Makisha Miller Blog #5

What I Used To Think but Now I Know

When I walked into class, I had no idea what Project Based Learning (PBL) was but with the help of Mrs. Mitchell I learned all about how PBL could benefit any classroom. Project Based Learning (PBL) is student centered learning where students learn through experience of solving open-ended questions. PBL can be used in any subject area. PBL removes the teacher from always being at the front of the classroom teaching and makes students more responsible for their learning. Teachers are more like facilitators while students are asked open-ended questions that help them to gain knowledge while working on projects.

The Profile of a South Carolina Graduate relates to PBL because they both help to get students ready for the real world. The use of PBL's will help students get used to working with others and it teaches students teamwork. PBL also teaches students to be accountable for their learning and that is a great part of the Profile of a South Carolina Graduate.  PBL and the Profile of a South Carolina Graduate work hand in hand to teach students that sometimes it takes a team in order to get things done and that sometimes two, three, or four brains are better than one. PBL and the Profile of a South Carolina Graduate work together to teach students how to be independent and responsible learners.

I really enjoyed this class! I learned so much through the collaborations and protocols we used in class. My favorite protocol was the silent protocol. I loved having to communicate with other teachers without saying a word. This protocol will be the first one I use in my class. I really want my students to be able to work together in silence and when things are crazy. Thank you so much for teaching me this week. I have never had a teacher in my teaching career with so much passion. I really loved your class!

Taylor Thomas - Blog 5

According to the Buck Institute of Education, Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This approach to teaching encompasses eight essential elements. Together these elements require teachers to challenge students by providing rigorous and in depth learning experiences.

The Profile of a South Carolina Graduate relates directly to PBL. The quality of learning that PBL necessitates meets world-class knowledge and skills. Life and career characteristics are developed through working effectively and efficiently together. These alignments are important to understand in order for teachers to meet the needs of 21^st century learners and create success for all. Students need to understand these connections relate directly to their success not only as a student, but prepare them for the real world. PBL lends itself to doing just that. Making learning meaningful and relevant creates authentic experiences for students to take to new heights.

I am grateful for the opportunity to participate in this class. My approach to teaching has always been problem/project based. I began my teaching career at an elementary school in the beginning stages of moving toward PBL. This was an advantage to implementing PBL as everyone was working together with the same vision. The climate was the same for all teachers and students. As a middle school teacher, not every unit has been true PBL for my students. I am looking forward to this change in our school and district. By taking this class, I am confident I will encourage and influence teachers that may be a bit skeptical. Wonderful PBL units have cultivated that can be shared and modified for many disciplines. I am excited that Gable is taking on this initiative and cannot wait to collaborate with teachers and watch students soar. 

Mandy Irick Blog Post 5

My knowledge of PBL was very limited and superficial. At first, I was not sure what the buzz was all about due to the given rotational nature of the educational system promoting a “best practice” that will eventually be replaced with something else. When I first began researching the ideas, I had this misconception that PBL was completely the students’ choice on a topic of interest to them without any teacher’s influence other than making sure they somehow covered the standards. As an educator, we allowed students complete control over the project from beginning to end. This obviously made me very worried about how I was going to ascertain grades while making sure students are learning the appropriate grade level standard. It also lead to the dreaded question of “how will I get grades” or “is it fair to grade group work” or “will parents understand this new method?” All of these are really misconceptions that were dispelled once I immersed myself with learning more about PBL through the cohort, research articles, workshops, school visits and Dawn Mitchell. However, these are common things that all educators at some point worry about with transition to this methodology. I often worried will I have to remove every practice that I have in place to make room for this new one. At times, I was also overwhelmed with thinking there needs to be some grand final product that is a model. Although my knowledge is still a work in progress, I feel that I have cleared up many of the misconceptions that have been floating around in my brain. Yes, PBL requires a methodology that has specific components that will have students reach their maximum potential. My schema has shifted because PBL is now just a more valid and in-depth way to teach our standards. Normally I change my delivery method or protocol based on the content and my learners’ needs. PBL lends itself perfectly to this because I am putting a new spin on the same standards as before but making it more interesting and relevant to my students. My goal has always been providing the best in order to meet the learners’ needs which PBL does this. Another misconception cleared up was that you do not have to eradicate everything to complete a PBL. Yes, if you provide a classroom environment that is deeply entrenched in a traditional method, you are going to have to make some shifts in how you model the class. Yet, you can still use activities, materials, literature and even tests as ways to bring about an awareness to the concept you are hoping they learn. You still have to have formative and summative assessments. The biggest and most important lesson learned was PBL is all about providing choice and voice. The choice by allowing students to pick areas of interest for them and making the project one where they can highlight their talents whether it is a choice in materials or the outcome. Voice is also important when letting students talk about their struggles and opinions. Having students communicate and build connections is important. Students are able to provide feedback in a least restrictive environment in authentic ways to help them grow as a learner. The voice and choice help students to learn how to be real world problem solvers and communicators. The goal for every teacher is to provide students with as many really world experiences in order to create a well-rounded productive citizen. If we are to be true to the Profile of a SC Graduate, we need to utilize PBL in our classrooms. It is not enough for students just to have a sound knowledge based. The world is filled with technology that at a click of a button, you receive the data needed. For a student entering into college, the workforce and beyond, they need to be able to not just restate the information but synthesize, analyze and apply it to whatever problem they are facing. Traditional skill and drill does not produce those learners. PBL does by pulling information into current situations and real life scenarios that students will face in their daily lives. By providing them with a platform for constructing and planning, communicating and strategizing, we are helping them be better equipped when the situation arises in real life. PBL provides students with the soft skills that often we do not think about how important they are. I often forget that in order to work collaboratively, students need to work on creating ground rules and protocols such as a contract. For digital media, students need to have an understanding and basic working knowledge of the application in order to make a product. So many soft skills taught during the PBL process are valuable lessons that will be used beyond just being in the classroom. As educators, to grow the SC Graduate, we need to begin by giving them all the tools that will make them successful like communicating effectively or participating in feedback sessions. Listening to the TED talk and participating in the class models really help me to develop an understanding of how I want my PBL to look in my classroom. I think that without having participated in the activity, I would not have had the understanding of it so I could effectively convey it to my students. The TED talk inspired me to offer plenty of student voice and choice within the construct of the project. This is why I went to social media since it dominates our society. It allowed me to think about the validity of the project that I was exposing them to so I could explore the middle school mind (frightening I know!) and see how they view the world. The classroom models that we participated in help me gain insight into knowing which would work effectively in a particular situation or scenario during the project. The class overall really gave me a chance to think and reflect on the materials that I was presenting to my students. I had time to receive other viewpoints and feedback so I could make this something that would be of interest to all my students no matter their personality. I hope to establish a learning community like we have in our cohort.

