Meeting+Notes

May 10, 2010: Todd and Jean Agenda for May 11 Send out an email today. Go over the checklist about their project. What to bring? Examples of student work, visual presentation of what you've done,give us the specifics discussion points, the template What's next? Some could join me in June Tech Academy, some may be able to present on August 26 for staff development. Could be added to Rubicon Atlas, Project-based learning newsletter featuring their projects...quarterly newsletter...interest in working on this?

Webquests teachers with Todd.

Media Specialists with Jean and Diane:

Email group re: 60 second share some aspect of their project. Literacy Workshops - Showcase for 4th grade teachers: PBL in the 4th grade curriculum

Agenda February 16, 2010 Opening activity: Human Project Timeline activity Destiny WebPath Express and Resource Lists and printing to a PDF Culturegrams and E. B.

Agenda February 9, 2010

Opening Discussion


 * Template for project and teach them how to use it. Jean**


 * Rubric and Rubistar Todd**

Project Time: Sketch - Puts words to the project: Post on Forum

Feedback in Moodle:

Assignments: Reading Chapter 5 Diane Completing their Unit Template and

Agenda: January 19, 2010. Where to go Resources on the Moodle that they will be using throughout the evening and Handouts ISTE students and Teachers. ICT social studies What to do: Media Specialist Role in group Summarize and share project idea (with response from content specialists) Look at rubric for Project based learning projects and crafting the driving question Worktime of their project
 * Expectations:**

Work time - 45 minutes
 > >> > 
 * 1) Have everyone share their project ideas—maybe having one of us take notes in the Moodle so everyone can see. Have everyone share their plans for when they will be teaching the unit. (In retrospect, it might have been good to have everyone write their ideas in a forum post, but I don’t think that it would make sense to take the time to do that tonight.)
 * Anna Whiting could share her Webspiration planning chart
 * Glory could go over her interdisciplinary standards based planning approach (and share her chart)
 * 1) Give Joe and Kate a chance to reflect on standards in connection to what people are thinking about.
 * 2) Handout the 21st century skills packets and take a minute to give an overview of the framework and look at the 4th grade benchmarks and examples.
 * 3) Maybe go over screen capture techniques again for those interested—that was rushed last week—maybe have them download Skitch (have you tried it?)
 * 4) We might want to mine the nuggets from Buck Institute that we want to emphasize (see my MPSProject21 tag on management tools) or go over the project rubric—actually this later is probably important.
 * 5) Brainstorm next steps for February meetings

Wednesday, Jan. 6, 2010 Meeting Agenda for January 12 1. Yoga Calm - Diane -10 min 2. Review the results of NET T goal selections - Todd - 15 Introduce Kate and Joe and overview for Jan. meetings

3. Project Criteria and Project Evaluations - 5 minutes Diane Create project checklist and upload to Moodle as an assignment - Diane and send email to group giving them heads up on activity. Select a project/projects Jean - post on Moodle 4. Whole group project evaluation - 30 - Diane and Jean tagteam 5. Looking at and evaluating projects in small group - 30 independent activity 6. Think.com and Skitch.com - 30 Todd Friday, Dec. 11- Meeting Agenda for Dec. 15.

Meeting agenda:

1. View ProfilerPro & Compare to ISTE Teacher Standards: 20 - Todd Showing and having them think about their two goals for this project. 2. Expected Outcomes of Project21: Jean - 10 3. Skill base: Delicious Review and practice - Diane- 20 4. "Tech Tool that Turns You On"-Jean 50
 * Skill base that has been expanded with technology tools that support both the construction and delivery of content.
 * Understanding of the pbl process that can be used in their teaching many times over
 * A product- A pbl unit that will be taught to students and shared with other MPLS staff.
 * //**Review**//: using mpsproject21 as tag to share sites with all participants; show where it appears in Moodle (RSS feed); searching this tag; explanations of items within a tag; editing a tag; creating a new tag (useful for their group);
 * //**Practice**//: look at sites that have been tagged by participants already; search project based learning
 * Reorganize into groups
 * Demonstrate registering for brainstorming site (which are we using?)
 * Elements of PBL using brainstorming tool.
 * Share out with group -
 * Intro to BIE website and moving through the different steps of the process. (Is this going to be homework along with another chapter? The assignments should be on Moodle for Tuesday night. We should probably have a definite format for them to follow and reflect on. Is this going to be a forum discussion? A journaling assignment?)

 **All of us should do this by Friday, Dec. 11:**

√ Scan RPBL book and see what we want to assign and discuss. Jean and I need to flesh out media role by Friday...expectations: scope and sequence for 3 and 4th grade media tech skills and information and research skills......and a lesson on one of these items. Teachers standards that are goals for project. (Student standards that are their goals for their project: (January)] 11/16/09 Meeting Norms. Time - being on time; moving through agenda Expectations Cell phones on vibrate Computer use Participation Closure-Reflection?
 * √√** Look at the PBL rubric on the Tilt site-//**Jean found and added to Project 21 Moodle**//
 * √√** Jean and Diane will email group reminding them to do their assignments and remind them of project21.
 * √√** Jean and Diane will visit with Juanita about computer access at Pillisbury.

