#connectedTL Archive
The hub for educational-coaches, TOSAs, administrators, department heads & all Teacher Leaders! | Join #connectedTL Tues 7:00 pm PST.
Tuesday March 22, 2016
10:00 PM EDT
-
-
-
-
Hi chat. This is Ryan O'D. Still recovering from & reflecting on
-
Hey Tribe! I’m ready to talk … even if it is spring break!
-
-
Hey tribe! I’m excited to talk some PBL with this team tonight!
-
Same here, it's all seeping in slowly.
-
That may be why the reflection piece is slow for me after
-
-
Greetings, ! Katherine Goyette, Curriculum Support Provider from Sanger, CA.
-
-
Oh no, Ryan, it's going to be a giffy night (:
-
-
That's just so sad, so you're awesome all year now
-
Kim, Science/STEM teacher from Fresno. Spring Break with 3 kids under 4 at home is not so much a "Break"
-
-
Mark Loundy Instructional technology specialist and K-5 maker space chief in Silicon Valley
-
-
ahh nice...it's non stop I am sure
-
-
I can see and hear your laugh right now. Love it! award goes to Jeremiah!
-
-
-
has a gif of me laughing right now (:
-
-
Well if it isn’t Mr. Loundy.
-
-
We'll get that much better, thanks for sharing the love
-
Busy day today, Amanda!!! Go you!
-
LOL, sounds about right (:
-
-
HELLLO MY FRIEND! I missed some GIFs.
-
OMG i want that. It’s seriously 1 of my “happy places”
-
-
A1) This def of PBL is tough. Is it Project or Problem?
-
-
Hey Amanda! You’re no longer a digital friend. I like, know you, and stuff.
-
-
-
A1 It's a clever pathway, constructed by educators and strewn with landmines of learning.
-
Great question! I’ve seen it described both ways, changing also with what subject you’re talking about.
-
A1: PBL - Where students get the content you would have taught them, but through the process of inquiry.
-
"landmines of learning"? can you go into this more Mark?
-
A1: anything the involves Ss thinking for themselves, coming up with varied solutions and then presenting those in some way
-
-
landmines of learning! I love that!
-
Cutest GIF of the night right there, Ari.
-
-
-
-
-
And the line is drawn... Way to complicate it, Ry
-
I think I like "PROJECT" Its more about teachers giving choice in going deeper in subjects
-
A1: Project/Problem is student centered gaining knowledge through their learning process.
-
Example: Ss have to cut an accurate rectangle to make a part fit. BOOM! They learn right angles.
-
I agree with that. I also love project with the focus on student voice and choice.
-
-
I agree to a point in that I don't know if PrBL is best for short term learning, and PBL is more long term
-
I love that!! A little of this and a little of that
-
-
-
Lololol!! GIF of the night!
-
see i'm into problem, it makes it more real world. We've been doing projects for a while
-
I love that gives us a chance to translate an intersection of sets from digital to irl and back
-
“Landmines of learning.” Probably the most aggressive EDUanalogy I’ve heard yet. Lol
-
I think PBL is overarching and pedagogical — PrBL occurs in a snapshot. So PrBL is a version of PBL
-
never thought of it that way.
-
I agree about bringing it into real world application. Great point!
-
I think what people forget about PBL is that the project isn't the goal - it's about the thinking!
-
A1: Taught PLTW for 4 years. In that world, PBL was learning by doing w/an authentic component, ideally.
-
I think was hinting at it a sec ago too. That's where I'm at right now...thoughts?
-
The process versus the product.
-
Good point. I guess my 5th project on Rutherford B. Hayes was PBL back in 1983
-
-
All PrBL is PBL but not all PBL is PrBL… i think…
-
Could I ask a little more here, love to hear your thinking
-
Cate verbalized my thoughts exactly https://t.co/tv4J800uyJ
-
-
I think PBL is overarching and pedagogical — PrBL occurs in a snapshot. So PrBL is a version of PBL
-
Q2: What's your experience with PBL? Who’s got chops? Who’s crashed and burned? Who’s just curious? https://t.co/EkBSqIGNnj
-
-
-
-
Interesting! This is very mathematical (:
-
-
this is too hard in 140 characters!
-
we have a PBL Charter in my district and I keep seeing them promote the product - not the mindset - drives me crazy!
-
I know!!! Do a P1, P2, P3
-
-
A2: done a couple, semi successful, planning a 6-8th grade multi year one right now. Giant PBL filled with PrBL along the way
-
I do that on the regular. No biggie.
