Christi Coomes Blog 6

Blog #6

I used to think that PBL was just one more project for me to implement and construct to be totally created by me.  One more box to check off as a required teaching strategy.  I  have, however, found out that it is not anything like that at all.  Teachers provide the framework for a problem to be solved but the students are in charge of the actual product and research.  It is across curriculum and involves using these disciplines to solve the problem, just like in the real world.  History involves mathematics to determine how to handle future situations.  Writings of historical figures can help find connections to current problems in society and how past events might affect future events.  PBL helps students see the relevance  of the subject you teach and how it might be useful for their future or career.

Christi Coomes Blog 5

Blog #5

Now What

Christi Coomes

I have really enjoyed the PBL classes that I have taken.  I think that students really can benefit from this method of learning. Since most students have never been taught this way before, I feel that the teacher must start small and with more detail instructions on how to accomplish the tasks. However, the next projects will be easier and the students can take more control of their learning.  I remember how difficult it was for students to create a rubric the first time, but the second time they needed no instructions from me. 

I have always tried to integrate other subjects into my lessons so students can see the connections between math and the real world.  PBL is a great way to integrate and teach not only your standards, but the standards of other classes.  Also, I really liked that teachers from other disciplines might collaborate and help each other complete a PBL using their expertise in their subject areas.

I am excited to take what I have learned and use it in the future.

Christi Coomes Blog 4

Blog #4

Reflection on Mini-PBL with Algebra I

Christi Coomes

I was really interested to see the difference between PBL with gifted students and a regular education class.  I implemented Sarah’s PBL in my Algebra I.  They were able to complete the project in two days, instead of the three weeks it took my class to complete a project or Sarah’s class, which also took three weeks. 

Gifted students thrive with PBL.  They are already curious about the world around them.  When they are given the freedom to explore topics on their own, they will run with it.  Often times, they will come up with the most interesting ideas or observations.  Since, these students are accustom to investigating their world around them, the teacher does not have to stay behind them to ensure they are on task and working collaboratively.  They regulate themselves.

I know that D6’s Horizon program is PBL based, as both of my kids went through the program.  This might be why these students adept at PBL units. 

Another benefit of PBL with gifted students is that it reaches the gifted students who “checked out” because learning is irrelevant to them.  They are not vested in traditional learning because it is boring or beneath their intelligence level.  When they have the opportunity to express their own interests and thought processes in a deep and meaningful manner, they check into the learning process.

Christi Coomes Blog 3

BLOG #3 Christi Coomes

Da Vinci and PBL

I am a big fan of Leonardo Da Vinci.  Da Vinci’s thought processes  were the epitome of  PBL.  When you look at his notes and his “to do list”, he was always looking to solve a problem.  His problems were not isolated to math or science, but involved a bigger picture.  His problem solving skills involved looking across disciplines to come up with solutions or improve existing concepts.  For example, he used the Golden Ratio, a math concept, to incorporate into his art (the Mona Lisa and the Last Supper). 

I think we are always so busy trying to teach our own discipline that we forget how integrated our world really is.  If you look at the fern leaf, you can see fractal mathematics, something with a finite area but an infinite perimeter.  Yale University encourages their students to mingle with students from other disciplines to generate new solutions to problems in a discipline.  If an art student hangs out with an engineer, the engineer might have a conversation with the art student that might help the engineer come up with an innovative approach to new invention or to solve a problem.

I think that PBL is an excellent tool to provide students with the opportunity to see the interconnectedness between disciplines.  What are your thoughts?

Christi Coomes Blog 2

BLOG #2 CHRISTI COOMES REFLECTION ON PBL THE VACATION PROJECT

The vacation project went well for my last block class.  Since they had created a rubric for the first PBL they were much more efficient in constructing the grading rubric for this one.  Also, they used the rubric to determine if they were meeting the requirements of the project.  The first time they did not refer to the rubric to see if they were meeting the standards.  

The vacation project presentations were presented as a gallery walk.  The students really enjoyed presenting this way.  They had several opportunities to perfect their presentation, as they had to present it at least three times.  Also, they enjoyed this type of presentation because it was a low stress environment (only presenting to six people at a time). 

