DRAFTING A PBL UNIT IDEA On chart paper we composed drafts of project ideas with: -Project Title -Grade -Project Idea (description) -DQ -Content (standards) -Major Products (outcomes) -Making it Public (publishing/presenting)
CRITIQUE GUIDELINES -Be helpful -Be specific -Be kind
GALLERY WALK For each project unit idea: -1 I like, 1 I wonder -Use the sticky side to write on so that people can repeat ideas and you can see where to emphasize your revisions
FEEDBACK DOCUMENTATION (edited) -Love this! -Podcast: What Trump can teach us about Constitutional Law / Roman Mars -Culminating event such as the signing/ratification of the Constitution -I wonder if you give different "histories" to groups and have them write constitutions based on that history to show how different events in a country's history might impact its constitutional values -Possible tie-in for Level 3/T3 content -Wonder how much needs of others need to be scaffolded -I wonder how formal their constitutions will be. How can you scaffold this so it's different from their previous experience? Can students discuss in groups but write their own documents? -How will students explore different points of view in addition to the constitution? -Students could write to a representative about edits they would suggest -I like sustained and continual revisions of their documents -Will current events be incorporated? Evidence and explanations for revisions? -I wonder how you will combine all voices without writing a constitution that is too general sounding -I wonder if there could be more student voice/choice in the products -How does peer review and critiquing come into play when looking at individual differences in political opinion (boundaries and class norms)? -Can DQ include "did it ever" and/or "is it possible?"
HIGH QUALITY PROJECT ASSESSMENT Sounds like... -a conversation -"How can I...?" -"Next steps...?" -Kind, helpful, specific
Looks like... -Students engaged in reviewing comments -Clear notes -Logical, easy to read rubrics -Clear expectations
Feels like... -Supportive -Collaborative -Easy to follow -Self-guided -Logical
RELATIONSHIP BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT
-We brainstormed a list of questions at the start of day 1, and at the end of day two we are most curious about differentiation within PBL and how to motivate students who are consistently/perpetually unmotivated. -We can use this process of asking questions (at the start of a project) and reflecting on what we still need to know (during the project process) in our own classrooms!
QUESTIONS ABOUT PROJECT BASED LEARNING (PBL) -How do we effectively cover material that is standards or skill based while exploring authentic project questions?
CREATING PROJECTS THAT ARE MINDS ON (not just hands on) -A desert project teaches the content and then asks the students to go home and produce something like a poster, a diorama, or a game board that is supposed to somehow represent their learning. -Students should be given a driving question to guide their learning -Develop answers to guiding question
ESSENTIAL ELEMENTS OF PROJECT DESIGN (group discussion) -Deliverables that are in the hands of the students -Element of choice -Feedback and iteration -Group work -Learning while the project is happening, not before and then representing the learning later -21st Century skills (presenting, collaborating -Real life application to learning objectives -Driving questions -Role playing as a certain type of profession -Authentic resources
Challenging Problem or Question -Query -Unintimidating -Engaging -Sustainable -Timely
Authenticity Not every project will have all of these elements, but will embrace these methods to create authenticity: -Context -Process -Impact -Personal
Student Voice & Choice -Ownership -Choice -Authenticity -Increasing autonomy with age -Students use their own judgement
Reflection -What, how, why? -Informal reflection as well as summative assessment -Looking back with new questions/knowledge in order to determine how to move forward
Critique and Revision (Feedback and Iteration) -Teacher models how to give feedback -Students give each other feedback -Will look different according to different grade levels -Multiple opportunities to fail allow students to learn from their process
Public Product (/Process) -Motivation/healthy stress -Creating a learning community -Communication with parents and greater community -Final public presentation
WHERE DO WE GET PROJECT IDEAS? -Running our ideas together -Reflecting on things that are exciting to us and want to share -Using existing resources and customize -Connect learning standards to relevant themes -Recent, relevant current events
Common Types of Projects 1. Exploration of a philosophical question 2. Investigation of a historical event, time period, or natural phenomenon 3. Problem-solving situation 4. Examination to controversial Issue 5. Challenge to design
The 6Seconds model for understanding how our brains work conceives different functions as 18 different talents or "apps."
-Posed with the question of which talents we thought were most important for our students to learn, our group landed on: Collaboration, ProblemSolving, and Resilience. Other groups highlighted Entrepreneurship, Connection, as well as ones that we chose.
Collaboration: To build effective relationships, you balance
multiple needs and create the right emotions for people to
get in synch.
Problem Solving: To get results fast, you focus both on the
present and future and create the emotional energy to go.