Julianna Lux Assignment 5

What I Used to Think/But Now I Know

I have a confession to make: I was very skeptical about Project-Based Learning (PBL) at first.  I have been part of a PBL committee for the past two years and researched it a little bit on my own, but I never really understood what it was.  Sure, I knew how to create intriguing projects, and I did on a regular basis (Odyssey Amusement Parks, Dream Montages, Shakespeare Festival Stations), but I never really understood everything that went into implementing a PBL.  I thought that if I introduced the project at the beginning of the unit, reminded my students to be working on it throughout, reviewed it a few times along the way, and then had them present, I was doing a PBL.  I spent hours searching the internet for ideas on how to implement PBL in my classroom, but I never understood what I was looking at and couldn’t figure out how to use it.  The closest unit I found was an I-Search unit that was inquiry-based; I tweaked the unit (it was initially a lower-middle school unit) to use in my classroom.  Even doing that, despite providing multiple opportunities for feedback, sustained inquiry, and reflection, the unit wasn’t quite PBL because I wasn’t providing opportunities for choice or collaboration.  I was told it wasn’t PBL, and my frustration with PBL turned to disdain for PBL.  When this course was offered, I reluctantly accepted because no one else in my department was available for the week.  

After learning more about PBL, creating a full PBL unit, and receiving feedback and validation from my colleagues, I’m sold.  Students and teachers can both benefit from implementing PBL in the classroom.  According to the Buck Institute’s Gold Standard Project Based Learning, a PBL unit will provide students with the opportunity for choice and voice during the learning process of a unit.  Standards and skills are embedded into lessons that directly impact the outcome of a project as opposed to being a part of isolated traditional lessons. Students collaborate with each other to solve problems, think critically, provide feedback, and create projects.  Even though collaboration is a key element of PBL, the project does not need to be a group project (this was an initial concern of mine that was assuaged as the week progressed).  Because students are working together to solve real world problems or as real world roles, they are taking their learning to a different level that provides them with the skills they need to be successful in the world well beyond my classroom.  With PBL, I am providing them with opportunities to think outside of the box and challenging them to reflect and to grow as a result of the learning process.

I am very excited about my Learning from the Past PBL unit.  I’ve taken a project I’ve completed only once before and tweaked it to fit the Gold Standard PBL.  I’m adding an elevator pitch and entry event (hopefully a visit from a veteran) instead of just handing them a project sheet and jumping right in. My students will be collaborating to create interview questions instead of coming up with the questions on their own.  Students will practice giving interviews with each other in order to receive “I think...I wonder…” feedback from each other.  Inquiry is sustained throughout with numerous opportunities to generate questions and conduct research and interviews to find the answers.  I’m hoping to partner with the art department to create cover pages for each of the booklets.  The final booklet will be a public product that is presented to the interviewee as a gift.  Students will create a digital showcase to highlight what they’ve learned and present it to the community.  By becoming an interviewer and historian, students gain a sense of authenticity in the product, and by sharing the final product with those who helped them along the way, students gain a sense of urgency and desire to do well.

This course provided me with an opportunity to see PBL in action.  As early as the first day, we were thinking critically about the previous units we’ve done with our students and the ways different protocols and student choice could be added to PBL to engage the students in the learning process.  We collaborated with each other, providing feedback and useful suggestions for individual units during the Gallery Walk and Critical Friends Protocols.  We talked (even when we shouldn’t have) about our projects, bouncing ideas off of each other in the hopes that we could build each other up and create successful PBL units.  The class was organized chaos at times, and I loved it.

I am so glad that I took this course. I’m sold on PBL, and I can’t wait to advocate and promote it more at DFC.

Kimberly Trott

Reflection

Our class was a fantastic representation of Project Based Learning in action. Initially we were given the task to complete the basic framework for a unit within our classroom by the end of the week after being in class all day.  Just like my students, my thoughts ran away thinking this was just too much to get done.  I quickly realized that with examples, embedded instruction, time, and assurance that it was entirely possible to construct my unit (project) within the given timeframe.  The construction of the unit is not perfect but the structure is there.  Just like in PBL the project became the central focus for demonstrating our understanding of PBL and having it evidenced in the unit plan.

Project based learning is meant to involve the students in the learning by making them active participants in the learning itself.  The realization is that in order for my unit to be successful, my students must be active learners and learn to take on responsibility. My part is to trust the students as learners and turn responsibility over to them.  The skills envisioned by the SC graduate are all of those needed to participate in a PBL unit.  If they are not using integrity, self-reflection, global perspective, perseverance, knowing how to learn, critical thinking, collaboration, creativity, or just knowing how to learn they may not be good employees. Just two nights ago on a walk downtown in a conversation with a man walking on the trail he mentioned he use to work in manufacturing and told me that he had stopped hiring young people because they just had no work ethic.  He mentioned that they do not show up on time, they quit without notice, and they just argue about working hard. So if employers are looking for these skills and the students need them they obviously must be mirrored as much as possible.  Since we are teachers, we can mirror these soft skills in the classroom.

The hardest part of all of this is to integrate real world learning into the curriculum.  For non-tech savvy teachers or older teachers it would be beneficial for the district to offer classes on how to use all of the successful protocols, and technological devices in use now. They would not have to be long but one to two hour classes in which teacher actually practice the technology.  Teachers who integrate PBL into their curriculum have the task of informing their students as to the implications of PBL for them as learners.