-
Purposefully designed PBL Ss engage in their own adventure…the process of getting there is key!
-
Need some PBL ideas for first grade please! Next year will be so much fun with these littles! https://t.co/GIkNE6J7VU
-
-
One my big frustrations of this whole Twitter chat world we live in +
-
A2: We are an IB MYP Year 1-5 & DP School and we have PLTW. It is all about PBL! Takes time to develop for sure!
-
Specifically explanation, it's one directional so PrBL is subset of PBL, but PBL contains add elements
-
There’s a difference between doing a project (think posters) and PBL
-
Another totally late Tom here. Lurking. thought PBL was a sandwich.
-
-
-
No doubt, you're the DUDE (:
-
a1: BUSD does the Buck Model for PBL, 8 characteristics, Gold standard.
-
Personally, I get tired of all the buzz words... Hard to keep track. Learning by doing?
-
A2: Failing forward is key with PBL! Proud to say I model this for educators & students on a daily basis. Risk-taking = reward!
-
Avoid the “dessert” projects!
-
Tom is here! Welcome. are you recovered from CUE?
-
HI TOM! I have missed running into you 6 times a day!
-
I like that thought, what structures do you build into the process?
-
Popping in for my first Twitterchat. I'm here mostly to learn. Love PBL
-
-
I like understanding the architecture. It helps me organize the efforts in my mind
-
-
-
Yes, but if we define them correctly, and not as buzz words, then I wonder what might be
-
Failure + reflection = amazing PBL exploration.
-
Example: Produce video announcements. BOOM! Collaboration. BOOM! Storytelling. BOOM! Project management.
-
The diff is in PrBL, Ss create the ideas. In PBL, Ts give ideas to Ss. There is crossover.
-
Yes… and what if a project IS a poster? Still not PBL?
-
Hi! Jumping in late. Lurking and learning. :)
-
Such a good point, it's about Ss doing, not parents interefering
-
So important to have a clear picture to make it work well
-
-
Hi Maria! Welcome to your new Professional Learning Family!
-
how about make those announcements from the past? Boom! Social Studies connection
-
-
.
I saw Ts think they do PBL bcom posters w/PrBL its a solution w/Ss inquiry not a set product
-
Never heard it defined that way, interesting
-
! No shame in the Voxer game!
-
so true, start small, expand with success
-
This is starting to sound like a John Madden convention.
-
Nope. Final product in a PBL investigation might be a poster.
-
A2: Crashed and burned on first Buck PBL, evntho trained, but it was a nice fail forward. Good feedback to improve
-
-
But the poster is not the project, nor is it PBL.
-
Interesting...still thinking about that one
-
-
Could be, but I’d be more interested in what Ss investigated to get there.
-
Good point, I wonder if this discussion is PrBL or PBL or ()#($)#8@
-
Yes, relationships are fundamental to whole process, I'd imagine
-
-
Yes, this is what the Voxer group is ALL ABOUT.spend the week Thinking&Sharing
-
-
Ss solution to a Pr was always more interesting then my P
-
True. Good point! & then magic can start to take shape in a maker space
-
Agreed. Not sure we're all on same page... Makes for the best chats! Time 4 some lrning!
-
Roland just scarfed down a PBL and a glass of milk!!
-
That's just so wrong (: Good times (:
-
Judy Blakeney, Instructional Coach So Cal
-
Google+ and it’s tumble weeds are still there waiting for you Ryan.
-
YES! If your PBL ends with a poster, rethink it.
-
A2) I've both had wins & losses trying this out.
-
It is. Peanut butter and liver. Yum!
-
-
-
Well you killed it with that one (:
-
A good question to ask is, “how would I want to learn this?”
-
-
Also jumping in late and first time joining. said I had to Check This Out!
-
-
A3, we have a great set up in BUSD, with follow up & sustained support visits. I’m sure it was $$$ but the prtnrshp is good
-
-
A3) Here's an example of one of these News from the Past projects. We used a lot of green screen https://t.co/LFyKyaS0pV
-
A3) Each year after the AP test I have Ss do different PBL ideas. My biggest win was Ss making history in the past news reports
-
Buck () is, indeed, got a corner on the market when it comes to strong models for PBL.
-
A3) Here's an example of one of these News from the Past projects. We used a lot of green screen https://t.co/u5v5FXFH6C
-
Nice addition. Love it. The audience = the project then?
-
More like discovery through inquiry. IMO
-
Spoken like a true risk taker
-
A3:Don't have alot of experience but think helps 2B flexible, plan as go, find standards alignment as they come up
-
and if you pay, the support is amazing
-
A3: Standards-based rubrics ensure students demonstrate content competency within PBL. Standards drive project planning.
