Project Based Teaching Practices

Directions:

For this workshop activity, you will review TWO Project Based Teaching Practices of your choice.

For each round:

- - Review the appropriate row of the Project Based Teaching Rubric.
  - Watch the PBLWorks' Teaching Practice Video
  - Examine the classroom look-fors
  - Look through suggested resources
  - With your colleagues, discuss what you learned, implications for your teachers, and possible next steps.

For Classroom "Look Fors" for Design & Plan, see the Essential Project Design Elements Rubric.

The teacher has identified an adequate number of standards to be taught and assessed throughout the course of the project.
The time dedicated to teaching the standards is realistic given the content.
The products students are asked to create demonstrate mastery of project’s content standards.
The challenging problem or question is derived from the content standards.
Students are aware of learning targets for the project.
Students understand how what they are learning is aligned to the challenging problem or question they are addressing and the products they are being asked to create.

What does it mean to “align” PBL to Common Core? by BIE consultant, Sara Hallerman, and Editor in Chief, John Larmer

PBLWorks' Project Planner and Project Assessment Map, both of which help align standards with assessments.

Students are excited about meeting the challenge presented during the entry event.
Positive slogans and student work are on the walls (if in person).
Teacher uses structured processes to guide inquiry.

There is a detailed project calendar.
Students have adequate time to complete the project.
There is flexibility for the allotted time frame to be shortened or lengthened to accommodate students’ evolving needs.
The teacher sets checkpoints that protect time for feedback, revision, and for instruction to be adjusted.
The size of the student teams is appropriate for the students’ assigned roles and tasks.
The teacher uses a process that includes student input to create balanced, effective teams.
There is an observable process in place to establish team norms.
Students are self-monitoring their team norms.
The teacher promotes successful team behaviors.
The teacher observes and checks in with teams or team representatives.
Students are reflecting on their collaboration and the dynamics of their team throughout the project.

Structures are in place to support varied modes of instruction.
Evidence of differentiation of lesson plan/delivery is clear.
Teacher uses student grouping to support varied levels of learner needs.
Appropriate tools are readily available for students who require additional support.

Thinking Maps are graphic organizers designed to support eight different patterns of thinking.
School Reform Initiative Protocols is a collection of protocols designed to support student discussion for a variety of purposes, including reflection, inquiry, and analysis.
Liberating Structures offer different ways to organize interactions between people and ideas

The teacher adequately assesses individual student learning.
The teacher assesses student knowledge and understanding of subject area content.
Students understand the criteria for proficiency.
The teacher creates regular opportunities for students to document and self-assess their progress in developing competencies.
There is evidence that the teacher has engaged in the Professional Learning Loop with this project.
Students are receiving formal evaluations of their achievement.
Students have the opportunity to critique and revise their own work, and the work of their peers.

The teacher uses probing questions to support rigorous thinking.
The teacher encourages students to resources such as technology and peers to answer complex questions.
The teacher uses Challenging Problem or Question to keep students engaged in project work.

Asking Good Questions - understanding how to ask good questions and help teachers in their role as coach with students.
5 Powerful Questions Teachers Can Ask Students - 5 simple questions to guide student thinking.
Pocket Guide to Probing Questions - good for supporting both teachers and students

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