Giving the students calculation sheets on which to work and a booklet to place the material in was very beneficial.  In the first project, I did not provide calculation sheets and the students did not know how to construct them for themselves.

There were so difficulties in this PBL. My second block class started the project.  Even with constant supervision and guidance, they were not productive.  They spent their time talking and not completing the assignments.  I had to stop the project.  I think they got the message.  I am now working on a tin man project which involves constructing a tin man out of recycled material and calculating the surface area.  They will receive the exact amount of foil needed based on their calculations to cover their tin man.  The middle block is now working to diligently to complete this project. 

If I had to do this again.  I would discuss the difference in cultural facts and other types of facts.  The facts they gave me about the country were not about culture, such as the population of the city or country.

Overall I was pleased with the project. 

Christi Coomes

PS I had accidently deleted this, but was able to retrieve it.  However, I could not get rid of the line through the middle.

Taylor Thomas - Course 3: Final Blog Post

What I used to think but what I know now about pbl

This is tough for me because I was introduced to problem based learning at the beginning of my career. It was the school initiative where I worked and everyone was trained accordingly. Problem and project based learning are similar approaches to teaching and learning. The teacher is a facilitator and 21st century skills are an important component. Organization, execution and school climate are also important in problem and project based learning. I will say that I did not know the difference in the two before. I now know that project based learning is multidisciplinary as opposed to single subject and based on real world ideas not just a scenario that needs to be solved or answered. The arts are integrated in project based learning experiences and it takes weeks to complete. I also now know how important it is to involve stakeholders. This allows students to see relevance and importance in their hard work. 

Savannah Griffith Blog Post 6

What I use to think but Now I Know

    PBL #1- What I was thinking - I am scared to do this by myself; I do not know what I am doing. I cannot do this and all the other stuff I have to do. - 

When I completed my first PBL, I was not so excited. I felt like the process was slow and I could not get students excited about what we were learning. The sixth grade social studies teachers changed their lesson plans the day before I implemented my PBL. I was just not feeling it. The expert I had planned could not come on the days I needed. I was stressed and could see no end to the project from day one.

What I learned - As time went on, I began to really understand how I could use this in my classes. I found new ways to spark students’ interest and they began to get engaged. I thought in the beginning that there was no hope but I now know that through dedication and pushing students to do their best, you can get through your first PBL! 

    

     PBL #2- What I was thinking - Still a little nervous but I CAN DO THIS! I know what I am doing. I am praying students will see the real world problem and understand what we are doing. 

  When I started this PBL, all the students were on board and ready to start! I was so excited. They created google docs to collaborate; they made surveys, and really were involved. Now as time went on and the tasks grew demanding they did struggle some but we would meet for our weekly meeting and get back on track! I thought that my students would not understand the purpose of a weekly meeting but I was surprised to learn that they counted on it each week. 

What I learned- I learned not to be too confident because there will be struggles but that the PBL went a lot better when the students and I were excited about it. I learned that eighth grade students seemed to have more experience with STEAM/ PBL. That did help with the whole process. Overall, I learned that the more you experience PBL the more you know. I am excited to start a new PBL in the fall with even more understanding than before! 

   

Savannah Griffith Blog Post 5

     Genius Hour

        If there is one thing I really take away from PBL, that would be how important that having a Genius Hour time is for students. We have to put so much pressure on students to finish an assignment, study this, and turn in that, that we accidently neglect students’ freedom to create. In order for us to align our classes with the profile of the SC graduate, we have to carve out time for our students to explore, come to their own conclusions, and think for themselves. If we stick to just the, "plan," then I believe we are sheltering out students from all that they can be. I want my students to remember me as a teacher who let them explore with different art materials, get messy (as long as they clean it up ha-ha) and truly encouraged exploration. 

     Genius hour gives students this time. It allows students to explore and learn about something THEY care about. Not something that fits our mold but something they want to learn about. I have noticed a true change in students’ art as I have allowed them to experiment with materials and try new things. They have lost the fear of messing up and are focusing on being creative. 

