Intro - Kate Jackson, 7th grade on-level ELAR teacher, Prosper, TX! @ProsperRogersMS I teach PBL for one class period per day, and I love it! #fearlessedchat
Hi everyone! I'm Tonya from Richmond, VA. I teacher PreK-5 Spanish and work with student leaders. Thanks to the moderators for tweeting this chat from #122edchat! Wouldn't have known of it otherwise.
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A1: Stop grading so much! S's will see value in risk-taking when we encourage them to show their thinking. Encourage problem-solving, and justifying their answers. I love to see s's come up with new ways to do something, as long as they can explain it. #fearlessedchat
A1: we have to model it! Our kiddos need to see us comfortable with stepping out, making mistakes, getting messy, learning, and YES FAILING - we can show them the wonders that come AFTER #fearlessedchat
A1: Making mistakes is scary. I try to model a growth mindset at every opportunity. (Like when I can't figure out how to turn on the document camera in the middle of the lesson.) #fearlessedchat
A1: We must go first and model taking risks in front of students, and when students take risks, stop and acknowledge what they are doing! #fearlessedchat
A1: Three ways to get students to take risks: (1) model risk-taking ourselves, (2) monitor our own reactions when students make mistakes, (3) give feedback, not grades. #fearlessedchat
YES! Couldn't agree more. When we put such a high value on assignments and assessments, we suck the joy out of process and drive them to extreme measures. We need to allow them space to explore their passions. #fearlessedchat
A1: you have to set the tone in your class that it’s ok to not be right all of the time. An easy way to do that is to offer feedback BEFORE students turn in work for a grade. #fearlessedchat
At first, it seems kind of counter-productive to show them that we struggle, but it works out so much better in the end because it's real. That is so true, and it's so hard for us. #fearlessedchat
A1: Most of my students know little to no Spanish. I say almost every week, "Are we going to make mistakes? Yes. Is that ok? Yes. Do we make mistakes in English? ALL THE TIME!" I point out a good mistake so we can all learn. But it's all about delicacy and teamwk
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A2: Compliant learners are passive and engaged learners are active in the learning process. Both are participating, but one is thriving while the other is surviving. #fearlessedchat
A2: Engaged learners get interested in the subject beyond the questions YOU ask. They want to find out more. S's will become experts in something if we foster their sense of curiosity. #fearlessedchat
AGAIN, YES! If we do not model risk for our students how can we ever expect them to step out of their comfort zones. They will mimic our classroom behaviors. #fearlessedchat
As a principal, the teachers and staff with whom I work are more likely to take risks if I model risk-taking myself, throw myself under the bus every now and then, etc. #fearlessedchat
A1: Make mistakes! Model it for them! Let them call you out and let them know that it’s OK to make mistakes! Nobody is perfect and you are certainly no different than they are. #fearlessedchat
A1 - We have to show them that failure is a step in the right direction. We can also show them that as teachers we reflect and change after every lesson. #fearlessedchat
A2: Engagement is the goal! Engaged learners are asking questions, answering questions, thinking beyond what the teacher has planned. (My favorite is when kids gasp when we get to a good part in a book or wave their hand in the air eager to share their writing.) #fearlessedchat
A2: Compliant = going through the motions. Engaged = enthusiastically participating. I think it's important to note here that engagement is necessary but not sufficient for learning! You can be super engaged in a TV show, for example. #fearlessedchat
I think sometimes we have to explicitly let others know what we’re modeling (and trying to accomplish with the modeling). Making the connection is not always easy. #fearlessedchat
A3: Projects are made for the teachers consumption and teacher led. PBL is a learner centered experience that connects to the real world with a real product #fearlessedchat
A3: A project assesses learning that already happened aka- t teaches, s's perform. This is more of a checklist. PBL = the learning happens throughout the creative phase aka- learning while doing. S's come up with questions to investigate then create and learn! #fearlessedchat
Absolutely! Language learning, well... any learning really, is full of miniature messes and moments of chaos. In my classroom at least, silence is akin to boredom. I'd rather have a chatty class than a class of fearful students any day. But I also do prefer a good balance.
A2: Compliant, absence of care and passion for why you are doing what you are doing. Almost robotic. Engaged, they cannot wait for your class to start and refuse to leave their seats when the class ends. #fearlessedchat
A1: Often times, projects vs. PBL is the difference between “Learn this. Now do something with it,” and “Let’s do something! Now let’s explore what you need to know to make it happen.” #fearlessedchat
I like the way you describe compliant as an absence of passion! It breaks my heart to see when students aren't into something the way we wanted it to go. #fearlessedchat
A3: I don't get a lot of chance to incorporate PBL as I only see each class once weekly & our language goals supersede projects usually. But in my mind, PBL is an ongoing process that might extend through months or even the full year. It's broader in its reach.