Overall, it is obvious that PBL has made me more aware that critical thinking, creativity, collaboration, and communication are all essential on a daily basis in the classroom.  As planning takes place these four elements must be present in PBL.  Students need to be able to use critical thinking by using research skills and apply what they are learning to the project.  Students should be using creativity in producing their project or even within the protocol activities.  Students must be collaborating and communicating with fellow students and the teacher in a positive manner for successful completion of the project. 

PBL may not end up being the magic wand but it is important to update and try new models of teaching.  Falling into the same old patterns of pulling out the three ring binder and giving the same worksheet every year is sure a lot easier. That method of teaching is boring, and frankly is a reason for teacher turnover and is not going to give our students twenty first century skills. This class has helped me open my mind to other possibilities to explore and implement.  PBL units require teachers to begin with the end in mind and work backwards.  The biggest end in mind is that what they are doing in classroom needs to relate to today and involve the students on multiple levels.

Sarah Garner; Blog 5 We did it!!!!

What I Used To Think/But Now I Know

Going into this course with only one semester of teaching under my belt, I was extremely nervous. I was unsure if I had the experience to complete this course. I learned about project based learning in my undergrad, and I was always wanted to learn more about it. When this opportunity arose I was hesitant because I will be going through induction next year and SAFETY the next. It was a lot to put on my plate, but I love a challenge. So I buckled my boots and prepared myself for my first graduate level experience, learning more about something that I found interesting. As I stated, I learned a little about PBL in my undergrad, but not much. I believed it was just a project at the end that would take up all my time, and the students would not learn anything from it. However, PBL is so much more than that. You start with the project and end with the project when PBL is incorporated correctly. The students learn through a real life scenario that could possibly be accomplished in real life. The students learn to think critically and how to problem solve. These qualities learned through PBL is connected directly to the Profile of a South Carolina Graduate.  It is important for our students to understand this correlation because it shows them that they will be ready to enter the workplace. They will graduate high school, either pursuing higher education or not, they will be able to enter the workplace with qualities employers are looking for. Through PBL the students have pride and a sense of accomplishment about their project. The book Setting the Standard for Project Based Learning stated, “PBL is an instructional approach that encourages both students and teachers to dig deeply into a subject, going beyond rote learning and grappling with concepts and understandings fundamental to the subject and the discipline.” As I went through high school, only four years ago, I never learned through project based learning. I learned through drill and practice, memorization, and very few projects. I never truly dug deeply into a subject. That makes me extremely sad as a teacher now.

Throughout this course, as I learned about PBL I applied my learning to my own project that I am going to use in my own classroom. I started with the project in mind, as I learned I applied to my project, and I am able to use it in real life. We constantly had to collaborate and communicate with our classmates through different protocols. This class modeled exactly what a PBL classroom should look like and I will be able to go back to my classroom and model it for my students.

EDCI 671

Christi Coomes

Blog #5

What I Used to Think, but Now I Know

            Problem based learning has always been an interest of mine, but I was always concerned about student accountability and having one student do all the work.  I thought that group projects tended to be unfair. In addition, the grading of a project seemed to be daunting.  How do you assess learning within a group when you cannot monitor every second of every group? The following memes sums up my thoughts.

However, my views on group learning has changed with problem-based learning with this class. First, the protocols have helped me feel more comfortable with assessment and accountability.  Consensus Protocol is an example of one activity, which insures all members are participating and it is a quick assessment of understanding. 

Most of the time projects are contrived to address standards but have no real connections to the world and problems that exist in it.   PBL promotes critical thinking, creativity, collaboration, and communication for all students.  The essential question of inquiry is one, which involves an authentic world problem.  Thusly, students will be more apt to engage in the learning process.  When you give students choice they are more likely to engage in the creative problem solving process because they have an interest connection.  When we allow students to explore their dreams and interests, we get better results in learning. 

Our students are preparing for jobs that done exist.  They may major in a field that does not exist yet.  Therefore, we need to prepare students who can problem solve, use critical thinking skills, communication, collaboration, independent thinking, and thinking outside the box.  Since, you cannot teach to a curriculum that does not exist, you have to teach learning skills that will allow students be successful in any academic field. 

I truly think that this class has given me the tools to effectively implement project based learning in my classroom.  An engineer friend of mine says that the hardest employee to find is someone who can think outside the box and problem solve.  Students need to be able to solve a problem that is presented in a real world situation and PBL naturally lends itself to creating problem solvers because they are having to solve a meaningful problem which has relevance and can impact their community.  In essence, it has real meaning and is not artificial.  Hence, students want to learn and produce a product that is useful.  This meme sums up my views. I love PBL!

Kristi Winslow - Blog Post 5

Assignment 5: “What I Use to Think, but Now I Know”

            I use to think PBL, was just based on an end of the unit project, which would be used as an assessment to ensure that our students mastered the content that was taught.  I also thought it was going to be a difficult task to implement into a unit, because I was afraid that it would cause me to lose the command of my classroom, and my students would not gain the knowledge they would need in order to develop the content skills in order to succeed in my class. 

            I now know, PBL is not something to be afraid of and that it is a great way to teach my students, while still teaching them what they need to learn from the content.  I am so glad I took this class.  Being involved in the PBL cohort class has opened my mind so much to the benefits of PBL in the classroom.  This focus will change the way I teach in a way of giving my students more opportunities to express their passions and display their talents based on things that interest them.  PBL is a great way to prepare our students for the future in giving them problems that they may be faced with in their near futures.  It not only is a way to prepare our students for college, but also to prepare those students that may not go to college and it is a way to get them ready for the real-world and the struggles or issues they may be faced with.  The requirements of this cohort, have given me so many ideas of different protocols, unique assessments, ways to give student choice, and so much more.  I will definitely integrate these experiences into my classroom, and I believe it is going to form me into a better teacher and create an environment for my students, where they are excited to attend and participate in all of the fun and exciting adventures we will be embarking on. 

            This class could not have come at a better time in my career.  I have planned most of the science units for the 2017-2018 school year and I plan to have either a PBL or STEAM experience in each of my units and, I will admit I am a little afraid of some, but I am also so excited to implement them and go through this experience together with my students.   

