Tieraney Rice Final Blog Post Assignment

I Used To Think:

qA quiet classroom meant that students were fully engaged in an assignment

qA quiet classroom=excellent teaching and classroom management

qHaving students complete a project after a unit was effective

But Now I Know:

qThe only way a teacher knows how engaged students are in an activity is to watch and listen to the students communicate with each other in a classroom

qA busy classroom=excellent teaching and student expectations have been modeled, practiced, and discussed

qThere is a difference between projects and Project Based Learning

Project Based Learning (PBL) is an approach where students learn the material from completing a project that is driven by a driving question.  These are not projects where students simply apply what they have learned from traditional instruction.  John Larmer and John R. Mergendoller of the Buck Institute for Education 2010 refer to the PBL approach as “The Main Course.”   They refer to students simply doing a project after completing a unit as the “dessert.”  Unfortunately, I have to admit that I’ve spent most of my time as a teacher creating “desserts” instead of ”main courses.”  Oh, how that is about to change!

I’ve learned that PBL allows students to think critically, problem solve, collaborate with classmates, make changes, and be creative.  I think a huge part of it is also that although the project is fueled by a driving question, the students can take it in other directions at any point.  When this happens, the teacher has to be flexible and willing to make changes in the plan.  The teacher acts a the facilitator, which makes the learning process so much more meaningful to the students. 

This focus on serving “Main Courses” in my classroom and not “Desserts” is going to cause me to be more thoughtful and flexible in my planning.  I will no longer jump in quickly to solve problems for my students while they are working.  Instead, I will lead them to problem solve and make discoveries on their own.  I’m looking forward to being a true facilitator, and not a teacher who dominates.  I’m also looking forward to creating more projects with my students that connect to the real world. 

As I planned my project with this cohort, I experienced exactly what I expect from my students as they engage in the project.  I had to do much critical thinking as I planned the activities and protocols for the unit.  I had to be creative starting with the title of the unit down to the public product.  The collaboration with other members of the cohort was priceless.  Through protocols like the Gallery Walk, Critical Friends and many others, I received a lot of feedback that caused me to make changes and/or add to my project.  Because of the communication we experienced with each other, I have a better project now than what I started with.   I am beyond excited to watch my students experience these things as well.  In the words of Dr. Seuss, “Oh, the places we’ll go!”  

Reflections on PBL

Project-Based Learning, or PBL, is the concept that students learn material by completing an extended, in-depth project.  This project, at its gold standard, must stem from key knowledge and standards, require critical thinking and problem solving, answer a driving question, sustain inquiry, be authentic in nature, have opportunity for reflection, critique, and revision, and have a final public product that is relevant to the student or the world in which they live.  Though I had heard of this teaching method before, I didn’t know much about the process or how effective it could be. More importantly I had no idea how to implement this in an orchestra setting. To be quite honest, I needed some graduate hours for my 18+ level and this class would perfectly fulfill that need.

 In short, I came in with the expectation of checking a series of classes off a list and moving on with my life.  But I could not have been more misunderstood about PBL.  It took less than a day in class to realize the benefits of teaching and facilitating using PBL.  By completing a PBL Unit in class, I was immediately drawn to the method.  I can stand in front of a classroom and deliver information with great accuracy and excitement on my own part, but to get students involved in what they are learning and make it relevant to their own lives will make the experience much more organic and meaningful.  Not only that, but it breaks up the monotony of a lecture style teaching method that I have been using for years.  By stepping out of my comfort zone, I am embracing the fear of the unknown and having faith that I can succeed.

Because orchestra is a performing arts class, it can sometimes be difficult to justify its existence to parents, board members, or administrators.  Luckily my district is always supportive, but having previously taken a STEAM course and learning more about how the arts contribute to 21st Century skills, PBL now ties my class right back in with the Profile of a SC Graduate.  I realize now that many of my lessons and performance preparations bordered on PBL but may have lacked some key elements.  Fostering reflection, critique, and revision will create an environment where I can encourage performance and correct mistakes made by my musicians.  More importantly, they start to recognize quality work in themselves.  This will carry over to their practice time, their performances, and by nature of repetition, to their school work and lives in general.

Looking back, I do consider it a blessing, however ignorant, to have come to the class with the mindset of completion instead of revelation.  How many of our students show up to our classes excited to learn every single day?  Do we not reach out to the most stubborn of students in an attempt to get them involved and excited about their education?  I know now that using PBL in my classroom will not only change the way my students learn, but the way that I teach.  No longer do I feel the need to spoon-feed information to every student in an attempt to get it “right” faster.  I can see now that by changing my approach to teaching and allowing them to discover, make mistakes, fail, and learn from doing, that not only will the material be more relevant to them, but it will stay with them for much longer and hopefully have a profound effect on their lives.