Resilience: To overcome obstacles, you identify opportunities
and take ownership of solutions.
UNDERSTANDING OUR BRAIN TALENT PROFILES
6Seconds utilizes self reporting surveys to analyze our brain functioning and recognize our brain's preferred functions or talents.
By understanding our brain's talents, we can envision how we can utilize them in various scenarios. How can you use your brain's talents to have a successful parent conference?
SEI DASHBOARD
The dashboard can analyze the collective emotional intelligence of a group or organization. The infographic can demonstrate how tightly or loosely knit a group is in regards to the collective talents, drivers, and similarity in performance areas.
This data is meant to be conducive of conversation for growth and evolution, not necessarily to label a group with a fixed set of talents or qualities. What does your dashboard report say about your community? What is working? What would you like to change? BEST PRACTICES FOR USING EQ DATA (as identified by the staff) -Identify strengths -Reflect. Iterate. Reflect. Iterate. -Create engaging activities that leverage the strengths to develop growth areas -Maintain transparency of teacher's own emotional growth DEVELOPING A LESSON PLAN THAT INTEGRATES SEL INTO A MAINSTREAM LESSON <lesson plan> STRATEGIES FOR DEVELOPING CLASSROOM CULTURE <images> EXTENDING EQ INTO THE CLASSROOM Takeaways: -
-Meet a person you do not yet know, introduce yourself, find three things you have in common THE WALL OF LEARNING
-What is one thing you would like to accomplish during this school year
I wrote: -Effectively integrate SEL lessons and goal setting for the 7/8 advisory
-Dig in to grow professionally and give myself to the larger learning community
(share)
-Share out an object that symbolizes what effective learning means to you
(label with a word of what it represents)
My Personal Journal: Reflection
-Post notes on “Wall of Learning"
EQ= “smarter with feelings,” as defined by 6Seconds
EQ video about keeping keeping open mind/open heart for Dalai Lama’s 80th Birthday
-Where did you see people being smarter with feelings in the video
-Inter-generational teaching, have the ability to step back and analyze where your emotions are taking you, use of empathy and connecting with others to let them know they’re not alone
-Visual reminders of the need to talk a pause in reflecting on feelings
KNOW YOURSELF: Understanding where you are right now
-Choosing yourself is all about the choices that you make around your emotions
TFA Exercise: Thinking, Feeling, Acting around a specific situation that did not go so well in our teaching practice
-What were you thinking at the time? (choose from the TFA card set that represents your thoughts)
-What were you feeling? (choose a representative card)
-What did you do? (choose a representative card)
-If you had to change one thing in this process, what would you have thought, felt, or done differently? (choose one card) -What other changes would this result in? (choosing other cards) -Usually results in an increase in compassion, listening, and empathy--connecting with a student, parent, or staff member results in more positive changes -EQ doesn't mean you're a push-over, or that everyone is always happy-go-lucky, but that we can effectively communicate our expectations and boundaries while connecting with others
Reflecting on the Morning: What tools can we take away to use in the classroom? -Integrating TFA card practice routinely to help students think about their patterns in various emotional situations -Ball pass activity to use as an icebreaker as well as an opportunity to begin thinking about personal patterns -Whole-person post-it portrait to think about the qualities that they bring or would like to bring to the classroom EQ COMPETENCY: Engage Intrinsic Motivation Extrinsic Motivation is behavior that is motivated by external rewards Intrinsic Motivation is behavior that is motivated by one's own goals and interests -Many parents wish to develop their child's intrinsic motivation Intrinsic/Extrinsic Motivation Continuum -Place various slides along a continuum of how they relate to intrinsic or extrinsic motivation and discuss with partners how they demonstrate qualities of either Signs of extrinsic motivation in students: -Asking questions -Continuing work after they've reached a final point -Showing others how to accomplish a learning goal -Asking how they can improve or progress -Engaging extensions or coming up with their own project goals How can we engage intrinsic motivation?: -Ask and care about what they're interested in -Help them set goals about what what they want to learn and how they want to improve -Emphasize process over product -Less focus on the time and deadlines, more focus on how they are learning -Understand what is motivating any negative behaviors, and how to engage those motivations for positive engagement -Exercise optimism and increase empathy as you connect with students -Develop a classroom culture that engages students in setting norms, rules, and routines so that they are invested in all aspects of their learning and environment EQ COMPETENCY: Exercise Optimism to exercise optimism, practice thinking of challenges in terms of TIE: Temporary, Isolated, and Effort Possible (to make a change) Musical Squares Activity -As music plays, move around the room to visit various squares that express optimistic statements like, "This too shall pass," or pessimistic ones like, "Everything is ruined." -When the music stops, stop at a nearby square and discuss with a partner whether or not it is optimistic or pessimistic, and a time in your life when you felt something similar to the statement. Reflections -Our ability to exercise optimism can be affected by our sense of stress in a moment -Thinking back on times when things worked out alright can help get through difficult times -Optimism or pessimism can be connected to our attachment to a specific end goal or outcome, so having flexibility can help exercise optimism -Nourishing ourselves helps with positive habits helps us engage our optimism -Recognize progress over perfection
Post reflections on the wall of learning! LESSON PLANNING: Engage, Activate, Reflect Engage a student's prior knowledge Activate their understanding with new learning Reflect on what they learned during the course of the class
MY LESSON PLAN
ENGAGE (Draw them in with emotion, data, and a substantive model or framework)
-Distribute 8 emotion cards, one to each table pair (NOTE: students should keep the cards that they have personal and not share with surrounding pairs)
-Working in pairs, students make an idea web or doodles of all the words/images they connect to the emotion card on that card
-Teacher rotates to prompt and help stimulate discussion
ACTIVATE(Bring it alive and make it real)
Discussion prompts (project on board):
-When was a time that you felt this emotion? Describe the experience to your partner.