Emily Waddill Post 5

         My thinking has really changed about the activities that I do with the students and how I will teach the math content. I have really learned the difference between PBL and just embedding projects at the end of units. When PBL is implemented correctly in the classroom the students should be learning the content through their experiences and it will be much more meaningful for them. I am excited to start the 2017-2018 school year with a PBL frame of mind. I am starting off slow and taking smaller steps, but I have a very good start from my learning experiences in this class.

          It is my hope that my PBL units will help students to develop their soft skills, as well as their knowledge of the content. The profile of a SC Graduate includes characteristics such as integrity, self-direction, interpersonal skills, work ethic, knowing how to learn, collaboration and critical thinking skills. These skills are essential in all of us and the PBL Essential Elements align perfectly with them. When students know that we care and will help them along the way to develop the skills mentioned above, I think that this will make a huge difference in their learning. In helping students see those connections between classwork and how it will impact their lives in the future they will in turn be motivated to learn the content. An idea that I have to do this year is that every time I start new content in class, I will provide students with a “reality check” with examples of how the content/skill is used in real life. I also want to challenge students to come up with more real-life examples by the end of the unit and have an ongoing list for my classes.

          Sir Ken Robinson’s statement of “treading softly on our students’ dreams” has really stuck with me. I tend to be sarcastic a lot of the time and I know that this does not always promote the classroom community, so I need to be more mindful of that. Also, it is very easy to get frustrated with a student (normally the student who does not come prepared or do their work) and so I really need to be mindful of the kinds of interactions that I have with that student and all of my other students. I need to make sure that what I say is encouraging and does not bring students down. I wish to convey that I am there for them to help them grow into citizens with all the characteristics of a SC Graduate. My experience throughout this course has made me think critically about things in my classroom and I’m looking forward to learning even more during this school year.

Robert Smith - Blog 05

What I Used To Think, But Now I Know

Project Based Learning (PBL), according to the Buck Institute for Education, is a teaching method in which students gain understanding, knowledge, and skills by working through investigation and responding to an authentic, engaging question, problem, or challenge.

Important design elements in PBL are:

Key Knowledge, Understanding, and Success Skills – Project are focused on student learning goals (standards), and include skills such as critical thinking, collaboration, and self-directed learning,

Challenging Problem or Question – The project is based on a meaningful, real-world problem to solve, within learners' zones of proximal learning,

Sustained Inquiry – Students partake in an intensive process of questioning, resource finding, and application of their findings,

Authenticity – The project should have real-world context and impact learners on a personal level,

Student Voice & Choice – Students have the ability to make choices about what and how they learn as well as the vehicle for conveying their learning,

Reflection – Both learners and their teachers reflect on what they learned, how effective the process was, if their projects were good, and any barriers they faced throughout the process,

Critique & Revision – Students are able to give and receive peer and teacher feedback for self-improvement, and

Public Product – Students present their projects to other stakeholders.

            All of the above statements define PBLs. I have always used projects as a dessert, something done after primary content instruction ended (Larmer and Mergendoller, 2010). Furthermore, I had self-defined those projects as real PBL. After participating in this course, I realized that I was incorrect. PBL does not need to be the dessert to instruction. It needs to be instruction.

            I have spouted off Piaget’s name, and his constructivist theories, for nearly two decades as my inspiration as to how I teach. Unfortunately, I was mistaken. I was still a traditional teacher who dabbled in simplified learning projects as the result. I now know how to truly switch my personal paradigm into an authentic, student-centered PBL classroom, after taking this course. I can only hope Mr. Piaget would be proud.

Mandy Irick Blog Post #4:Critical Friends

1) How does using protocols like “critical friends” help teachers become more reflective of their teaching practices? Critical Friends is such a great way for not only students but also teachers to provide feedback to each other. This is a very effective and low risk why are getting great ideas. One of the things that critical friends allow us as educators to do is to receive different perspective and viewpoints from our own. Most of the time I spend my time planning with people who view things from the same mindset as myself. This is just human nature to gravitate towards those are “like minded.” However, after actually taking part in multiple sessions of this, I find that connecting with people who share a different point of view or content area can bring about wonderful ideas that you would have never considered. The other piece to this is how as an educator we have to sit back and listen. So many times, we are quick to respond to a comment or a suggestion because we do not want to seem inadequate. With this method, we have to sit back and listen. It is okay to not have to justify or clarify what we intended to do. It is during this silent period of listening, that I found myself reflecting back on what people suggested to me. It helped me to realize I was not very clear in my intent, which means that if my colleagues did not understand, how can my students? This helps you know how to better clarify so you are better prepared to make changes that will be valuable to your students. 2) What conditions are required for teachers to make use of this protocol? One of the first things that I feel is essential is making sure that there is at least one day where everyone has a collaborative and uninterrupted planning period. Teachers need time during the day to meet with their colleagues to model this period of reflection. It should be a non-negotiable period in the week where everyone is able to attend. Everyone needs to buy in to the process not just with the staff but administration. If the administration values the process, they will make sure they support the teachers by lending their time to sit in on these meetings, make sure coverage happens and keeping this uninterrupted by other events. Everyone should take this seriously and value the information that is learned from the time spent doing this. 3) How could this protocol be used with students? The protocol can be used the same way that we have used it in our classes. I plan on using it to help my students when they are working on their PSA presentations. To me, it is another form of feedback but in a very structured and controlled manner. Before students conduct their final presentation with their PSA, they will do a quick elevator pitch and share their storyboard. By doing this, students will receive feedback from peers on changes they could make before the final presentation. I myself can weigh in on my thoughts as well providing a community. Students can then use the take-away as I did in my PBL class to enhance their product. This will not be the only time that I use critical friends or something like it, because I feel like peer feedback is one of the most important tools in a classroom. 4) Identify two specific protocols you will embed in your PBL unit. I will use the critical friends, writing workshop feedback, gallery walk, silent debate, barriers and bridges and why protocol. Critical friends will be used during PSAs to help provide feedback before final presentation. The writing workshop feedback will be used during the writing assignments the students are completing to help them get direction. Consensus protocol will be used when constructing our class definition for social injustice. The silent debate will be used because many of the topics we cover are great to debate thoughts and opinions. The last two protocols go along with the fact that these are hot topics. Students need to think about how we can work together to support our opinions and think about what are the factors that contribute to these situations.