Final Reflections on Intro to PBL

What I Used to Think/But Now I Know

 Coming into this course, I already felt like I had a lot of background knowledge about project-based learning, as I had taken the Intro to PBL course online through Converse College this spring. And yes, I had actually accumulated a wealth of knowledge about the philosophy of project-based learning and why it should be “the way of the future.” And yes, I was already 100% on-board with using it in my classroom on a consistent basis. But, what I DIDN’T have was a solid grasp of the process for creating a true, authentic PBL unit. That changed EVERYTHING for me! After taking this class with our cohort, I realized I had gone through the process as a student of PBL and come out understanding so much more what it was like for the teacher and the learner. This is invaluable, because I had to live through the discomfort and the tough moments just like my students will, and I now trust the process because I can see all the ways I grew from enduring it. (P.S. I apologize for my sincere and complete lack of trust as we were in the throes of it!)

To me, project-based learning is a methods and a means for students to engage in authentic, real-world learning that has significance for them. It is a way of learning that is open-ended and requires investigation and a depth that we never see in rote learning of content. It utilizes student voice and choice, and results in more engaged students who feel that they matter in the process. It’s designing learning with the student at the heart of everything that we do, every decision that we make as educators, and more than anything, it values curiosity. What I love about PBL is that it connects to the Profile of the SC Graduate in all the most meaningful ways. PBL promotes creativity, collaboration, critical thinking, and communication. I felt ALL of that as we went through Dawn’s PBL unit for us this week. We had to think outside the box, we talked almost constantly, we shared ideas and supported each other even when we were critiquing projects. We walked the walk! These skills are so important for our young people, and I’m so thankful to be in a state that recognizes the importance of more than just reading, ‘riting, and ‘rithmetic! It’s also good to see that PBL promotes self-direction, global perspective, and work ethic…. So many of the things that millenials are under attack for lacking. I think that by explicitly teaching these skills through models such as PBL, we are empowering our next generation to change the world.  

Sir Ken Robinson’s talk about students’ dreams definitely lit a fire under me as a teacher to honor my students and the unique gifts, talents, and interests that they bring into my room each day. We’ve known for years about the value of differentiation, but PBL makes it so that every child gets what he or she needs every day without creating ten different assignments. They come at the project with their own history, their own voice, and their own passions, and because the assignments in PBL are more open-ended, the students have the freedom to get behind the wheel and drive their own learning using the strengths and improving their weaknesses through the process. (Just like I had to do this week!)

From here, I will move forward with PBL integration into my classroom with the confidence to know that, no matter how tough the road is, it is going to make a difference in my students’ lives. When I’m in the shadow of the valley, I will remember that nothing matters more than creating an engaging classroom environment that honors curiosity, and I will just keep holding on, knowing that in time, things will get easier and my students and I will be better for it.

Thank you for EVERYTHING, Dawn. You are an inspiration for us all, and I can't wait to continue this journey with all of you magical ladies! Happy back to school, y'all! :))))

Final post - Angie Siegfried

     Project-Based Learning has opened my eyes to a better way of planning to ensure I keep “what’s best for kids” in mind when teaching and preparing for teaching.  I had not considered using PBL in my classroom because of the population with which I work.  My students are from high poverty and are extremely behind academically. My thinking was always on catching them up with rote practice. Practice is how they will learn! In doing this, I, unintentionally, have not taught them to reach their fullest potential, but that is going to change.  

    My focus, as with all teachers, is on increasing student achievement as reported by the state.  With such a strong emphasis on standardized test scores, we, as a system, have forgotten what school should be about for kids, and have taken the excitement out of learning.  Standards and data are essential, but knowledge and evoking a love of learning and curiosity should be the most crucial aspect of education. After learning about and understanding the reasoning behind PBL, I feel we can get students back on track to a love for learning if we implement with fidelity and trust the process.

    In 2015, the South Carolina Board of Education adopted the profile of an SC graduate. According to this profile, graduates will have world-class knowledge, skills, and life and career characteristics. The school system is to create these students. Project –Based Learning creates and fosters the traits needed: teamwork, problem-solving, critical thinking, perseverance, and collaboration.  Students need to understand the connections between the profile and PBL because mastering these 21st-century skills will help them be more successful as an adult and professional regardless of what career path they choose.

    Our education system needs a revolution. Educators and those who make educational decisions must get back to the heart of education which is learning for the sake of learning. Students will be able to regain a love of learning if we give them a voice and choice in the process. Project-Based Learning nurtures all of the qualities listed in the profile of an SC graduate. If we as educators implement PBL in our routines, our students will graduate with world-class knowledge, skills, and life and career characteristics.  

Rachael Le Mee Post #4

1. How does using protocols like “critical friends” help teachers become more reflective of their teaching practices? I think that critical friends (and other protocols) are so helpful because it's a chance for teachers to really look long and hard at their curriculum and projects and think about the strengths and weaknesses of the design, as well as building in time to see where students are bound to need more support in the future.
2. What conditions are required for teachers to make use of this protocol? I think the hardest (but most important) thing about critical friends is being open to feedback. There's no room for defensiveness in a situation like this. I also think schools need to build in time for collaboration like these teachers had. There is clearly a solid community of trust and camaraderie that has been built before the first critical friends protocol ever took place.
3. How could this protocol be used with students? I think that this could easily be used with students in upper elementary grades all the way through college. What's important is to provide the necessary scaffolding and to explicitly teach the process so that it is accessible for everyone.
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. For my unit, I used the consensus protocol, the feedback carousel protocol (similar to a gallery walk), and a creating metaphors protocol.