-What did that emotion feel like physically?
-How did you react to the experience of that emotion?
-How did you express that emotion with your face?
-How did you express that emotion with your body?
-Did you react to that emotion differently in different situations?
Deliver directions:
-Based on discussions of these emotional experiences, students will develop a tableau to represent the emotion represented on their cards
-A tableau is a scene that is frozen in time, so the pairs will hold their pose, using their bodies and their faces to represent a situation they discussed when they experienced that emotion
-Give 2 minutes for pairs to plan their tableaus (without giving it away to surrounding pairs)
Presenting:
-Give directions: As pairs pose, students can raise hands to name the emotion that they see, and where in the tableau they see that emotion
-Ask for a pair to volunteer go first in presenting their tableau to the class
-Students pose at the front of the class
-As a student shares the emotions they recognize, encourage them to describe where they see the emotion (in a student’s posture, body language, certain expression, etc.).
-Other students can recognize synonyms for the same emotional tableau, getting as many students to share as possible during each pose
-Students share out the single emotion word they first received
-Rotate through presenting tableaus until the whole class has shared out and discussed emotions of the various poses
REFLECT(invite the participants to pull it together and commit to the next steps).
Pair/share rotating discussion:
-Students stand up and move to talk with a new partner; discuss: Which emotion(s) did you recognize right away? What signs helped you recognize that emotion?
-Move to find a new discussion partner; discuss: Which emotion(s) were difficult for you to recognize? What signs do you think might help you recognize the emotion in the future?
-Move to find a new discussion partner; discuss: Consider the emotion your new partner represented; when was a time you experienced that emotion? Describe it.
Assessment: Through tableau and resulting discussions; exit ticket on describing your own and three different emotional experiences
Homework / Extensions: Write a short story about a character who goes through one of the described emotions; describe what they feel and experience as the emotions occur. OR create a drawing that represents the emotion that you presented in class
Notes / Variations: Can be used as the engage to a larger project of developing a new model for Plutchik’s wheel of emotions
GIVE YOURSELF EQ COMPETENCIES: Empathy, Pursue Noble Goals
Empathy is the ability to put yourself in someone else's shoes and connect with their experiences.
How does this video represent empathy? -Bringing down walls helps us connect with other people emotionally -Physical touch can help us develop a sense of empathy if it is not already there -We are naturally hardwired to develop empathetic connections with others, even those we don't know -Others? How-To Empathic Listening Activity
EQ COMPETENCY: Pursue Noble Goals Pursuing noble goals is the why we do what we do. What motivates us so that we feel lifted and lightened by our experience? How are we bringing light to the world?
A noble goal is usually worded to capture an ideal that you wish to represent as you move through life. The noble goal that I have been thinking about recently is: Manifest harmony in the world around me. HOMEWORK: -Explore Self-Science tabs 1 & 2 -Draft an SEL lesson using the template -Bring a Brain Profile -Bring an academic lesson to infuse with EQ competencies
-What is one thing you would like to accomplish during this school year
EQ= “smarter with feelings,” as defined by 6Seconds
-Place various slides along a continuum of how they relate to intrinsic or extrinsic motivation and discuss with partners how they demonstrate qualities of either
-As music plays, move around the room to visit various squares that express optimistic statements like, "This too shall pass," or pessimistic ones like, "Everything is ruined." 