-
Learn by doing seems more like an apprenticeship, no?
-
A3) We, like the students, need to make adjustments as we progress. Iron Chef always works good. Add the twists/ingredients.
-
A3: constant monitoring, walk around, TALK to Ss, ask them ?'s, guide when necessary
-
Yay! is here-- our enthusiast!!
-
I'm bailing early, folks. See you later.
-
Purposeful and backwards design! Begin with the end in mind.
-
You can teach the standards with mini lessons! it's not hard to incorporate grammar (S&L), and writing into ANY PBL
-
-
In IB Design it isn't about mini lessons. Important to follow the design process. Other content areas, yes!
-
By Mark, thanks for your thoughts and sharing.
-
Very interesting. How can we quantify stuff like this to prove it?
-
-
A3: The Driving Question must be able to lead in the right direction.
-
I wonder if G+ was a PBL w/out rubric (:
-
-
I see lurking-- nice! Baby steps!! 😆
-
I always get more than I give. :-)
-
-
That’s the hardest piece of it all.
-
-
A3 - Come to consensus as to what success looks like. What will Ss have to know/do/apply as a result of this learning?
-
I always try to reinforce writing standards for technical subjects! That is a given!!
-
I love that my Tweetdeck is alive with gifs...a great night
-
For the record, I miss it, too.
-
Pretty awesome. Two of my favorite things in one GIF.
-
Love that! Be the educator you’d want to have!
-
-
Reminds me of Christmas in SoCal.
-
I think we discussed this at roland, so much the reason we do what we do https://t.co/arwhlrQnCw
-
-
Love that! Be the educator you’d want to have!
-
A3: To me, the student product displays the mastery of learning. Could be words, symbols, voice, object. Group or individual.
-
Me, too! I LOVE Google+ but nobody is there.
-
So true! The answers we get are often a reflection of the types of questions we ask.
-
Allowing Ss to have voice and choice in their product. Awesome.
-
A3: interest and accountability, "voice and choice" calls it. students who r into it give more.
-
Do you get better understanding having rubric developed ahead for Ss, or developing w/Ss in context
-
Karly, TOSA from Concord, totally late and trying to catch up. Good evening !
-
Can you Tweet and fix? Look fwd to more of your insight!
-
Not all PBL is IB. Even in IB..if you've never guided Ss to wanting their projects to look more scholarly - itsa ML
-
Joe, math & STEAM coach from Palo Alto, CA, joining in late
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
Great question. My rubrics are based on content primarily, with wiggle room on how to get there.
-
-
Communities are the only value I’ve ever found in G+
-
Def a proponent of having Ss explain their thinking, process, & learning.
-
I agree! I just happen to teach at an IB school. That is my lens and experience!
-
-
A4: This is something we struggle with, and @ first, you kinda have to force this. Anyone have some good ideas?
-
A3 Lurking on this one! Would love to hear what people are doing.
-
Hey, it's Karly. I just joined in too.
-
THIS! Ss are much more likely to be engaged if we empower them to lead their learning.
-
It can be. Must b grounded in reality or have connections 2 w/experts in the field or real audiences https://t.co/7b9DXOsVq9
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
Plus (or minus, depending) for PLTW is rubric is usually provided. Spiky Door Project: not so much.
-
Personally, when I show Ss exemplars they produce better products, but this is about journey...
-
Thanks Jeremiah. I always love connecting with & learning from you.
-
A4) Yes. I say that authentic and good are not mutually exclusive.
-
-
-
Sorry, I'm slow may I ask PLTW? And Door Project?
-
A4: yes, I may generate ? but Ss are developing the solutions, I give the end-zone and the football, they develop the playbook
-
-
A4: Yes. As long as the PBL is ProblemBL that the Ss want to solve. Let them own the process. https://t.co/ifZ1epZF22
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
A4:I think this is something Ss grow into w/ experience. Having a connection to the world is key! https://t.co/2oxzGQLd76
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
So almost like redefining guidelines as necessary as process unfolds?
-
if the students have buy-in - they must WANT to learn about it somehow....
-
-
A4: Rather than giving students a teacher generated project, allow them to create own method of meeting rubric expectations.
-
wish I had a pizza too (:
-
A4: Not sure where I land on this. Are we robbing students of a critical piece if not allowed to create a driving question?
-
Def. Once you get into communities, G+ goes to new level
-
Age group might play a factor here.