Project-Based Learning – What I Used To Think/But Now I Know                      By: Tina Sanders

After my school decided to end its affiliation with the International Baccalaureate program, I was devastated because I knew that it was a form of best-practice teaching. I used to think that Project-Based Learning was just my ticket out of the oblivion of teaching in a manner that was less than ideal. It would allow me to teach my students the way I, as a learner, would want to be taught. It turns out that IB and PBL are similar and different with each having its own vocabulary but, if down right, they are both actually a form of best practice teaching.

I have discovered that PBL goes hand in hand with the Profile of a South Carolina graduate because it has a focus on STEM through the use of integration. The overall graduate plan is very closely aligned with PBL.  Just a few examples of how closely tied they are found below:

SC Graduate                  = PBL

Rigorous Standards        = Key Knowledge, Understanding, & Success Skills

Authenticity                     = Global Perspective

Sustained Inquiry            = Teaching Kids How To Learn

Sir Ken Robinson inspired me by reminding me of how important it is to remember the dreams I had as a child. This connects me to my students because I recall some of the teachers who inspired me but all of the teachers who squelched my dreams and eagerness to learn. Being in this class this week helps me remember why I became a teacher. Over the years, I have allowed the demands of the job to get in the way of my passion which is to encourage my kids to be passionate about learning. I am eager to get my team on board with PBL. I am going to share my unit with them on Tuesday with the hopes that they will see the how important the role of the teacher is as the facilitator of learning. I am also going to share this project with my principal in the hopes that she will see a change in the way my students learn.

Friday’s share is one that I will always remember. Having the opportunity to show my project with educators who were outside of the cohort was an invaluable experience. The other class participants had heard my pitch throughout the week so having a fresh perspective was just what I needed to launch me further into the main course of PBL. I am so thankful for your enthusiasm for this cohort. I am beyond grateful that I “accidentally” found this class while perusing my email. The 4C’s were found throughout the class. I used Critical Thinking when building my project and evaluating the other teacher’s projects. I was able to find creative solutions to the problem of teaching science. (Often times, we are encouraged to focus our time on ELA and Math. Then if there is time, throw in a little Science & Social Studies.) By incorporating ELA into the Magnet PBL I am able to cover multiple standards at one time. Collaboration and Communication were woven through the week. It was very useful to the overall PBL cohort experience. Thank you again for making it feel like a family and not a class. I feel like I could talk with anyone in the cohort and get honest feedback on my current and future PBL projects.

Alana McSharry- Blog 5

In the past I would plan a project or unit by looking at the South Carolina state standards and decide on the goal of the unit. Then I would look for activities that would teach the standards to my students. I always tried to choose activities that would engage them. I read books to students or showed them videos to help them gain knowledge and information to complete the tasks I gave to them. Now I realize that I missed many important aspects of a well planned project or unit.

Project-based learning is a project that students work on for a period of time. The project begins with a driving question and a problem statement that leads the students to solve a real world problem. This connection to a real world problem creates a project that is both relevant and authentic which causes student engagement. Throughout the project students participate in individual and group learning activities. These activities promote students asking questions and finding the answers in their own research leading to more questions and research. As students move through the activities they gain the standard based knowledge but in a more engaging and individual way. Throughout the activities students participate in critiquing and revising their own work or each other's work. The students also reflect on their work which is important because students need to learn how to think. Thinking allows students to make better decisions or to understand their own learning process. The students work on a culminating product that reflects what they learned during the project. This culminating product should answer the driving question and the problem statement as well as demonstrate knowledge of the South Carolina state standards. At the end of the project students present their products to a real world audience.

Many of the aspects of Project-based learning encourages the skills in the Profile of a SC Graduate. Project-based learning students participate in collaborative group work which involves many of the skills in the profile. While working in a collaborative group students need to communicate ideas to each other, problem solve a conflict or a task, share the work and create new ideas. In project-based learning students have to motive themselves to research information and to finish a task.

Sir Ken Robinson's idea of "treading softly on our students' dreams" did affect the decisions I made while planning my project. In my project students have the ability to make their own decisions about what they want to include in their health plan. For a four-year old students just making that decision allows them to feel pride and autonomy which leads to students being hopeful about the future.

During the class we participated in many activities that promote critical thinking, creativity, collaboration and communication. The "critical friends" called for us to think about another person's project, consider how we could help them improve their project and communicate that information to her. The activity where we created an art piece with a partner promoted creativity and communication. We had to talk with each other about our ideas on how to solve a problem and about how we would proceed with the project in the manner asked by the facilitator. Then we had to express our ideas in a creative way. Both the critical friend and the art project promoted collaboration.

In the future I will be more thoughtful during my planning and I will include more of the aspects that I wrote about in the description of project-based learning, the Profile of a SC Graduate and Sir Ken Robinson's statement. It will not be an automatic change from one way of thinking to another but a slow thoughtful process to a more innovative way of planning and teaching.