    I started with implementing Genius hour to sixth grade but now I use this with all my students. Once every week and half or so I allow students a class period to work on their own work of art. You would be amazed at how much better they work on their Genius Hour project than they do the projects I assign them. I hope that other teachers will begin using this in their classrooms and see the benefit it has for our students. 

Savannah Griffith Blog Post 4

Group Contracts - How they worked for my Students

      Group contracts were a reoccurring topic that we talked about in our PBL class. We were able to see them first hand when we went to Emerald High school. I distinctly remember a science class we observed where the students had to assign their own role, etc. for the project. I remember one student agreeing to take on two roles because he wanted a good grade. This showed me that students would take ownership over their work and step up when necessary. 

      When I introduced group contracts to my class we did not have a formal contract that each student signed but they met in groups and had to decide who would be responsible parts of their sign designs, etc. This worked for my students because their peers held them accountable. They did not let anyone get by with not completing a certain part because they knew their sign would suffer. They also knew they would be receiving two grades. One group grade, where they all would receive the same grade based on their sign, then one individual grade based on their peers review of their work. This gave them choice on when they wanted to work and how hard. Some students were very concerned about this but through hard work they realized they could all achieve high grades if they gave their best. 

      I am a firm believer in-group contracts now and have shared this idea with several colleagues. There are already teachers using these in their classrooms. When I talked about them with my students most of them had used one of some kind before.

      I tried to establish contracts with my students last year but I did not know how to hold students accountable if they did not complete what they signed etc. Since taking PBL I now have a much better understanding of how to make contracts that encourage students rather than pushing them away. 

    I will use group contracts for group projects/PBL projects from now on

Savannah Griffith Blog #3

How PBL Has Changed My View

      When I found out that I was going to be taking the PBL class, I honestly tried everything to not take it. I begged my principal to let me out of the class because I was going to be a second year teacher going through ADEPT, taking the gifted and talented classes and read to succeed. On top of teaching 82 students art visions for the first time and coaching cheerleading. Thankfully, Mr. Ledford made me take the class despite all my worries. 

        Looking back, I am thankful that he did not let me take the easy way out and drop the class. He encouraged me and promised me that I would be fine. It has not been easy but has been so rewarding. Especially seeing my students grow and learn in a different way. I have a different outlook on the minds of students now. I look at projects in a different way. 

      At first, I was nervous about how my students would react and respond to this new way of learning. They really did well. Even from my first little PBL to my last one. I have experienced firsthand the creativity that my students have. Even on days when things were hard to talk about and discuss, students were able to open up and see the real world problem.

      I have learned so much in this past year of PBL. From group contracts to protocols, I have gained a wealth of knowledge through this class. I am excited to see myself and my students continue to grow. Since FMS is becoming a STEAM school, I hope that I can use what I have learned to educate other faculty and staff. I want PBL to become a household name at FMS. I think that PBL will open our eyes to all the possibilities that our students have.

Emily Waddill Course 3 Blog 6

I want to start by saying that this school year has been a long one with many successes and failures along the way. I’ve learned so much from the short time that I’ve been working as a part of Spartanburg School District 6 and I’ve been presented with a lot of opportunities for growth that I’m very thankful for. Firstly, PBL was not something that I had ever heard of before this class and it is not something for the faint of heart to try implementing in the classroom. However, I can say that I’m prepared for what is to come and I’m looking forward to executing more PBL units in my classes over the following years. I can say that there were many things that just didn’t work and there were a lot of things that worked very well. So, throughout all of my experiences with PBL I have learned something new every time.

I’m really looking forward to setting up my classroom next year with more of a guided math framework. All year I know that this is how I eventually want my classroom to be run and I’ve been provided with many resources to help me out with planning. I had the opportunity to visit Chesnee Middle School and observe some guided math in action and Mrs. Woodson also gave me some resources to help. I think that PBL will fit in very well with this type of structure in my classroom. One of the teachers that I observed at Chesnee Middle School used the MATHS acronym for his guided math. This stands for making sense of the problem, application, technology, hands-on and small group and all of the students rotated through these stations. A PBL unit could be done at either the application station or the hands-on station and that is what I plan on doing. I want math to feel more relevant in student’s lives and giving them opportunities to see the applications will help with that. I know that realistically, guided math isn’t going to be done every day and it doesn’t have to be. So I still plan on doing introductions to new content through whole group lessons and then diving into the guided math rotations right after that. I can’t wait to get started next year with all of this in mind and I truly hope that next year will be my best year ever!