Taylor Thomas - Blog 4

1.      How does using protocols like “critical friends” help teachers become more reflective of their teaching practices? This protocol enables teachers to listen and take in feedback, lowers defenses

2.      What conditions are required for teachers to make use of this protocol? Time, knowing their students, creating a safe, respectful environment

3.      How could this protocol be used with students? before any type of final product is published or finalized

4.      Identify two specific protocols you will embed in your PBL unit.  Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback. I plan to use Critical Friends in my unit for elevator pitches and public service announcements. Consensus protocol will be used during the picnic activity to allow individual students to be heard within their group.

Clark H. Maxwell Blog #4

1) Using protocols like "critical friends" helps to bring teachers together to brainstorm about what  really good student work looks like.  It also allows teachers to communicate in a non-threatening environment of their peers.   Teachers end up with more ideas for their classroom.  It also helps teachers manage the curriculum instead of just implementing it.

2)  I think an openness to criticism would be one of the main conditions.  We take pride in what we do, so I can see how this would be kind of uncomfortable at first.  I hate to use the words "safe space/place", but I feel like that would have to be of utmost importance.

3)  It could be used on a smaller scale I think.  It might be a good idea to limit the time and or responses so the kids can get the hang of it.  Maybe make what the "friends" are dissecting something simple, and from there get more difficult.

4)  The main two protocols that I have chosen for my PBL are "roundtable" and "consensus".  I chose roundtable because I thought it would be a good way for groups to get ideas down on paper, it's low stress, it's quick, and they can't skip turns.  This will work out great since we also have to do PE.  I like consensus because it allows both student-student feedback, as well as teacher-student.  I think this would be good for my students to brainstorm what they know about FITT.

Savannah Griffith Blog Post #4

Blog Post # 4 Savannah Griffith

1.      I believe protocols such as, “critical friends,” help teachers become more reflective because it opens their eyes to things that they may not see directly. I think it helps bring creativity to the classroom because it enhances the lessons, units, etc. For me it helps me realize how students may view a lesson or unit.

2.      The teacher must be willing to take ideas and criticism in order for “critical friends,” to work. We are only as successful as we allow ourselves to be. Teachers must be able to listen and consider suggestions. There needs to be a calm environment so that teachers do not feel threatened. I believe this could be a very successful tool for all teachers!

3.      This protocol could be used with students during a mock presentation. Allowing students to gain confidence while gaining ideas from their peers. I also believe this could help students think about the way they speak to other students. By phrasing sayings with I like and I wonder I think this will keep students focused rather than fussing.

4.      I used a gallery walk protocol twice in my unit plan. I believe this protocol with give students a chance to give and receive feedback. I also used peer conferencing because I feel that students would be willing to work together to help each other. I think peer conferencing can help students open up better than a teacher conference because students do not feel inferior. 

Sarah Golightly--Blog Post 4

1.  How does using protocols like "critical friends" help teachers become more reflective of their teaching practices?
This protocol can validate ideas a teacher may or may not be sure of.  Using "critical friends" will also open up possibilities.  We are sooooo focused on our unit that we can't step back enough to see other angles.  1We try, but time constraints push us to move forward.  Hearing from coworkers provide a plethora of options.

2.  What conditions are required for teachers to make use of this protocol?
Teachers must have a planning period to do this.  Teachers must also have an excellent camaraderie and not be super sensitive about suggestions that are said.  The teachers should also have a willing spirit to try the new ideas.

3.  How could this protocol be used with students?
Students could use this before a final presentation, before turning in the final copy of an essay or major project.

4.  Identify two specific protocols you will embed in your PBL unit.  Students will use critical friends after the students complete their commercials.  An elevator pitch will be written about the chronic illness the students will be researching.

Mary Kennedy-Easley -- Blog 4

1.  The "critical friends" protocol is an effective way to give and receive constructive criticism from peers that may or may not have more experience, vetted teaching strategies and valuable information to share.  It is effective because it is structured in a way that allows most if not all members of the group to speak without interruption/ hogging the floor, and keeps feelings from getting hurt because it is understood that the process is meant to help one another and is worded in a positive way that increases the understanding among members that the process is one that helps to build, not tear down, the ideas that are brought to the table.

2.  For the protocol to be effective each member must understand that they need to be open to change, resist the urge to become defensive about suggestions for improving upon ideas, remain honest when giving feedback, think critically and in-depth about the topics discussed, and must respect the feelings and ideas of all other members in the group.  The structure must be followed as well.  If one doesn't respect and follow the structure, then it can become a domino effect that has the potential to end in a chaotic mess.

3.  The protocol can be a valuable tool in the classroom if the students use the protocol to think critically about their own work and the work of their peers, honestly and clearly communicate their thoughts on a particular subject, provide reasoning for what they bring to the table, respect their peers and help them to see different ways of solving problems.  The protocol is a great way for students to bounce ideas off of one another and to make improvements to something that they may not have even thought about without the added peer viewpoints.  We all see things with different eyes, and being able to see one thing through the lenses of others is an immensely valuable way to discover and find things we never knew existed.  In that sense the structure and practice of the protocol is another valuable resource for knowledge in the classroom.  

4.  For my unit I plan to use the "critical friends", "consensus" protocol and the "silent debate" protocol

Sarah Kate Chatel- Blog post #4

1. I believe that protocols such as critical friends brings about thoughts and growth you yourself would not reach independently. For me going through critical friends was terrifying for the first few minutes, but it was such a wonderful experience to hear ideas and grow myself as a thinker. This protocol allows for us as teachers to listen to advice and reflect on how these suggestions can be utilized to enhance your PBL unit.
2. Openness to new ideas is the main necessity to utilizing critical friends. I see an occasional teacher that has a hard time shifting from an approach they are comfortable in. Without the desire to learn and grow the process will not be successful.
3. I could see this protocol being successful within the classroom as a way to get feedback from their peers on a project before it is due, so that students can edit their final project. I could also see this working as a brainstorming tool for project ideas or proposals. I believe that this approach would really push students to become better!
4. Two protocols I am planning on implementing within my unit are consensus protocol and gallery walk. I am excited to have students use the consensus protocol to brainstorm qualities necessary for a 21st century employee to be successful. I would like to use the gallery walk to give teacher and peer feedback to their resumes so they are able to edit and improve them before being graded.