Kathy- Final Blog

Kathy Feigenbaum

 Entry #5: What I Used to Think/But Now I Know

I came into the PBL cohort with very little knowledge about it. In fact, in the spring I asked some of my colleagues about it. They didn’t know, either. “Some buzzword,” somebody said at lunch. So, I had to find out. I attended the convocation at Furman at the end of the school year to see if this could work for my situation. I was hesitant at first, but the program went well so I signed up for the cohort. This week has been amazing. Like having fallen in love, I feel exhausted and exhilarated! (I’m quoting a classmate with the exhausted/exhilarated statement. We both felt that way this morning.)

Projects Based Learning is an approach to education that aligns very closely with the Profile of a SC Graduate.  The Profile illustrates three categories of what students need to learn.: World Class Knowledge, World Class Skills, and Life and Career Characteristics. Many of these are aspects we build into PBL experiences.

     World Class Knowledge includes math, language arts, STEM, arts and social studies.  Many of our PBL experiences will revolve around one or more of these content areas. State standards remain the foundation of what we are communicating; it is how we achieve that communication that differs using PBL. 

     PBL allows us to teach the content that SC graduates will need, but in a manner that encompasses the World Class Skills. Students will use creativity and innovation with the experiences we provide. Often, the culminating product is something unique to the individual or their group. The discoveries students make while engaging in PBLs involve critical thinking and problem-solving situations. Many experiences involve working in groups for at least part of the journey. Collaboration and teamwork are need-to-knows for groupwork. Much of the protocol we use are tied to communicating information in different modes,  implementing media and technology. And as students actively engage in the process involved in a PBL experience, they become aware of how they learn.

     Intertwined in the learning of content and skill, PBL also incorporates Life and Career Characteristics. Students develop integrity through the ownership we give them in the learning process. As we show them our trust in their ability to work independently, they feel worthy and acquire self-direction. Because the public product extends beyond the classroom, students gain global awareness. Perseverance results when students become accustomed to problem solving involved in their PBL experiences. Collaborating with peers helps students improve work ethic, since peer feedback can be very powerful. Working together with different classmates improves students’ interpersonal skills through cooperation and compromises involved with the contracts they create and adhere to.

I think that the idea of treading on someone’s (particularly a child’s) dreams will always stick with me. It is something to always keep in mind with our children as the days grow longer and the year slows to a crawl and our patience tries to run thin. I plan to put a feather on my desk as a subtle reminder of this.

Ashley Blackwelder Final Assignment

I created a visual for my final assignment, because my brain is only thinking in fragments and pictures at this point :) Here it is!  I had a great time working with you all this week and look forward to seeing you again soon!

What I Used to Think/What I Now Know

1. Critical Friends was invaluable towards helping me reflect on my teaching process for PBL unit.  When we did this protocol yesterday it helped that I knew that Alana and Tieraney understood my students ability levels and therefore were able to offer valuable suggestions while knowing student limitations. It allowed me to come home and re-think my unit with focus of mind on the specifics that needed to be changed. In the video, you could tell that teachers appreciated their colleagues true reflection on what needed further thought because the teacher may have thought of it from a different perspective.


2. Before you are willing to risk being vulnerable you have to know that your team has your back an that they only want what is best for you and your students. I can see how it would be difficult to remain objective (team members) and keep from being defensive (teacher being evaluated) if there was conflict within the team. A class Alana and I took last week - Capturing Kid's Hearts - said the following: They won't care how much you know, unless they know how much you care. That is so true of our students. But, it is also true for us. We need to know that this critique comes from a place of care and concern. The whole process has to come from a place of trust and understanding.  I think we need to take more time to use backwards design to figure out where  we need students to go before we can get them there.

3. Beginning with "I like" & "I wonder" makes the critique a lot less threatening. Giving students a form to take notes on without names attached and having them write their answers might be the way to start. Then as trust develops, students may be more receptive to the opinions of their peers.

4. I will use the following protocols:
 *Pick A Stick (students who have their stick pulled get to answer) 
 *Give A Shout Out (teacher asks the question and all students answer out loud) Then...     *Turn and Talk to a partner to compare their answers
 *Paint the Picture create consensus picture

Wow!  This article, "The Main Course, Not Dessert," is an excellent read because it describes what  PBL is very clearly.  The "main course" project described here totally aligns with the 8 parts of a true PBL experience.  I love how the author includes descriptions of projects that have been done in particular schools, as well as breaks down each element of the project the students went through to get to their final product.  These examples show us the possibility of what can be done!

Post #4

1. Using critical friends is very helpful.  Getting feedback from colleagues allows one to get new ideas, clarify the work that has been done, and share ideas.
2. In order for teachers to make use of this protocol, there must be time allotted to do each part of the protocol.  This will allow each teacher to go through the entire process in a timely manner.
3. After a lot of modeling by the teacher, this protocol could be used with students when they are working on an individual project.
4. Two protocols I will embed in my PBL unit are Pick a Stick and Critical Friends (modified for preschoolers). 

Post #3
Video 1: "Group Contracts For Collaborative Work"

1. Some problems students might encounter when working with a group on projects is some students may not fulfill his/her role.  This can cause the group to have a lot of trouble completing the project, or 1 or 2 group members may end up doing all of the work.

2. Contracts can definitely help mitigate these problems because the responsibility of each group member is in writing.  Contracts are even more effective when the students have a chance to help construct the contract.