-
I think a lot depends on the individual student
-
Definitely. Glad I joined in.
-
A4: Voice & Choice are key: how to accomplish these? Can Ts pick playground and let Ss set Driving Q? https://t.co/z6eoHIgVy1
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
Sorry I'm just popping in.
-
A Q for those that have had success w/PBL,what are some effective strat's to launch process?
-
My bad. Project Lead The Way = a national pre-engineering curriculum. All project based.
-
-
True, true, and also the amount of practice with process...more freedom w/exp
-
-
Playground! I love that! That is what it shud B right? they should B playin'
-
-
A4: The process of generating DQs for Ss comes naturally for some others need guidance. Collaboration is key.
-
There will be instant engagement & the Ss will OWN entire process. https://t.co/Vktkf6Fps6
-
-
A4: Rather than giving students a teacher generated project, allow them to create own method of meeting rubric expectations.
-
My biggest success was incorporating multiple teachers for cross curricular approach.
-
Start with inquiry, even if Ss don’t know where it is going. Ask "what do you wonder” for driving question.
-
as would ind thinking,all of my students are at least 2yrs below GL and some 7. Not SpEd
-
Ah yes, we have that hear, it is very new so I'm not familiar with it though, thanks
-
Reading -why not make it completely authentic and scrap the rubric? Let the Ss drive.
-
Nice, that's huge in my camp too.
-
I LUV the desert!FTR Im a super fan of Google+ communities Dry ur eyes, Ry
-
Torn on this--If T scaffolds 2tch Ss abt asking Qs, guide 2driving Q, still can have authentic lrning https://t.co/86LpmxuyR5
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
PBL at its finest.... distracted with the GIFS again. This always happens on for me.
-
As Ss did a science investigation, we wrote expository text in ELA. Or persuasive writing for history PBL.
-
Fair enough place to start
-
Start with a problem. When Ss see problem, empathize w issue, they'll take on the project.
-
Definitely. So what do we do for the individuals that need that piece?
-
Great description! 👍 https://t.co/rIMLwSZUye
-
-
A1 It's a clever pathway, constructed by educators and strewn with landmines of learning.
-
A4: Open-ended q's and encourage Ss to generate q's along the way. Ex."What are some questions/solutions we haven't explored?"
-
-
-
Q5: Assessment! If PBL focuses heavily on the process, which do you assess, process or product? How? https://t.co/NBWlmguUor
-
Both of you are the Go-To's for PBL!
-
Sweet, points at what was saying
-
Model the learning we expect to see.
-
Ahh beautiful, I had a sneaky suspicion, but I try not to assume
-
teacher guidance is key - all students can engage in PBL some need more scaffolds others less restrictions
-
*** When was the last time Ts experienced PBPD? Just saying - Hands-on, personalized learning matters for all of us
-
I think that's bc Roland & I are long lost twins
-
A5: benchmarks and check-ins along the way. lots of communication btwn Ts and Ss.
-
-
And we can still guide them if they get to develop the ?’s and drive their own PBL, right?
-
A4: I used to start all Projects with a Curiosity Wall that I guided with a content area/problem/issue/scenario/setting
-
A5: Well, the process students took should be the focus of assessment.
-
Brothers from another mother.
-
-
A5 Our county requires us to do both. I like as a digital portfolio. It captures growth through concrete evidence.
-
I use a rubric heavily weighted toward the process/learning
-
Right?!?!?! That’s what I mean. If Ts don’t experience it, it’s hard to implement it!
-
Yes! What's the problem, design a solution, start doing, coaching support on the job, iterate...
-
Yes! Wondering about collaboratively working Ss to create a rubric together given the learning targets.
-
A5: assess both, use rubrics, teach Ss how to read/use a rubric first
-
Sounds like we have the same students. Their project, but I can adjust diff. level.
-
This needs to be sketched. Yes!
-
Got me thinking any adult lrning again! Was reminded at ... PD should be abt solving a problem
-
A5: How about not making it a T-specific assessment. Allow Ss to determine their own level of success https://t.co/XKo5oz3l0w
-
-
Q5: Assessment! If PBL focuses heavily on the process, which do you assess, process or product? How? https://t.co/NBWlmguUor
-
I love too! I see using it like a champ with her 1st gr. You 2 should connect
-
A5: I find it interesting this focus on PBL, yet we have so many standardized tests.
-
when was the last time Ts experienced individually tailored PD to their needs?
-
That’s too much work, Cate. That said… I’d totally do it!
-
-
A5: Both! Assessing process includes the 4C’s, and product includes content knowledge.