Christi Coomes Blog #4

1.      Protocols like “Critical Friends” help teachers be more reflective in their work because it allows the teacher the opportunity to get feedback about their PBL’s or assignments in a non-threatening manner. This protocol allows the teacher to hear what he/she is doing well, allows the teacher to ponder other connections and ideas provided by people with different backgrounds, and allows teachers to manage their own curriculum instead of copying someone else’s work.

2.     If teachers use this with their students, there has to be scaffolding in place that has created a sense of classroom community.  Students have to feel safe to express ideas and thoughts and know that they will not be criticized in a harsh manner.

3.      Students can use this protocol when they are working on a rough draft of a project and need some feedback from others who are not vested in the project.  In addition, if students have hit a roadblock in a PBL, they could request a Critical Friends session.  In order for students to make such a request, this protocol would have been used previously.

4.     I am using the Consensus Protocol and the Critical Friends Protocol.  The Consensus Protocol is going to be used when the students collaborate on group contracts and rubrics.  The Critical Friends Protocol will be used for the draft of their final projects and at least once before the draft is due.

Kimberly Trott Critical Friends

Kimberly Trott

Critical Friends: Looking at Student Work 

This was my favorite video! I want to be a teacher now. This is how I would love for student projects to be evaluated.  It would be so much more beneficial and accurate. 

1. Similar to critique and revision in PBL, this is a way for teachers to bounce ideas off of other teachers.  The teacher designing a lesson can sometimes be stuck in tunnel vision.  I also like to format of critical friends with the timing of statements so that the clock does not run forever.  Also, like most people if you know people are going to comment on your work you may step up the game.

2.  Everyone paying attention, timing and speaking rules followed, and an openness to synthesize the suggestions of others. Also a willingness of other teachers to even find value and participate.

3.  This would be fantastic for a project in which students have free reign to select a topic and then have free range at determining the best method to deliver the product.  Once they have drafted their ideas fully have them complete a Critical Friends roundtable.

4.  I am going to try the I like- I wonder two ways, as students work in class on projects and on regular material I am going to make an effort at least to get into the habit of this.  I will also try it vice-versa, in which students in this case working on projects will use one of the Collaborative work sheets to maybe spread out in the library at tables and conduct this themselves.  We will obviously have to have practiced this in class.  I think it would be great to take a student from each of the various groups to mix the pot and have them do the I like- I wonder with a new set of faces.

Julianna Lux Blog Post 4

Protocols like "critical friends" allow teachers to assess interest level and aspects of tasks and units that others like which will likely reflect, to gather ideas outside of comfort zones, to make connections to other subject areas, and to identify additional resources.  Students, just as teachers, can gather new ideas in the planning stage and while practicing presentations; classmates could assist in troubleshooting areas of concern for the student or encourage the student if less confident about the work.  In order to accomplish this in any setting, the teacher must establish an environment of respect and support.  This isn't meant to be undermining, and I can see it heading that direction in a classroom where the teacher doesn't foster that environment.

I plan to include the Gallery Walk and Critical Friends protocols during the planning and almost-completed phase of the multimedia display portion of my unit.  Our students come to the class with varying levels of technology expertise, and adding these two protocols here may help students identify the best ways to present and confidence in those areas of pride for them.  I also plan to incorporate the Silent Debate protocol earlier in the unit as we are developing our interview questions.  I believe working with other students to come up with questions will spark ideas for additional questions to ask during interviews.

Emily Waddill Post 4

1.   I love the “critical friends” protocol and I think it is a great tool to help teachers really dive deep into their lessons. This protocol forces teachers to really think about the strategies that they’re using in class and gives ideas for how to make lessons/units even better. Getting that feedback from other professionals has made me think about things that I didn’t even think about when planning my PBL Unit and I have been grateful for every suggestion given.

2.   For teachers to make use of this protocol, there needs to be an environment where teachers are able to cooperate and work with one another. The environment needs to be open enough that everyone feels good about sharing their ideas and receiving feedback from colleagues. I have felt very welcomed already from everyone in this course and at my school, and I’m looking forward to sharing ideas and feedback.

3.   This protocol can be used for evaluating student work and providing feedback for each other. It will also give a chance for student's voices to be heard and for them to have an impact in the classroom as well as other student's work. There will have to be a lot of modeling done to ensure that students stay respectful with one another, but the set up of I like... I wonder... will really help with student phrasing.

4.   In my PBL unit I have planned to use the consensus protocol for deciding what to spend the group’s extra money and possibly for coming up with a group contract. I also plan on imbedding many times for students to reflect on daily activities and their thoughts on those activities as well as time to write about details of their project.

Sarah Garner; Blog 4

1)      The critical friends protocol can help teachers become more reflective of their teaching practices by allowing other teachers to present likes and dislikes. It makes you aware of what will work and not work based on others teacher’s experience in their classroom. It challenges teachers to improve upon their teaching practices.

2)      The conditions that should be in place is small groups. A teacher is less defensive when they are presenting their project to a smaller group. In addition, the teacher presenting cannot respond when the other teachers are giving feedback. Another condition is collaboration on how to incorporate the strategies into the classroom and the project.

3)      I could use this protocol with students when they are presenting their ideas for their house plans. The students can say what they like about another groups idea and give suggestions on how to improve it.

4)      Two protocols I am using in my unit is the “Coach and Rally” protocol and the “Gallery Walk” protocol. 

Kristi Winslow - Blog Post 4

1.       It lets the teachers hear the critical opinions of their peers and consider their critiques when refining their teaching practices. It ensures we as teachers hold each other accountable to provide the best teaching practices.

2.       In giving critical advice to your peers, we need to guarantee we are giving honest and valuable critiques.

3.       Allowing students to give their peers critical evaluations on their projects.  It allows them to take a step in the teacher’s shoes and provide their own opinions.  The classroom becomes more student driven and centered.