3. In order for contracts to be effective, all group members need to be in agreement on everyone's role.  The contract may need to be flexible because changes may need to be made as the group moves along with the project.

Video 2: "Structured Groups:  Making Group-Work

1. Assessing how students perform their group roles is very important because it shows the teacher each student's strengths and weaknesses. 

2. The teacher checks in with each group.  He makes comments on their work and gives them specific feedback.  He gives the students praise for their work and encourages them. 

3. When peers are doing the assessing, students tend to put more effort into their work.  They usually don't want to look bad to their peers.

Ashley Blackwelder Post 4

1.) How does using protocols like “critical friends” help teachers become more reflective of their
teaching practices? As one of the teachers in the video mentioned, "critical friends" is exciting, because it allows us to get ideas that we might not have thought of, rather than being defensive. As we've invited questions and suggestions from each other this week, it's been GREAT! We're all supportive and excited about each other's work, but it is so helpful to have extra eyes to look at it...and extra minds to help brainstorm!

2.) What conditions are required for teachers to make use of this protocol? Just like in our classrooms, the community needs to be established as one that is supportive and respectful. It's not necessarily something you can just jump right in to.

3.) How could this protocol be used with students? This can be done with students of any age, on group or individual projects. Once it's clear to everyone that it's not a time of criticizing, but that we're all going to work together to make everyone's work the best that it can be, it can be a really positive experience for everyone involved. I have looked forward to our gallery walks and critical friends protocols this week, because I'm excited to share what I've done so far, and I know that someone is going to suggest something that will help me to make it even better.

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 definitely want to use the gallery walk, because I think that is a great way to share and get positive, constructive feedback on their work. It will also help us to focus on the fact that our final product is a collaborative project--it belongs to all of us, and we want to work together on all of it. I'm still working on which other protocols I will use and when, but I can definitely see using critical friends as we are working on our photo essays.

Kelsey Grant Post 4

1. Using feedback from your peers, you are able to reflect upon your teaching process and its effectiveness.  By evaluating what they see in the students' work versus what your goal for the assignment was, they can help you to gauge both the students' understanding and implementation of the assignment as well as your effectiveness at communicating and teaching it.  You become more critical of your own work and raise your expectations for yourself along with your students.  It's also helpful for ideas and collaboration among your peers.

2. The whole process has to come from a place of trust and understanding.  Constructive criticism from your peers, when given from a place of genuine care for improvement, can be incredibly insightful.  You also physically need the planning time together to be able to break down an assignment/unit/project.

3. You could easily guide the students through this protocol and allow them to try it with one of their group assignments.  Explain constructive feedback, remind them to use "I like" and "I wonder" statements, and teach them to listen for understanding.  This is also an opportunity to practice note-taking skills, critical listening, and delivering questions and answers in a succinct format.

4. I will use several protocols, including the gallery walk for teacher-student AND student-student feedback on the rough draft outlines of their projects.  I will also use a consensus protocol after introducing music in rituals so that my student groups can find similarities across their cultures and pick out common themes.

Kathy Feigenbaum - Post #4

1.  We need to continue to learn, too!  In order to do so, we need to take time to stop and reflect upon our practice. One of the benefits of participating in this Cohort is getting feedback from other teachers. "Critical friends" is a way for us to receive the feedback, enhance self-reflection, and revise our work accordingly.

2.  In order for the critical friends protocol to work in a school, teachers need to be in agreement and very trusting of each other. The level of comfort is so important. Many teachers would avoid it if it were not required.

3. This protocol could be used with students within a Project Based Learning experience. They may need some reminding of the structure/rules. I know I did. :)

4. Two of the protocols I'm using in my first PBL are (pizza) consensus for ideas about learning foreign language and a gallery walk closer to the end of the project (but still leaving time for revision,)

Angie Siegfried - Blog #4

1. Critical Friends help teachers become more reflective about their practice through the constructive feedback given by their peers.  Instead of hearing a constructive criticism and giving a knee-jerk response, the teacher cannot speak, only listen and take the recommendations or feedback to heart. Viewing the project through different eyes caused the teacher to realize areas that were not clearly defined and that more scaffolding was needed to create quality work. Critical Friends brings in different perspectives and strengths which can also help a teacher grow.


2. A safe environment and a mutual, professional respect must be established for teachers to gain the insight and reflection the protocol can provide.  If the relationship and respect are missing, a teacher can take offense to the feedback given and not experience the reflection and growth from the process.


3. Critical Friends could be used as the critique and revision section of a PBL. Students would definitely need to see the process modeled and practice in order to get the most out of the process.



4. I plan to use the Consensus Protocol (student-student) and the Gallery Walk (teacher-student and student-student). I feel it is important for students to participate in Critical Friends, but the protocol must be modeled, practiced, and rules or an agreement on how to respond should be in place. Middle schoolers can be brutally honest so I will need time to teach them appropriate communication and collaboration techniques before attempting Critical Friends. 

Alana McSharry- Blog 4

The protocol "critical friends" validates the positive aspects of the unit and reviews the issues with the unit. This protocol allows the teacher to improve the unit. While doing the "critical friends" protocol the teachers have to trust each other and to know the purpose of the protocol which is to improve their unit or teaching. Teachers also need to take the feedback from each other without becoming offended or hurt by the comments.