Sarah Golightly--Course 3 Blog 6

Sarah Golightly—Course 3  Blog 6—What I Thought I Knew and What I Now Know about PBL

Truthfully, I knew very little about PBL before this class.  I always assumed it was for science and math teachers only.  That by no means shows the scope and depth of a PBL unit.  For me, the PBL unit of study was extremely intimidating.  It may always be overwhelming, but it is not as scary anymore.  I enjoy watching the enthusiasm the students display when they are really engaged in an assignment.  I certainly do not see that spark of enjoyment and curiosity when a worksheet is given.  PBL units are limitless and fun. 

PBL units require movement/action from the teacher.  One cannot depend on old files from the magic filing cabinet!  These units are constantly moving, growing, and sometimes even changing from the original plan.  Nevertheless, the change is always for the better.  I am glad the children of the future will an organized way to look at a topic from many angles and perspectives.

PBL Course 03 - Blog Post 06 - Smith, Robert

The Benefits of Project Based Learning

When I started this course, I never realized how large of an impact project based learning (PBL) could have on my middle school students. I think that maybe a part of the reason it works so well is because many of these learners never experienced to the concept of PBL. If they are not aware of something's existence, then how can they like or dislike it!

The biggest takeaway I got from these courses is the difference between assigning a classroom project and using project based learning as a means of content delivery. That difference, to me, is that a classroom teacher who assigns a project does so hoping to reinforce what content already taught through other, more traditional instructional means and a classroom teacher who uses PBL designs the entire content distribution process around a single project. The PBL projects should allow for more student choices and be grounded in real world situations. In other words, instead of giving a mathematical formula out to students and working around that with text-based examples, a PBL classroom teacher would design a unit on students exploring the concepts that lead to the discovery of the formula on their own. The project would be the application of that discovery in a meaningful way.

In summary, PBL encourages learners to develop their own methods of solving real-world problems. It better prepares students for success now while helping to better prepare them for success later.

Final Blog Kimberly Trott

What I Thought I knew and What I now Know about PBL

Wow, last summer I really thought this was going to be a glorified version of projects.  It has really turned out to be much more than that.  I will also say it has taken me three PBL implementations too really get a handle on it. For me the elements crucial for success are the time expectations and the group contract. 

I still have not mastered either but the one most critical to success is what you put in the group/teacher contract.  You start to learn what you must put in the contract in order for chaos not to prevail. The teacher must implement the consequences to those expectations if someone does not comply with them. His is so difficult.  It has to be robotic.  This is so hard and you cannot be swayed by your sympathy for students not to implement it.  Such as, knowing that a certain student just cannot stay focused and letting them slide for their misbehavior.  If you do not penalize them the way written it will come back to haunt you.   

Project based learning is richer because when you allow students the ability to have choices within the project then you are turning over the learning to them because you are trusting them to perform at a high level.  I feel it is important to make sure the students understand this trust in order to insure active commitment to the project. 

As a teacher, I still like some structure within the PBL as far as researching the material I feel they need to know. Maybe because they are ninth graders they cannot handle just a free for all and pace themselves.  I find it more helpful to have a clear notion in my head of what I know I want students to learn about, and take those topics and make sure they are structured into individual components within the project. 

I am still not 100 percent sure the best method to implement the learning.  Students did tell me they found it hard to do the project and then to also learn the material I was giving them in class.  Therefore, the second project I did with PBL was only the project, no other classwork.  I think if our school implemented a PBL program, I would not be so worried about making sure I cover the material in precision detail and could only give a grade on the project versus a project and a test. The PBL would be their assessment.

Overall, the three classes have made me a better teacher just for the fact that I now trust my students more.  Students can handle responsibility, deadlines, and collaboration if time is given to teach these skills.  The key word is TIME.  TIME would be possible if students received instruction in PBL over several grades, in that manner students would have a working vocabulary and skill set to jump right in and all you would have to do is review the skills.  These three courses are actually the hardest education courses I have ever taken, due to the fact that I had to actually implement them. 

