middle when you have many different students and/or student groups working at different paces, or on different parts of the project all in one classroom. #pblchat
A1: Having Ss in so many different places in their learning, providing the appropriate scaffolds for the students during that time, making sure their inquiry is focused on their end game, time, materials, difficulties in collaboration and communcation... #3rdgrade#PBLchat
A1: the MM requires a lot of flexibility & focus, paying attention to the needs of struggling and exceeding scholars, recognizing when workshops are needed & how to add extra scaffolding to meet a benchmark expectation #PBLchat
For some MS Ss facilitating tips on digging a little deeper for content & others need support with thinking out of the box/creativity. @newtechnetwork rubrics & @BIEpbl resources have been very helpful! #pblchat.
As a facilitator, I think it becomes "messy" in the middle when you have many different students and/or student groups working at different paces, or on different parts of the project all in one classroom. You want to provide enough guidance and support for each student. #pblchat
A1: Having Ss in so many different places in their learning, providing the appropriate scaffolds for the students during that time, making sure their inquiry is focused on their end game, time, materials, difficulties in collaboration and communcation... #3rdgrade#PBLchat
A1:I find that towards the middle of a project, its difficult to keep it to a manageable size. It tends to take on a mind of it's own. It becomes difficult to downsize ideas. #PBLchat
Those certainly help, but even with good rubrics in place, some students have a hard time getting outside the box and want to be "told" what to do. #PBLchat
For some MS Ss facilitating tips on digging a little deeper for content & others need support with thinking out of the box/creativity. @newtechnetwork rubrics & @BIEpbl resources have been very helpful! #pblchat.
Q2: How do you support effective student collaboration through the middle of a project, such as helping groups manage messy conflicts that come up? #PBLchat
A2) I used to cycle through who was the group leader in various phases of the project and tell students only group leads could ask me questions and I would only talk to group leads about work ethic & collaboration issues. #pblchat
A2: Modeling is the most powerful tool educators have! Model how great conversations can come from different ideas or difference in opinions. #lifeskills#PBLChat
Q2: How do you support effective student collaboration through the middle of a project, such as helping groups manage messy conflicts that come up? #PBLchat
A2: Having a structured format that students use in order to be reflective of their individual collaborative skills so that they can function in a group setting. @newtechnetwork has a fabulous collaboration rubric that not only focuses on group skills, but individual too #PBLchat
A2: group contracts made by scholars with a written process for conflict is important. It helps when scholars agree to a plan of action before conflict arises.
My dream for @ManorISD is an SEL lesson plan series to begin the year to provide scholar skills/support. #PBLChat
Q2: I personally love using Cooperative Learning strategies to support positive and effective student collaboration to maximize student learning and be proactive before messy conflicts occur, or help students solve conflicts on their own. #PBLchat
Totally agree! I offer them lots of other types of rubrics as well to be used as guides in developing their own team rubric at least once. Try not to overwhelm. I'm more interested in having them explore & create #PBLchat
Q2: I personally love using Cooperative Learning strategies to support positive and effective student collaboration to maximize student learning and it can help teachers be proactive before messy conflicts occur, or assist students solve conflicts on their own. #PBLchat
Helping to shape, control and balance uncertainty for kids is key to helping them build confidence and develop coping skills. The way we ran it in my classes also taught them about chain of command and professional documentation through contracts.
#PBLChat
My students have been resistant, so trying to puzzle out why. Think I should have done more "practice runs" at beginning of year. Recently ran another workshop. #PBLchat
Sometimes getting poor and dishonest feedback is helpful for leading to teachable moments for showing kids how to manage difficult conversations.