Students could use the "critical friends" protocol but in the K4 classroom the teacher would have to shorten the time for the students because K4 students have a shorter attention span. The teacher would have to model the "critical friends" protocol many times before asking students to use it with each other. Maybe the students could be a "critical friend" for an artifact produced by the teacher. In doing this students would learn and understand the process without hurting each others feelings.

One of the protocols I will embed in the PBL unit is the popsicle sticks protocol. Instead of popsicle sticks I will use pictures of the students on a ring for questioning in large group. The other protocol I will embed in the unit is the gallery walk. I would have to adapt it so the protocol is developmentally appropriate for a four-year old child.

Tina Sanders Blog Post 3

Tina Sanders Blog 3
Video 1: 
1-One problem that may arise is what if a student is absent? How will that student be able to make up the work. Especially in the lower grades where most of what we do is hands on. In addition,is the fact that PBL lends itself to collaboration which is difficult to do when you are missing from your group work time. 



2-I am unsure of how to fix this problem in K5. I guess other groups could work on their product as a small group as designed. While the group with the missing partner could still work but leave the missing person's job for them to complete when they return.
3- I am thinking that the teacher would need to keep a checklist of students engagement observations to ensure that students are collaborating effectively and that each one is doing their part to foster a successful learning experience.

Video 2
1-Value of Assessing - This is an invaluable tool that allows students to reflect on their learning throughout the project in addition to improving on their quality of work. If they have a bad day, they can still be successful on the overall project on future dates.

2. Great Teacher feedback is given when teacher asks quality higher level thinking questions as well as making encouraging statements along with questions that make students think further on their part of the process. "I like that, but remember your job as leader is to bring it all together." and "That's good, it looks like you are working hard."

3-Ownership through peer assessment- Students who are listening to the group presentations have to be on task and involved during the other student's group presentations. The teacher modeled all of the time reminding the evaluators what they will be looking for.

SC Graduate:
PBL fills the holes left by the abandonment of teaching to the whole child that Early Childhood used as a framework years ago that allowed us to teach using our judgement based on what your students needed. This is perfect for filling in those empty spaces that need extra attention.

Kathy Feigenbaum's Blog Post 3

Video Choice #1: Contracts

-When working in groups on extended assignments, students may run into problems related to focus and motivation.  Some students are naturally more motivated and may want to keep progress moving forward. Other students may struggle to focus or lag in motivation or interest. It may be hard for the group to find a balance, which may cause problems with behavior.

-Developing contracts within the groups help to establish agreement on expectations and give the groups a standard to refer to as they communicate and make decisions. Students work together on the agreement at the beginning of the school year as well as at the beginning of a project. The fact that students create the contract gives them ownership, which helps give it authority.

-I like that the article mentioned what the consequences are for not following the contract. Warnings are given within the group, and after three warnings the student would be “fired” from the group. This process holds students accountable and helps make the contract effective.

Video Choice #2 Group Work

-I think that assessing the roles of group members may help to alleviate issues that may otherwise impede upon the success of the group’s work. It will help members work cohesively to produce quality work.

-Mr. Jupp gives feedback throughout. He said, “you are the leader, so you need to make sure it all matches up.”  “Make certain there’s a theme.” He makes it personal.

-Judgement by peers helps give ownership of the learning to the learner. They learn from each other.

Kelsey Grant Post 3

Video 1:
As a reluctant group member, I was intrigued by the idea of a group contract.  I like the idea that every group member is held accountable and has a role to play.  Also, the format for setting up the contracts is similar to the rubric exercise we did in class today where the students have input to make it more tangible for them.  The fact that a non-performing group member can be fired and required to do the work on their own make each role much more valuable and means no one can rely on other members to do the work for them.

Video 2:
By assessing group members during their work time, we are employing 21st century skills of collaboration, communication, and teamwork.  Students must learn how to cooperate with members of their group, communicate effectively even when they don't agree, and work together towards a common goal.  When they are given a chance to evaluate each other, the assessment can sometimes carry more weight.  A peer evaluation may mean more than a teacher evaluation, as they value the opinions of their peers.  The feedback may be simpler than what a teacher would give, but could be more relevant to them given the source.

The profile of a SC graduate calls for skills that aren't always "taught" inside a classroom.  PBL and cooperative group projects require a vastly different set of skills to be used by students.  In a "traditional" classroom, a student would rarely be required to be innovative, collaborative, or self-pacing.  In PBL, more emphasis is placed on personal responsibility, reflection, and working together.  These skills carry over to the workplace, ideally making the students a better employee and more likely to perform well in a 21st century job market.

Ashley Blackwelder 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? It was interesting to see this used with high school students, because the problems the older students dealt with were the same ones that would occur in an elementary setting: absences, unequal division of work, personality conflicts, disagreements over how to solve a problem/complete a task, etc.
2. How can contracts be designed to mitigate these problems? The contracts are designed to predict and prevent these problems before they occur. When they do occur, there is already a plan in place. The absence example was a great one. The students planned for the method and timeline of communication that could be expected when a student is absent. They also issued a warning system that could even result in a student being "fired" from the group. While I would have some hesitation about that in an elementary classroom, it lets the group members know that they're holding each other accountable and expecting a lot out of each other. The students are motivated to do their part and remain in the group, because of the consequences they've created for themselves.
3. What checks and balances need to be in place for contracts to be effective? Having the students create the contracts is definitely effective, because it gives them ownership over their work. The teacher, however, will have to have some ultimate say, or veto power, when students are locked in an argument, a vote is tied, or a group member is fired. It's also important for the teacher to facilitate, or maybe with older students, approve, the creation of the contract. We need to make sure that the contract is fair and reasonable for all students in the group.