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A3. Projects usually have a focused set of requirements with a specific product teachers are looking for. PBL is more like inquiry based learning to solve a problem where students r search a solution and create a product to show understanding #fearlessedchat
A4: as often as you can organically incorporate student choice! Don't force it, but see where the experience takes them. They can choose final products, or avenues of research, topics, partners, etc. Help them make wise choices, but let them choose! #fearlessedchat
A4: Student choice drives the questions, the research, the product, and even the feedback. Hopefully the topic is broad enough to allow S's to really narrow their researched down based on interest (at least a bit). If not, at least give them choice in output. #fearlessedchat
A2. Compliant learners do the task bc they want the grade or feel that they have to. Engaged learners are excited to learn and complete the task bc they’re interested in the topic. #fearlessedchat
A4: There should always be some level of choice, but it varies based on teacher/student comfort level, student knowledge, time allotted for project, project complexity, etc. #fearlessedchat
You're here, and you're doing it! You are already halfway there by being interested! Also, way to model an attitude of lifelong learning!!!! #fearlessedchat
Absolutely-- we must model this so that those young minds know that failing fast is okay, and the risks are worth it. Teaching is about so much more than content-- it is about educating kids about life.
So true. It really depends on the teachers comfort level ultimately. It's about learning to loosen up on teacher control a little at a time. If you go all out, you may end up feeling like it's too chaotic and give up all together or say PBL is too chaotic. #fearlessedchat
A5: Help! I need help tweaking my next unit. Guiding Question - "What are the opportunities and obstacles of youth around the world? What creates a culture?" Thoughts on real world audience / product ? #fearlessedchat
A5: I went to @BIEpbl training this summer,and this is what all of the teachers created during a brainstorming phase. Some of these need tweaking, but it's a start! https://t.co/aNDM01PCfG#fearlessedchat
A5: Current PBL- design their own Utopia (gov. system, laws, persuasive advertising...) and then they will take it to the real world by creating a persuasive campaign to FIX a local, current problem of their choice and send it to gov. reps! #fearlessedchat
A4. Students should have choice with the resources they use to learn, choice of product when creating, choice with how they present their learning. #fearlessedchat
A5pt1: My first run with PBL was actually during 5th grade science. We had a student whose father was a police officer who found out that part of their pension funds went towards a new building downtown. #fearlessedchat
Still trying to figure out how to start a social movement to accomplish:
-transforms the education system as a whole
-recognizes the value of teachers (in status & compensation)
-puts education at the forefront of social issues
Will keep on, keeping on...#fearlessedchat 🌟
A5pt2: they learned that the building caused issues with a sculpture museum across the street. So our Ss ran with it. What was the issu? How can we solve it.? Who can we talk to? and finally - we went downtown and presented our findings to the building board. #fearlessedchat
As a principal, the teachers and staff with whom I work are more likely to take risks if I model risk-taking myself, throw myself under the bus every now and then, etc. #fearlessedchat
A4: Student choice should be paramount during PBL. Students should be able to make their own decisions throughout the process of PBL, as well as deciding what their final product will look like. #FearlessEdChat
WOW! #FearlessEdChat ya'll have been EPIC! Thank you so much for joining in! Thank you to @mrsjacksonelar for stepping out of your comfort zone to co-host and to @RossCoops31 for lending us your expertise! Be sure to check out #hackingPBL and we will see you in Oct!
I'm so glad our school supports us in @GoogleForEdu products. It makes everything so much easier. Plus, we have this awesome ITC... you might know her. She's basically the queen of choices! #fearlessedchat
A5. Example 1- for constitution week my students were tasked with writing a new amendment. They had to research the amendment process and part of their product was a letter to their congressman asking for support on their amendment #fearlessedchat
A5pt1: I admit I never got this one going, but I planned out an entire, year-long PBL called "A Monumental Project". This was designed for when I taught middle school and would even work with 5th in an immersive setting... The idea was that students would...
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A5. Example 2- my geography students were tasked with creating cultural diffusion using a world problem they were passionate about. VERY cool products including recognition from the UN, local newspapers, and international aid groups. #fearlessedchat
A5pt2: research a cultural event or group of people from the Spanish speaking world. Then they would write a proposal for a monument that they designed to be erected in honor of the people or event they researched. There were many roles for Ss to choose from.
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A5: When I taught Sociology, I had students develop sociological research plans to study what they identified as a societal problem. They had to abide by sociological ethics guidelines as well. It worked out great! #fearlessedchat