Emily Waddill Course 3 Blog 5

On Monday of this week, myself and Mrs. Golightly gave a presentation to our grade level team about some information on PBL. I had created a powerpoint and also uploaded resources to a folder in Google Drive to share with my colleagues. I really enjoyed this chance to share what I’ve learned this year through taking this PBL course and I hope that my colleagues could tell that I was excited about what I was doing. There has definitely been some struggles this year but I know that everything is a learning process and the second go around will be better than the first. One thing that I had put in the folder to share was the true colors personality assessment idea for grouping students at the beginning of the year. I am so excited to try this out in my classes next year and I loved the idea that I couldn’t resist sharing it.

I also briefly talked about the essential elements of what a good PBL unit should include and provided a checklist for those teachers thinking about trying out their first PBL unit. I hope that my colleagues feel comfortable coming to me with any questions that they may have about PBL. I don’t consider myself to be an expert on the topic of PBL  because there’s always room for improvement and I know that there’s work that I can do to make my units even better. However, I will offer any support that I can in the following years so that our students are learning through more engaging and powerful methods.

Sarah Kate Higgins Course 3 Blog 6- What I knew then and now

Beginning this endorsement process, I thought that PBL was a project within your unit. I thought to myself, I do projects with my students, this should be easy. Boy was I wrong. Day one of the first course I quickly began to realize that Project based learning is much deeper and requires extensive thought and planning.

The first course was overwhelming with information and left me with a lengthy to do list and a lots of ideas to bring back to Fairforest. I enjoyed the layout of the course and how we participated in a variety of consensus protocols that we could easily bring back to my classroom on day one. It was overwhelming going through it but leaving Dorman on that Friday in July, I was excited with the ideas and plan I created in the first course.

I thought that the second course was so helpful with application of PBL. I enjoyed learning more about work contracts as well as genius hour. My students loved genius hour and I learned alot about my student's interests and passions throughout this project. I also loved the mentorship throughout the third class. I felt that this class gave me the most that I could grow from. Overall, this endorsement course was so wonderful and I look forward to continuing my journey with PBL.

Makisha Fowler-Miller Course 3 Blog 6 What I knew then and now

To think about what I knew then and what I know now is funny! When I first started learning about PBL I had 
no idea what I was getting myself into. All I knew was my school was focused on STEAM and a couple of 
teachers had been selected to learn about Project Base Leaning.

What I know now? Project Based Learning is a teaching method that allows teachers to step back and 
facilitate lessons to students. It removes the thought that teachers always have to be in front of the classroom 
on the boardthrowing out information in order for students to learn. PBL puts learning back in the students court. 
It holds students accountable for their learning as they explore real world situations. PBL encourages critical 
thinking, problem solving, time management, and teamwork. Students are free to perform their own research
while working with peers to find the answers to critical questions. I have really enjoyed PBL and will continue 
to implement it in my classroom. At one point, I thought students had lost their motivation to learn on 
their own but through Project Based Learning I discovered that students just need the chance to explore!

Makisha Fowler-Miller Course 3 Post 5

On Thursday, April 19, 2018, my class presented their presentations to a group of their peers, Mr. Ledford, Mr. Belgrave, and Mrs. Duello. The students had awesome presentations to present but I had several silly students that laughed and were silly during their presentation. I was so embarrassed because they all had done such great work. My food court wars winner was a group that named their restaurant Valentino's. During the presentation, Valentino's presented their Prezi PowerPoint in way that made people want to come to their restaurant. Their group even included drinks with their meals. I was amazed at all the students thought processes and what they all came up with. If I had to change anything I would have change the way the groups presented. I would have them practice their presentations in front of me and critique them on how to present. Besides the laughing and silliness everything else went well and I do believe that the students enjoyed and learned a lot from this PBL project.