4.       The first protocol I embedded into my PBL unit is the Assessment Grid.  Students will look at children’s book review guides and have them explore general characteristics of a children’s book and then as a class we will create a list together of what we learned, what we could do better, what was an “ah, ha” moment, and what they may still have questions about which will lead into our class discussion.  Another protocol I will be embedding is the critical friends peer review, they will share their storyboard with the other groups, and the groups will provide feedback on things they like and things they may wonder. To allow for revisions and improvement.

Makisha Miller Blog #4

                             Critical Friends:  Looking at Student Work

1. Protocols will give teachers feedback because a lot of the time we don't have anyone to tell us how we are teaching or tell us if we are dong a good job. It also helps because it helps us incorporate ideas that we may have not of though of.

2.Simply just willingness to try and sit back lesson to feedback. Being open minded and taking in what others say not as an insult but as a helper to make your lesson better.

3. Students could use this protocol to see that they are not the only ones with great ideas. It will also enlighten students to other ideas that they may not ever think of.

4. I would incorporate the critical friends protocol and the silent debate protocol because I learned so much from both and feel that students and teachers could benefit from them both greatly.

Robert Smith - Blog 4

How does using protocols like “critical friends” help teachers become more reflective of their teaching practices?

Protocols, like "Critical Friends," allows educators to create meaningful learning experiences for all learners. This occurs by allowing learners to collaborate in an analytical, democratic community. When no one learner is above another, groups are socially just and accommodate everyone.

What conditions are required for teachers to make use of this protocol?

CFG is meant to provide professional development to improve student learning.   

Critical Friends Group members must cooperate with one another, be focused on student learning, allow their practice to be made public, and use self-reflection to analyze and reflect on comments made about their work.

It should occur in a structured setting where participants are mutually supportive and honest and are able to give and receive critical feedback from those peers.

How could this protocol be used with students?

A true Critical Friends Group brings together four to ten teachers within a school over at least two years, to help each other look seriously at their own classroom practice and make changes in it. If adapted for students, then students would cooperate to work out strategies to move themselves toward learning predetermined goals.

Identify two specific protocols you will embed in your PBL unit.  Consider protocols for teacher-student or student-teacher feedback as well as student-student feedback.

1.      Protocol: Forming Ground Rules

2.      Protocol: Observation Protocol #1 - Video Camera

Mandy Irick Blog Post #3

Video 1: Group Contracts for Collaborative Work 1) What are some of the problems students might encounter when working in groups on extended, complex projects? Any time group work is approach multiple variable come into play. One of the largest concern addressed in the video was where the 12th grade student addressed the fact that “you are thrown into a group where you not only have to worry about yourself but two or three other people.” Multiple personalities, ability levels, work ethics and opinions all come to create an environment, which could be productive or destructive based on a culmination of each factor’s influence. Students face having to work cooperatively to reach a decision that is best for not only the group but also the culminating project that they are creating. Communication is a variant that will arise early in group discussions and planning which could be difficult if one person has a more controlling or dominating personality and others are more reserved and quiet. Work ethics can be a deterring factor when you have the overachiever controlling anything and wanting to direct the project paired along with the work avoider who does the bare minimum to appease the teacher or peer group. 2) How can contracts be designed to mitigate these problems? Contracts are an ideal way to alleviate many of the problems. The first essential role of the contract is that students are taking a stake in the learning process, which creates ownership. The ownership is key because this is not something that the teacher created which can be forgotten. By actively designing their guidelines, they are more likely to remember every set guideline they have creative. It also helps because they know their peers and work habits better than anyone does. They know what are relevant and attainable for them. For the groups that I have done this with, its more accurate and reflective of the group’s personalities. It is custom fit for that group which is something a generic contract created by a teacher could not achieve. The other part to this is accountability for students and for parents as well. By having their child post realistic goals and rules, the teacher has the ability when I parent has concerns to say this is something your child and their group have deemed attainable for them. Students constantly reflect back on this when doing the project without me policing them during the process. 3) What checks and balances need to be in place for contracts to be effective? The contracts need to be realistic and attainable. Everyone needs to understand in user-friendly terms what they and their teammates are expected to abide by. The other part to this is that everyone needs to be in agreement with the terms delegated. If not everyone is on board, conflict will arise. Students understanding how important coming to an agreement or consensus will promote success. Students and the teacher alike should have reflective check-ins during the process, where students reflect back on the guidelines and goals created in the contract. These check-ins could be a group conference with teacher, a padlet response, quick right or even a checklist. Making sure students are going back to the contract and reflecting on it is key. Video 2: Structured Groups: Making Group-Work 1) What is the value of assessing how students perform their group roles? The value of assessing how students perform their group roles validates their work that they contributed as part of a team that resulted in a culminating project. Accountability is demonstrated when assessing how the student performed their designated role in the group. Without this, you can see some students carry the bulk of the project because they do not want the work avoider to destroy their grade. By assessing everyone’s contribution, each student is responsible for his or her part. They are not going to be able to coast on by because of the others that take control and do the work for them. It also teaches them responsibility where each student has a specific role. They can focus on their role on the team knowing that they are a part of a whole. Students are all able to bring something to the table and readily receive feedback on their performance. The assessing of the student is important so they can grow and understand how to take constructive feedback or critiques to modify what they are doing. The concept is very much entrenched in the real world scenario where everybody has a role or job to do. Each is responsible for something and receives feedback on it. 2) How does the teacher, Mr. Jupp give feedback and guidance specific to each group? Mr. Jupp goes to both groups and individuals to provide feedback. In one of the groups, he is looking at the plan that they have derived. The first thing that he does is highlight the positives that he saw based on the material that he evaluated. The next step was for him to give feedback that while was intentional, was not overbearing. He simply stated that although he liked what they have created, he wanted them to keep in mind how would everything fit together to form a cohesive presentation. The other method he use was asking open ended questions that were geared to allowing students to do most of the explaining in the conversation. He did not stick with yes or no types. This way he has students explain their methods and reasoning which is a wonderful way to help them see the flaws in their logic and problem solve. He is more of a listener and facilitator rather than the controlling factor. 3) How does peer assessment give ownership of the learning to students? Middle school students are very much aware of what they peers think of them. They respond more to suggestions because they value the source that it is coming from. The other reason is that it is delivered in a less threatening manner. The teacher is going to be the person that is ultimately evaluating the result and assigning the grade. A peer can be brutally honest with their opinion or suggestion where it will be view as a way to make something better resulting in a less threatening environment. The other part is that it builds a community where their opinions matter. Instead of the teacher being the only opinion that counts, every one’s opinion matters. Students are part of the community that is actively learning together and can have an impact. It also helps because middle school students share similar viewpoints and ways of completing things that myself as a thirty-seven year would see differently. It forms relationships and builds trust when done effectively. Consider the Profile of a South Carolina Graduate in terms of world class knowledge, world class skills, and life and career characteristics. After viewing the videos, explain how PBL and collaborative group work fits the criteria identified in the profile. No matter what you chose for your profession in life, at some point in time, you will have to learn how to communicate effectively and work cooperatively in achieve a common result. This is something that PBL and the 21st Century skills provide. In order to work together in groups, students must learn to communicate effectively. This starts at the group’s contract where roles are assigned and regulations are created. Every person must learn to express things that are valid to him or her and work together to come up with a consensus that they agree on. It continues with building the culminating project and even during the presentation to the audience. They are encouraged to work together with different types of people and figure a way to work in an effective manner. These are all things they will encounter in life. Without PBL, students would not experience this in a more traditional classroom. The other part that is essential to mention is the critical thinking and analyzing. PBL allows students to be the learners, researchers and responsible parties in the journey. They must learn how to problem solve and think through things without relying on someone always providing the answer for them.