#PBLChat
In reply to
@PhilippJoey, @stafford_shayla, @newtechnetwork
Same here! I help them with "I" statements and having a voice esp if someone is telling everyone what to do. They've got to learn how to compromise #pblchat
Think of purposeful S-Collab lessons as preventative measures to keep groups healthy. Some ideas include:
-3 min group goal planning at start of day
-weekly group reflection on communication, effort, progress, challenges
-class or group activities to build relationships
#PBLChat
In our 4th grade team, we talk about Feedback Perception: “The goal of feedback is to help peers reach success. If they don’t take it well, reflect on your daily attitude toward them. If they feel attacked daily, your feedback will feel the same. Respect breeds success!” #PBLChat
In reply to
@funkdaddytweet, @PhilippJoey, @stafford_shayla, @newtechnetwork
A3: As a school leader I have seen teacher teams intentionally plan for different products to be produced throughout a project that allow all learners to access the need to knows! #PBLchat
A3: We try to find labs and activities that cover multiple concepts so that way if there are a variety of similar need to knows we can address them at once #PBLchat
A3: Start by anticipating what NTKs your students may have and LOOSELY plan from there. If planned well and with the end in mind, your entry event and entry doc will produce the NTKs for your pre-planned lessons and workshops. #PBLchat
A3: Good project design will predict NTKs so you can have some workshops ready. Divide up those NTKs into hard content, context, & acquired skills. Tackle each in 30 min sprints w/small groups of Ss.
Not all Ss need to be doing same thing at same time. #pblchat
A3: Collaboration with my team and ESOL teachers! Workshops to identify their scaffolding needs. Shared writing with varied levels of support. Frequent revisiting of Ks & NTKs! Group check ins, coteaching, meaningful groupwork roles #PBLchathttps://t.co/JSQFDMzwy6
A3) For my classroom, face to face meetings with groups was key. It was very time-consuming, but necessary to know what help was really needed and gave context to what I saw in assessments. #PBLchat
Q1 A project can become messy when students start to take it in a direction you did not prepare for or anticipate. I saw embrace the messy and go with the flow! #pblchat@StephDeLuca16
A3: Collaboration with my team and ESOL teachers! Workshops to identify their scaffolding needs. Shared writing with varied levels of support. Frequent revisiting of Ks & NTKs! Group check ins, coteaching, meaningful groupwork roles #PBLchat
A2 I like to start PBL with a group contract where all members sign off saying the agree to the terms. When it gets messy, take out your contract and show them what they agreed to. Sometimes too many strong leaders can be in the same group or the opposite, too few #pblchat
In our 4th grade team, we talk about Feedback Perception: “The goal of feedback is to help peers reach success. If they don’t take it well, reflect on your daily attitude toward them. If they feel attacked daily, your feedback will feel the same. Respect breeds success!” #PBLChat
In reply to
@funkdaddytweet, @PhilippJoey, @stafford_shayla, @newtechnetwork
A2. Stopping any negative energy and vibes in the group at the early stages before allowing it to produce devastating results. My grandparents used to call it, "Nippin it in the bud."
Nip it and redirect it before that momentum gets loose.
#pblchat
A3 Ss are choosing resources, tools, creative/interactive products, note taking methods as a team & as individuals! Choice allows for this differentiation to happen naturally & I'm there to offer supports. I encourage them to try out new tools ie sketchnotes @GetKahoot#PBLchat
A3: plan ahead! For every scaffold or benchmark, have a workshop & extension ready
Ex: benchmark is “turning data into bar graph”
WS: how to read a bar graph, how to compare numbers
Extension: nearpod on creation of bar graph for google slide presentation #PBLChat
A3: Can I say this?...
If Ss aren't gonna use it in order to show their new learning & acquired skills - take a deep long look in the mirror & ask yourself:
Should we really be spending time on this? #pblchat
A2 I like to start PBL with a group contract where all members sign off saying the agree to the terms. When it gets messy, take out your contract and show them what they agreed to. Sometimes too many strong leaders can be in the same group or the opposite, too few #pblchat
A3. First, you've got to have those genuine connections with your students. Myy favorite quote is "If you observe students, they will teach you how to teach them." Once you know who they are and how they best learn, differentiation becomes (a little) easier.