Sarah Kate Higgins Course 3 Blog #5- Implementation Observation

I was so nervous to have Dawn come into the classroom for the implementation observation. Throughout the observation I was super excited about how engaged my students were. this was the goal I set with dawn during the initial coaching. Dawn observed my students finalizing scripts, shooting practice videos and a few groups earned the final shooting of their instructional videos.
One difficult moment in this lesson was when a student refused to complete any work. I made sure to work with him one on one and offer alternative ways he can participate, if the video was overwhelming to him. I attempted to accommodate him in many ways, but he continued to refuse to work and even respond. He shut down and stopped working altogether. When he did speak it was off topic words or loud unnecessary sounds. This behavior is common for this student and I always try to work with him, but often he will take away from others within the classroom. We have since communicated with parents and seen improvement.
One part of the lesson I enjoyed was seeing some of my early finishers turn into instructional video experts and help other groups prepare for the final video shoot. I watched many students who rarely work within the traditional classroom setting step into leadership positions and blossom throughout this lesson. I loved being able to step back and watch my students become the teachers. Overall, I felt that the lesson was a success and I saw my work together and take ownership over their learning for the most part.

Sarah Kate Higgins Course 3 Blog #4- Growth

I believe that growth is essential to teaching. As we learn and try new things within our classrooms, and new methods and strategies become known, we as educators must adapt to the times and try new things. I have grown so much as a teacher throughout the Project Based Learning endorsement classes.
I remember working over the summer and being so overwhelmed with the information and ideas. I thought to myself that PBL would be  something that would be painful within the co teach and resource classroom. I was nervous about even talking with my co teach teachers and pitching ideas. As I began talking with them I was so excited about their willingness and enthusiasm to try PBL with the additional support within a co teach classroom.
I saw also of growth within myself and overall PBL confidence when working with students. I noticed that as I bought into PBL I would see that buy in reflected in my students. I am incredibly grateful for the opportunity to learn more about PBL within this cohort and to have support and feedback as I attempt to apply PBL within my classroom.
 

Makisha Fowler-Miller Blog 2 Coaching Cycle

Coaching Cycle- Being in Mrs. Mitchell's class was the first time I had ever heard of a coaching cycle. I love how it is used to hold not only students but teachers accountable for making learning fun. During my coaching cycle, I was able to co teach with Mrs. Mitchell. She showed me how easy it is to make a lesson that has already been created relevant to a PBL project by changing a couple of words. At Fairforest Middle School, we have several teachers who have been enjoying co teaching since the beginning of the year. This experience has made me want to be a part of the co teach group next year. Co teaching has given me the opportunity to learn from another teacher while being able to assist students that are having a hard. Having two teachers in a room makes it easier to work with students that may not have grasped a certain concept. It also gives students the opportunity to get two perspectives on a lesson instead of one. I have heard several teachers talk about how great co teaching has worked for their classroom. Hopefully next year I will be able to be a part of a co teaching teach.

Makisha Fowler-Miller COURSE 3 BLOG 4 GROWTH

During this blog, I want to reflect on how much I have grown since my first PBL project. When I started, I was so confused about what I was supposed to be doing but I did not give up. Instead, I chose to be optimistic. Every time I heard someone mention a PBL project I would listen trying to see what I could pick up from their lesson.

One day, I was sitting in a math training listening to Mr. Smith from Dawkins talk and finally the light bulb came on! I finally figured out what math had to do with Project Based Learning. Listening to Mr. Smith talk answered so many questions that I was wondering about. He told how he grouped his students and how he stepped back and watched his students facilitate the lesson.

 Later that week, I emailed and then co-taught with Mrs. Mitchel and she taught me how to change my lesson to make it relevant to what I was teaching. Now, I feel like I could teach just about any PBL lesson and make it relevant to math. This PBL experience has been very eye opening! When I started, I barely knew what a PBL was and often got it confused with STEAM. Now, I feel that I have enough knowledge to continue teaching the PBL way. I never knew how fufilling it would be to be able to step back and watch students be in control of their learning!