Video 2: Structured Groups: Making Group-Work

1. What is the value of assessing how students perform their group roles? It helps them to take individual responsibility for the collaborative product. It prevents any group member from coasting and getting an A when the group as a whole does a great job; everyone is held accountable for their specific duties as well as the final product.
2. How does the teacher, Mr. Jupp give feedback and guidance specific to each group? He talks to them about what they're doing well and gives suggestions for improvement. For example, he tells one group that they're doing good work/working hard, but reminds the leader that the final product needs to have a central theme to connect all the specific parts. He validates what they're doing and keeps them on track.
3. How does peer assessment give ownership of the learning to students? Students can be much harsher critics of themselves and their peers than we are. Not that we want them to judge each other harshly, but the desires to impress and NOT be the one who drops the ball for the whole team are very real and powerful. Students also remember what they discuss with each other, so the feedback they give each other may stick with them longer than if all feedback was coming from the teacher.

Rachael Le Mee Post #3: Videos

The first video I watched was the "Student Group Contracts" one. (Sidenote: This teacher was mentioned in the Setting the Standard text so it was cool to see her actual room and how she uses PBL!)

1. What are some of the problems students might encounter when working in groups on extended, complex projects? There's always the chance that groups won't end up enjoying working together or that they will be frustrated when someone isn't being accountable or doing their share of the work. No one likes to have to coerce someone else, especially in middle school or high school where the threat of "telling the teacher" doesn't hold as much weight and there is social pressure to be cool. I mean, what if the "cool kid" was the one not carrying the load?!!? (I had a student this past year where I could have seen this happening.)
2. How can contracts be designed to mitigate these problems? I think the most important thing in designing the contract would be to provide plenty of support and scaffolding opportunities for students to help ensure their contracts don't end up with lots of loopholes. I think the contract has to be able to be modified or adjusted as problems arise as well to reflect what the students find to be important. It would seem to me that the threat of being fired and having to complete the project on your own would be pretty darn motivating for students.
3. What checks and balances need to be in place for contracts to be effective?  I think it's super important that each student has a say and that everyone's voice deserves equal weight as they are designing the contract, and that if someone violates the contract, everyone gets a say in what the consequence is. I think if someone is having a hard time keeping to the contract, the students may need additional teacher support in looking at the design of the contract and whether or not it is actually effective.

The second video I watched was the "Structured Groups" one.

1. What is the value of assessing how students perform their group roles? It is VITAL for students to learn the "soft skill" of doing their part to contribute during collaborative work. If they are just arbitrarily assigned roles to try, and they never reflect or spend time tuning in to whether or not they did their job, enjoyed their job, or were good at the job, they have completely missed an invaluable growth opportunity. They need to be able to see how they contributed to the overall success or failure of the group, and take accountability for that.
2. How does the teacher, Mr. Jupp give feedback and guidance specific to each group? Mr. Jupp is spending time circulating through the room and meeting each group "where they are." His feedback and guidance are targeted based on the needs or questions of each group, and as a result, the feedback helps push students to higher or deeper levels of thinking and reflection as they work through the process of PBL.
3. How does peer assessment give ownership of the learning to students? After plenty of practice and explicit instruction in peer assessment (because this isn't just something we are born knowing how to do!), students can use it to learn how to say hard things in an effort to help classmates improve their products and processes. Most adolescents are far more concerned with their peers' opinions than an adult's, so that also adds another layer of ownership.

All of this ties in with the Profile of a South Carolina Graduate, because our goal is to create citizens that are good at problem-solving, collaborating, and thinking both critically and creatively to solve real-world problems. By teaching students these "soft skills" alongside our content, we are empowering them to go off to college or into the career world and make a significant impact.

Angie Siegfried - Blog #3

Video #2

It is important to assess student performance of their group role. First of all, it is extremely important for each person to pull their weight on the group project. Knowing they are receiving a grade on their performance in that role may keep the students on task. This also cultivates leadership skills in the students.  Mr. Jupp is a facilitator. He checks on the groups and provides feedback on the process and product. I am intrigued by the peer assessment aspect. Having peers assess your work puts an added stress of wanting to do well so that you do not “lose face” in front of your friends.

Video #3

Students are more focused and on task when using Popsicle sticks because it’s completely random. They never know when their stick will be drawn. When the students are working in groups, they are much more open to discussion. Mrs. Jackson is also fostering an environment in which the students rely on each other for learning and answers to questions. By incorporating collaborating groups, Mrs. Jackson freed herself to be the facilitator.  Mrs. Jackson’s questions became more open-ended and thought-provoking.  