#PBLchat
Love the use of Google docs here. A great way to keep track of everything, collaborate, and allow for the teacher to be a part of the work, too! Thanks for sharing. #pblchat
Q3: YouTube Workshops have been a good option. These workshops allow learners to get what then need when they need it with a modicum of structure and accountability. #pblchat
Learning all things Google this year during PD days! Super resources for collaboration! The kids are already there with Google! I'm getting there! #PBLchat
By grouping the NTKs and having dedicated work time already in my plan. I then fill in those slots with the workshops and adjust as needed. I agree with everyone we definitely anticipate where the NTKs will occur! #pblchat#pblinpractice
Q4) I am struggling with this in project design right now. One plan has lots of benchmarks that take students through it all. The other has few that allow for exploration. Both have pros and cons #PBLchat
A4: scholars know they may use their work to help them reach benchmark goals. This provides motivation for them to work hard during scaffolding as it serves as their notes for benchmark assessments. #PBLChat
The middle of the project doesnt have to be messy (a myth) it’s about deep learning- workshops on conceptual understanding, relationships, connections. The middle is about why, the end where, when, and who...the beginning what and how #pblchat
A4: When you've covered something content heavy, there comes a point where you gotta know if they know it. This doesn't always have to be a "test" A tool like @edpuzzle is super useful for formative assessment.
#pblchat
A4 By using an exit ticket type formative assessment at the end of class, students can show what they know about a particular standard. This can help structure small groups and identify areas where help is needed. #pblchat
A4: Benchmarks & Formatives allow for some form of criteria & constraints for groups, it gives them a road map, & gives me a chance to see what scaffolds & pacing guides are still needed! They also provide more students accountability & uphold our project's authenticity. #pblchat
A4: We also just started “knows” quizzes where kids are actually quizzed on their NTK once moved to know. They get to retake the quizzes as many times as needed. Definitely helped make sure kids really know NTK #PBLchat
Here’s my old playbook in flowchart form. I had a feedback loop between scaffolding and assessment for my messy middle.
https://t.co/8yGMzFHF6w#pblchat
Groups/teams should happen after the middle. Students should have surface and deep knowledge and are ready to express an opinion and apply before being in groups- otherwise “diverse and conquer” and you need contracts. We want debate, conflict, resolution #PBLchat
A4: Benchmarks may include quizzes, short answer assignments, etc. but above all referring the students back to the rubrics and asking them to reflect on how their work aligns. #PBLchat
A4: Assessment data can PREVENT the #messymiddle by using the data to inform benchmark success. Assessments is where the IFs lie and benchmarks is where the CANs happen! Take care of the IFs in scaffolds to support your benchmark CANs. #PBLchat
Groups/teams should happen after the middle. Students should have surface and deep knowledge and are ready to express an opinion and apply before being in groups- otherwise “divide and conquer” and you need contracts. We want debate, conflict, resolution #PBLchat
1) create academic rubric for project
2) plan benchmarks to assess each goal on rubric
3) sketch out scaffolding required to help scholars succeed on benchmarks.
*I generally have 3-4 scaffolding steps for each benchmark & 4-5 benchmarks per project.
#PBLChat
Depends on the project, sometimes we let groups move on as needed and other times we have groups who are ready teach/help the groups who aren’t ready #pblchat
A4: I have seen teachers use it to keep their learners from falling behind. Can't advance until you finish the first benchmark etc. That way you can make sure students have an authentic product that will demonstrate their knowledge. #PBLchat
Folks - how inspiring are the young people demanding change in Parkland? It takes the hopes and dreams of young people to make change. #pblchat
That's why I dig this type of T&L. With purpose, young people can do anything.
It's our job to instill & inspire that purpose.
Read Ochoa and Meta Robinson on the benefits of teams in PBL (not much- spoiler...and this is with adults). Teams for transfer (yes) not teams for everything #pblchat
Groups/teams should happen after the middle. Students should have surface and deep knowledge and are ready to express an opinion and apply before being in groups- otherwise “divide and conquer” and you need contracts. We want debate, conflict, resolution #PBLchat
Q4: FA can be used to help guide and direct students in the learning that occurs at all stages of projects! Data from FA can help create new NTK workshops in the #messymiddle or help further scaffold the project for students struggling! #pblchat
Groups/teams should happen after the middle. Students should have surface and deep knowledge and are ready to express an opinion and apply before being in groups- otherwise “divide and conquer” and you need contracts. We want debate, conflict, resolution #PBLchat
A4. Formative assessments are necessary indeed. #INDEED!!!!!
That's where I messed up the first time I tried PBL. Not one assessment for a 4 week project. We got to the end and every single project looked like (insert gif)! #PBLchat
The “main course vs dessert” PBL argument in your book was the first of my sacred cows to be slaughtered in your book. It gave me food for thought.
#MultiplePunsIntended#PBLChat
Quick #plug.
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#PBLchat