Sarah Kate Higgins Course #3 Blog#3- Work Contracts

I loved hearing from other cohort members about the way they have utilized work contracts within their classroom. Mr. Smith's ideas and implementation of work contracts was absolutely incredible and effective based off of the data he collected. I love the thought of work contracts and have attempted to apply work contracts into the co teach classroom. I see work contracts as an excellent way to differentiate instruction and give extension activities to those early finishers as well as provide additional small group support for students that need some extra help. Within the co teach math classroom I have attempted to push my teachers to try small groups and guided math in small doses. I saw my teachers become overwhelmed when initially introducing, but many have jumped into grouping and deep differentiation with me. I have enjoyed so much seeing the students needs being met and having time to provide additional support for those in need as well as providing engaging and challenging activities for those who are able to go on.
I am hoping to begin work contracts within the co teach classroom and think it will be a fantastic strategy with two teachers in the room. I am currently doing daily check lists with the students in order to build their ability to independently work through a variety of activities and I am looking forward to working up to work contracts on a larger scale.

Savannah Griffith- Blog Post 2

      Blog Post 2 - Savannah Griffith


      When Dawn came to observe my PBL class we were in the middle of the unit. She was able to see a gallery walk of my students progress and then observe them giving feedback. My PBL unit this semester is a beautification project for our school. We are adding signage to important areas in the building, but not just any signs. Custom made designs by my 8th grade art visions class. They have worked extremely hard and I am so proud of them! They have taken initiative during this project unlike any other.

       I was nervous at first that the students would shut down and not respond to questions, etc. However I was plesantly surprised that they opened up, gave thoughtful feedback, and seemed very engaged. I really enjoyed the gallery walk because the students were able to see what all the other groups had been working on. I think it gave them a sense of pride in themselves and the great work they had produced this far.

      They gave feedback through color coded sticky notes. Then the students had about six minutes at the end of class to read their feedback and make notes on what they found helpful. I had them turn their paper over and quick write their key feedback so they wouldn't forget over the weekend.

      Overall I was very happy with the observation and look forward to finishing this project strong! My students have worked very hard and are truly learning the meaning of PBL.

Clark H. Maxwell Course 3 Final Post

What I Learned in the PBL Cohort

     Let me start off by saying that I was not looking forward to this class.  As a student, I did not like school very much.  I was not the most motivated student, but I tolerated school so I could play sports.  Since then I have always had the mindset that, "I went to school so I would not have to go back".  Well, sometimes life throws you a curveball.

     When my principal asked me to take this class, I was reluctant.  As I said earlier, I do not like school.  That sounds crazy since I am a teacher.  My school is going in a STEAM/PBL direction.  It's something I didn't understand and since I was going to have to do it in some form or another, I might as well learn more about it.  I had took STEAM/PBL to mean we were going to be losing a good bit of activity time because of projects.  That was something I did not want to happen.  I was also apprehensive because I thought that the students would rebel against it.  I was wrong on both counts.

    That first class blew my mind.  For most of the week, I had no clue what anyone was talking about.  I was lost, frustrated and confused.  It wasn't until the end of the week that I realized that we were actually participating in a PBL inside of a PBL class.  I somewhat understood what I was trying to do after that.  That first project I did though was rough.  I should have known better that to do it with 6th grade.  Those kids need all the exercise they can get, wow.  But, they did do a good job, and they now know how to exercise and get fit when they have no money.  So I guess it was beneficial for them.

     The second class was by far my favorite.  It gave me the most helpful tip that I think we can use in PE, Genius Hour.  I really like this.  It is, I feel, a good compromise of the inquiry part of PBL and not losing more than a few days of PE.  I like that it can be done in one class period, can be wide open or directed, and asks them to dig a little deeper and learn on their own.

     During my second PBL for this third class I decided to use the Genius Hour concept for our research days.  The kids liked this because it could be accomplished quickly and they could still have PE.  Had it not been for my first PBL experience this one would not have gone as well as it did.  The kids were interested, focused, and they did some really good work.

     In the end, I am glad I took this class.  The people in it were great, and were very helpful.  I now think I have a good grasp on what PBL is and how to best us it in PE.  I also have some ideas about possibly helping out with social studies when they learn about the textile mills and Native Americans.


     

Clark H. Maxwell course 3 Post 5

Info-graphic Day

     This past Friday we put our research together into info-graphics.  I have never done one of these or knew what they were until we started this class.  I played around with a few different things.  I heard about this one website from another teacher called easel.ly.  As Friday approached I talked at length with this teacher.  Her class just happened to be researching for their own project that would use this website, it was on textile mill baseball and Shoeless Joe Jackson.  I have had a few family members play in the old textile leagues and talked with some of the students about that.  I also know a good bit about Shoeless Joe.  Well, this teacher had a great idea.  Since I had never done an info-graphic, and they were going to be doing one as well, why don't we combine and kill two birds with one stone.