Meeting Routines: What they do when they get there: Blog, look at forums, etc. Discussion Questions from reading or do we want to do this Learn a tool

Meeting 1 Nov. 17 5:00 Greeting on IWB--network login--Todd, Sign in--Jean sets up ecompass, Name tags--Diane, Computer setup-Mike 5:10 Group activity 5:25 Moodle--Todd (Delicious Atomic Learning links, PBL links 6:00 Norms--Jean and Diane sessions first and technology 6:15 Delicious--Jean and Diane introduce and worktime 6:55 Closure

Reflection questions in journal related to RPBL chapter 1 and characteristics of PBL--Diane Homework--Profiler, read Chap. 3, Researching PBL through bookmark projects and links in Chapter 1 & 3 in Delicious

11/10/09 Todd- Moodle and contacting non-pub participants Jean-organizing activities for first meeting/team building Diane-Sending out books to participants! Diane-Computer contracts Meet again tomorrow @ 10:30-12:00 to complete PBL form for first meeting Begin with the End in Mind
 * Summarize the theme for this project. Why do this project?

Creating Reflective Practice Within a Constructive Learning Environment Creating Model Units using PBL and Infused with Technology and Collaborative Techniques

Technology-rich project-based-learning: Student centered; collaborative; global connections;immediacy Using technology responsibly; access

||
 * Identify the content standard that teachers will learn in this project (two to three per subject).

NETS•T

[]

Look at NETS*S []

|| List only those skills you plan to assess (two to four per person).
 * Identify key skills teachers will learn in this project.

Online Communities: Use of Moodle for asynchronis discussions and journaling. Effective Online Searching: Databases and the Internet Bookmarking: productivity and management and sharing sites with students via tags Collaborative learning sites for project ideas Using PBL process Multimedia-podcasting; screencasting; video; photo tool Formative assessment –Classroom for Success

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 * Identify the habits of mind that teachers will practice in this project (one to two per project).

Persisting Managing Impulsivity Listening to Others with Understanding and Empathy Thinking

|| Craft the Driving Question
 * // Does the project meet the criteria for standards-focused PBL? //
 * State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry.

What are the characteristics an exemplary student centered technology enriched project based learning unit? What 21st century skills and tools do teachers and students need for project based learning? || Plan the Assessment
 * // Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer? //
 * **Step 1: Define the products for the project. What will you assess?** ||
 * Early in the Project: ||
 * During the Project: ||
 * End of the Project: ||

Plan the Assessment (2)
 * ** Step 2: State the criteria for exemplary performance for each product: ** ||
 * Product:

Criteria:

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 * Product:

Criteria:

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 * Product:

Criteria:

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 * Product:

Criteria:

|| Map the Project
 * // Do the products and criteria align with the standards and outcomes for the project? //
 * What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. ||
 * ** Product: ** ||
 * || ** KNOWLEDGE AND SKILLS NEEDED ** || ** ALREADY HAVE LEARNED ** || ** TAUGHT BEFORE THE PROJECT ** || ** TAUGHT DURING THE PROJECT ** ||
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 * **2.** ||  ||   ||   ||
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 * **11.** ||  ||   ||   ||   ||

11/9/09 Diane will check with Golda to see how much money is in the budget

[|Notes from summer Project-Based Course] Components of Project Based Learning: Begin with the END in mind Craft the Driving Question Plan the Assessment Map the Project Manage the Process

Definition: Recognize student capacity and drive to learn Engage student in the central concepts so that the project work is central to the curriculum Highlight provocative issues that lead students to in-depth exploration of authentic and important topics. Use of essential tools and skills for learning self management and project management Specific products that solve problems or present information generated through inquiry. Formative assessment opportunities. Performance based. Encourage collaboration. Standards-focused. Begin with the end in Mind: Understanding of Project-based learning Steps to implement pbl Web 2.0 tools to integrate and engage Emphasis on process Collaboration Resource (wiki?) that can be returned to and to which learners can contribute Learners will have the basis for a project to use with students

Craft the Driving Question How does one provide the most authentic learning within the school context?

Plan the Assessment Daily journal entries (on a personal wiki page?) reflecting on the day’s activities Back channeling of understanding/comments during discussion Development of a project (with a rubric)

Map the Project: Organize Tasks & Activities Day 1 : (Collaborative dvd by 3 teachers and kids work.) Introductions (fun collaborative activity) (list of WEB 2.0 tools that they need to define for each other) KWL on pbl and WEB 2.0 Explore pbl in more depth (Time for research on our PBL wiki) Collaborative Notetaking (Robyn show Edmodo/Google docs./ Discussion and understanding Glogster showing understanding (could be homework) Day 2: Wikis in the classroom: >Teacher is a member of all the wikis >Ongoing formative assessment >History of group work Creating a classroom/project wiki -Delainia Examples of student wikis-Delania Participant sandbox time to setup a wiki/continue thinking about their project and what tools they might use. Day 3: Project time to practice with tools. >googlecalendar project management Screen toaster/Google docs. /flikkr/ichat/skype/ Show examples of student work. How to apply. Provide instructional tool and assessment tool. Robyn and James

Manage the Process --model Web 2.0 --provide time for reflection each day --build a wiki for the “course” --rubric on pbl --distribute tasks --time management tools --discussion tools