-
A5: Process. Generate ex with Ss of what learning looks like/sounds like at each level. Ss compare their work along the way.
-
& acknowledging the PROCESS of lrng w lots of formative feedback and celebration (ie. badges)
-
-
yes because kids who've never been taught to question or wonder need modeling
-
great idea! Allowing for critique and revision along the way.
-
Where our artists at??!! My project for tmw during mtg after mtg ;)
-
And a lot of it. https://t.co/hOBFf6lQPx
-
-
yes because kids who've never been taught to question or wonder need modeling
-
-
-
Helps Ts provide more specific feedback also! Ss know where they are and where they need to go.
-
P1 — But it doesn’t have to be THAT much work. 1- Always start a PD w an EQ. 2 - Capitalize on T curiosity.
-
A5: Success Criteria for a PBL must be communicated early on and revisited often.
-
Am I the only one that feels that most educators have different opinions/takes on best pedagogical practices in edu?
-
P2 — 3-Empower Ts to drive PD w their curiosity. 4- Engage their strengths by allowing them to create while lrng
-
No, I feel same way. And I wonder why some don't even make attempts to reach Ss
-
how boring would it be for Ss if we were all the same? https://t.co/YghRlCkyqL
-
-
Am I the only one that feels that most educators have different opinions/takes on best pedagogical practices in edu?
-
I’m with you. I was being a little sarcastic. I’m always willing to work hard if I see value.
-
P3 — 5- Travel the room as facilitator and provide formative feedback. 6- End by having them share their work.
-
and why shouldn't they? We all work with different kids Education isn't one sized fits most
-
P4 — not “perfect” PBL but WAY different than the traditional PD.
-
-
Seems like education is more fragmented than the Android ecosystem. Take that !
-
-
I wonder this myself, but how can you drive the learning without driving the project? https://t.co/85LFErjBDY
-
-
Q4: Can the learning experience be authentic if the project and driving question is teacher generated? https://t.co/vrTychN8UM
-
For sure! We all have diff opinions on best practices bc there isn't just one way to do edu right
-
Wow! I love this. Need it on a poster to refer to when planning pd👍 https://t.co/CxUv3L1EYk
-
-
P2 — 3-Empower Ts to drive PD w their curiosity. 4- Engage their strengths by allowing them to create while lrng
-
teachers the other olympic gymnasts
-
-
Good point. But how can we move forward if we don’t all agree on the basics?
-
-
A5) Encourage process. At some point though, we need a finished product. There is a need to show off to stakeholders.
-
As long as we're doing what's right for Ss, we don't all have to do same thing
-
-
We can have an uncon sash ANYtime! Started voxer grp this wkend if u want in. 30+ badgers chatting
-
That being said, I do think some still make bad pedagogical choices :(
-
Love that! Talk about choice, action, and personalized learning! yes!
-
That's a more positive view, I love that thought too
-
But shouldn’t we have a consensus on stuff like meaningful assessment, engagement, or learning?
-
A6: current event articles. Read about concussions- Ss designed better helmets, read about Flint H2O- Ss design H2O filters
-
It felt good to lay that out, though. Hadn’t ever done that before
-
I’m all for taking different paths to get to the same place, but have we agreed on the place yet?
-
Yes! And may need Cate as a coach ;) Working on my PD game this yr!
-
-
Eat the bread, cat! Is he gluten intolerant? Eat the bread!!
-
because Pedagogy in ed is akin to religion - we all have different beliefs and evidence to back it up
-
-
So… What’s right for students? See what I mean?
-
at my site I think some of us are on the wrong continent, totally get where you're going Roland
-
And would they if we all had a foundation to work from?
-
-
I'm torn... I think the final destination is changing constantly & faster all the time
-
-
-
-
Bwahahaha! This gif is killing me!
-
-
Got to duck out a couple of minutes early. Powerful chat, as always. Mucha gracia.
-
Isn't that were good coaches and TLs and (whisper) admin should step in? raise the base? https://t.co/A5lnsDLH1x
-
-
So… What’s right for students? See what I mean?
-
Agree. Like this question!
-
"6 steps to Project Based Professional Learning” Image TBD. Thanks for the sarcastic push
-
It's super creepy and cute at the same time!
-
-
-
Well it's been a hell of journey, thanks all. Be the next best version of yourself tomorrow https://t.co/ujFVXAbiEp
-
-
-
-
Thanks again, Tribe. You always push my thinking. So grateful for that!
-
Great chat ! My mind is churning even more than already was after Love it!