Profile of an SC Graduate:

PBL and collaborative group work embody the profile of an SC graduate. The process involves problem-solving, critical thinking, collaboration, communication, and teamwork. If we implement these processes in our everyday teaching routine, we can become more successful in producing college and career-ready students. 

Alana McSharry- Blog 3

Both project-based learning and collaborative group work prepares a student to meet the criteria of the Profile of a South Carolina Graduate. In PBL students become responsible for their own learning just like employers want their employees to be responsible for doing their specific job. PBL requires students to present a product to an audience. In many jobs an employee must present a product to a client, defend a client or sell a product.

Collaborative group work involves all of the students. All students have a role and they have the responsibility to perform that role to the best of their ability. The students also can rely on each other when one member of the group has a problem and needs help to solve it. Students can use critical thinking and communication to solve this problem. Many employers need their employees to collaborate on a project. To complete a project many companies require different departments such as the finance, engineering and manufacturing departments to work together. This collaborative work causes the employee to be creative and use critical thinking to solve a problem or to create a product.

I thoroughly enjoyed the article, "The Main Course, Not Dessert."  I love this analogy!  While I was reading, my mind drifted back to the years I taught first and second grades.  I always did projects with the kids, but unfortunately, most of them were done as just projects and not anything like the PBL approach.  Sadly, most of my projects were "dessert." :(  I wish I could go back and do those years all over again!  The main course described in this article includes all of the PBL essential elements.  The examples that were given of projects that have been done in particular schools definitely show what is engaging for the students and what they can really accomplish.

I'm super excited about implementing the PBL approach with my preschoolers.  I will be sure to plan engaging activities, allow them to problem solve without jumping in so quickly to solve problems for them, and I will do more of allowing the students to work along the way and not wait until the end.

I will need parent participation, support and understanding, time, patience, community involvement, and certain materials to make PBL a main course in my classroom.

My response to my colleagues when asked about my PBL intentions will be this:
PBL is an approach that I'm excited about implementing with my students because I believe that the essential elements of PBL speak to the WHOLE CHILD, and allows them to be critical thinkers and creative all while learning and applying the basic skills they need to be successful people.  Through this approach, I intend to instill in my students (at this early age) that it's about the PROCESS, not the PRODUCT.
Then, I'll drop the mic (just kidding, not kidding)  :)   

   

Rachael Le Mee Post #2: Main Course Projects

This article is one of the first I had read about PBL, and it's the one that really helped to differentiate for me what I was doing (dessert projects) from what it is to be a project-based teacher. Reading it again is JUST as meaningful, and I found my first copy where I'd highlighted and taken notes all over it, and it's cool to see how much my understanding has changed over the past 8 months.

By having the project as the main course (instead of dessert), there is room for all these amazing elements to come into play. We have our students digging in deeply through sustained inquiry because they have need-to-knows from the start, they have voice and choice in the process, there are chances for critique and revision, and they get to showcase their project and new understandings to an authentic audience who has bought-in to what they're doing or learning. The project isn't just a synthesis of what's been learned when it's the main course.... it's the actual road map to understanding!

To make sure that my classroom has project-based learning as the main course, I need to stay on top of planning and be sure to begin with the end in mind. You have to know where you want to end up to be able to guide your students and support them along the way.

The supports I will need to make this happen include support from my administrators and colleagues, plenty of chances to critique and revise the plans for my projects, room to grow and make mistakes, and uninterrupted time for planning during my school day. I also need to be sure to help my students buy-in to this ideology by showing them how it can transform their thinking and their lives.

When colleagues or administration want to know about my PBL intentions, I will explain that I am on the learning curve, but I want to reach my students in powerful ways by making project-based learning and inquiry the primary learning methods in my classroom. I will express how important it is to me for my children to not have their curiosity crushed out of them, and that I will do everything in my power to make learning real and authentic for them.... and that means using PBL with some frequency and inquiry on the daily!

Tina Sanders Blog Post 2

Tina Sanders Post 2
The main Course is the PBL while the dessert is just a project. PBL is the whole pie while the project is just a piece of pie. Over the years I have had my students perform many different projects to show something they learned at the end of a unit. 
In the PBL format, student learning can be documented throughout the entire process. It is not a sit and get. Students are working cooperatively to create their own learning.A main course PBL teaches specific standards and requires higher level thinking. It is best practice. It is not a program it is an instructional strategy that allows for inquiry and student voice and choice.

Giving students choices for how and/or what they learn is crucial to help them be and stay engaged. Using the backwards design helps you begin with the end in mind so that you know where you are going, how they are going to get there and where you need them to end up. For each PBL, I will create a chart and do a gallery walk to get feedback from other teachers. I love the way this worked today. 

I will need administrative support for my PBL and the freedom to move standards around based on my PBL timeline. I will need to know what the students should be able to do in order to be successful. I will need the support of Dawn and my cohort group. I will also need books on the subjects I will be covering.

I had the opportunity to share my vision with my teammates tonight. I told them about our activities today and how I was able to unpack the standards to integrate for our Magnet unit. They were excited and wanted to hear more about the process. I have also had a conversation with my principal about this course and why it is important to me. She was excited that I was pursuing this add on certificate. I am encouraged by that and look forward to many more conversations explaining my rationale.