    She was great.  She got all students logged in and started.  My students have done these before, and they obviously know computers better than I do, so their learning curve was very short.  we managed to finish the whole thing in a little over one class period.  As I helped my students as best I could, I was also on tap for any baseball questions that her students had.  

    I guess you could call this cross curricular and cross grade level.  Her class was 8th graders and mine were 7th.  There were no problems, all students were working diligently.  I was surprised at my students creativity.  A few groups took a generic approach, which was fine.  But a few went above and beyond and turned out some spectacular work.  I am still new to this, so when I finally figure out how to save them and upload them, I will.  Fortunately, the teacher I partnered with knows how to do that.  I cannot thank her enough for doing what she did for me, she did not have to.

Clark H. Maxwell Course 3 Post 4

On Monday 4/16 I presented my Genius Hour sales pitch to my administrators.  I have talked about this a good bit to my other PE teachers, but this time decided the bosses needed to hear it.  It was very informal after the last class had left the cafeteria.  The admin's have lunch duty on Monday's, so I knew they would all be there.  They were very receptive to the idea.  I talked about how this would be more beneficial to us in PE because it could be done in one day and not take away hardly any PE time.  Several of the sports that we do are Olympic level sports, so they have a history.  I thought it would be a great idea to have the students use Genius Hour to find out everything they could about the history of the sport, the rules, who the best teams are, what kind of money the professionals make, etc.  Also, since PE is very sports oriented, we could use this to have students research other jobs in sports, what kind of schooling they would need, salary, etc.  This weekend I thought about how we could use it to help in Social Studies.  Two fellow teachers hit on the sports of Lacrosse, textile mill baseball and Shoeless Joe Jackson and we could start the ball rolling, no pun intended, in PE as kind of a primer for what they are about to get into in class.  Below is my attempt at a selfie for evidence.

Clark H. Maxwell Course 3 Blog 3-Research Day

   For my PBL unit on health concerns we did our research the Wednesday before spring break.  I gave them a paper that had 5 questions on it.  The questions just hit the high points, KISS principal.  We decided as a group that the best way for the whole group to finish and still have time for gym was to divide and conquer.  Our groups, at the time, consisted of 4 people.  The groups split in half, and each half took a computer, work sheet, and pencil.  The halves played rock/paper/scissor to see who have to research a third question.  Not the most democratic way to settle things, but its what we use in PE to break ties, etc. 

    The thing that surprised me the most was how tech savvy the kids were in their research.  If they didn't get what they wanted out of their Google question, they changed it until they did.  It surprised me how fast they finished.  If one half finished faster, they went and helped the other half of their group.  Maybe I just don't pay enough attention to students' tech skills, but they were great.  And, they weren't just trying to get something down so they could have PE.  The kids really got some good information.  Below is an example of one of the research sheets.  Shows how well I can do this stuff.  I could not get a picture of the sheet to load, so I used a page break and copy/pasted.

Sarah Golightly Course 3 Blog 5

Sarah Golightly—Course 3—Blog 5—Second Implementation Observation

On Thursday, April 19 my fourth period class presented skits they had written to promote anti-bullying.  This group has never been hesitant to work or perform before an audience.  Thursday was no exception.  They chose to write about new students being bullied and the effects of the home on a child’s personality. 

A short video clip of a skit was shown.  Expectations were explained on position of characters, projection of voice, introduction of characters, etc.  Students had their lines memorized, for the most part, and they were ready to begin!

Even though the groups had practiced, more practice was needed.  However, this shortcoming did not fall upon my students.  I should have had a more structured environment for this.  By the time I was ready to jump into this second PBL other obligations were also occurring.  I visualized one thing occurring with the students and in reality, more time was needed for them to have a 100 percent credible skits.  If I had to do it again, I would allot more time for practice.  I did not think it would take a long time to perfect each little piece, but it does.