Mary Kennedy-Easley -- Blog #3

video 1

1.  There are several problems that I have personally encountered while observing students work in groups during past projects that I have assigned. The most common is coat-tail riding, when some students let others do the majority if not all of the work and expect to receive the same grade. Other problems include absent students missing important parts of the experience, negative communication/ arguments among group members, lack of necessary organization, etc.

2.  Contracts are important, but must be written properly.  A good contract needs to include clear expectations and the role of each group member.  It needs to clearly define the criteria that each member must meet to fully contribute to the successful group completion of the project.  It must also include a system to hold the group members accountable and must be strictly adhered to to be truly effective.

3.  A system that addresses problems and clear consequences for group members who do not complete their responsibilities or negatively affect the whole group need to be in place to balance the workload and to make sure all students are fully engaged in the work.

video 2.

1.  It gives students a chance to explore and discover through solving problems to reach a common goal by using their strengths to take on roles that work best for the success of the group as a whole.  Assessing student's based on their roles in the group can naturally lead students to discover their strengths and use them to build social skills and confidence.

2.  Mr. Jupp walks around and conferences one-on-one with students as they independently work on their individual role-assigned group project work.  He asks what they are doing and why to assess whether or not they are on the right track and guides them when needed.  He then allows the students to peer assess the end products in a workshop type model, which gives the students a bigger sense of ownership of their work, helps them to learn the effectiveness of using constructive criticism and the importance of revision.

3.  Peer assessment gives students ownership of their learning process by handing the microphone over to them for a bit.  Mr. Jupp said it, "kids don't learn best by listening to a teacher talk in front of a class, they learn best by communicating with one another and bouncing ideas off of one another"  ...loosely quoted...

video 3

1.  The popsicles help because it hold the students accountable for owning their own answers because it eliminates the problem that occurs when choral answers turn into a few loud, quick learners to lead the other students to sometimes simply copy the first answer they hear instead of thinking about the question answering it, and fully understanding the mental process it took to find it.

2.  I noticed that the students seemed more motivated to be successful and to work respectfully together.  The team and points structure naturally lends itself to competitveness that can motivate students to push themselves further in the classroom.  I also noticed that it helped students work through their mistakes and work together to solve problems and find answers.

3.  Mrs. Jackson moved from a traditional, choral, whole-group, yes/no/one-answer model to more inquiry based questions that led students to think about how they were solving the problems.  This helped the students who were simply finding answers or guessing to think about and understand how they found the answers so that they can apply the same processes and concepts to solve future ones.


Considering the "profile", PBL collaborative group work is an excellent tool to teach students the social skill they will need to use in the workplace.  It teaches students that they must be responsible for completing their required role responsibilities, abide by deadlines and use time management skills, builds confidence, allows students to explore their potential strengths and weaknesses,  and know that improvement is always an option and that learning through mistakes is not just OK but can be extremely valuable.

Sarah Golightly--Blog 3

Video Choice #1—Group Contracts for Collaborative Work

1.     What are some of the problems students might encounter when working in groups on extended, complex projects?

Absenteeism, anger, and apathy are some of the problems students might face.  Distractions will abound in a room of twenty-five preteens and teens.

2.     How can contracts be designed to mitigate these problems?

In order to decrease problems everyone should know upfront that they have three chances to get the assignments completed.  Agreeing on appropriate and polite language toward peers should also be given three strikes and then the person is out of the group.

3.     What checks and balances need to be in place for contracts to be effective?

All must abide by the rules.  For example, if a person has a fourth violation, he/she must be removed from the group.  The teacher must also monitor and  not assume that the children will “be good.”

Video Choice #2—Structured Groups:  Making Group-Work

1.     What is the value of assessing how students perform their group roles?

Value comes in teaching the students to work on teamwork and not to be consumed with competitiveness.

2.     How does the teacher, Mr. Jupp give feedback and guidance specific to each group?

Mr. Jupp is extremely positive when talking with the students.  He not only tell them what is to be done, he also shows the students how it will be completed.

3.     How does peer assessment give ownership of the learning to students?

Ownership comes because the information has been heard or reiterated by a classmate and students learn better that way.  The students will have figured out the concept without the teacher and the information will be retained longer.

 A PBL encompasses all that is desired of a SC graduate.  We are seeking to prepare students to work with their peers, be honest, persevere, and think outside of the box. A PBL is an excellent means to that end.  “No man is an island.”  The PBL stretches our students in positive ways so that when the time comes for them to perform they are not at a loss.