PracticingPBL

Join Ginger Lewman and John Martin as John shares a school board member’s view of the importance of the real world application of learning & acquired knowledge. That we need both context AND content. John provides an overview of New Hampshire’s PACE (Performance Assessment for Competency Education), New Hampshire’s answer to the SBAC and PARCC assessments.

Schools involved with PACE: Souhegan, Sanborn, Epping, Rochester

NH DOE Performance Assessment

http://www.education.nh.gov/assessment-systems/index.htm

DOE Overview

http://www.education.nh.gov/assessment-systems/documents/pilot-overview.pdf

DOE Guide

http://www.education.nh.gov/assessment-systems/documents/guide.pdf

SAU 14 – Epping Doc

http://www.sau14.org/uploads/District/ACCOUNTABILITY%20OPTIONS%20-%2005-05-14.pdf

Test Bank

http://taskbank.ccebos.org/

New Hampshire sets the PACE with new accountability strategy

http://linkis.com/multibriefs.com/BNeYS

Four N.H. School Districts Allowed To Cut Back On Statewide Standardized Tests

http://nhpr.org/post/four-nh-school-districts-allowed-cut-back-statewide-standardized-tests

Rochester teachers Melissa Cunliffe and Sara Cantrell talk about competency based learning and New Hampshire’s new assessment strategy

http://anhpe.org/2014/11/19/rochester-teachers-melissa-cunliffe-and-sara-cantrell-talk-about-competency-based-learning-and-new-hampshires-new-assessment-strategy/

QUALITY PERFORMANCE ASSESSMENT PLAN

https://ccebos.app.box.com/s/2fimvp9oj2or74zz00cq

 

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

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Join Ginger and her guest, Ben Rimes.  Today they share ideas about helping teachers figure out how to start small when moving from primarily teacher-driven instruction to a more student-centered classroom.

Ben highlights the concept of using teachers’ strengths first, instead of jumping right into something the teacher thinks she needs help improving. He also highlights how to begin providing a smorgasbord of choices for students so neither the students nor the teacher become overwhelmed in the process. Whenever or however we begin, we want to start small.

To connect with Ben on Twitter @techsavvyed or at http://www.techsavvyed.net

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

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Patti Duncan joins us again for a quick question:

If we are trying to get teachers to understand and use Project/Problem Based Learning, in an optimal scenario, what should our professional learning look/feel like? 

1. Visualize what flexibility looks like. Model. Help teachers uncover/discover they don’t need rigidity in order to learn.

2. PRACTICE, PRACTICE. Allow teachers to act as students would. Help them experience PBL, then reflect upon what they did and why they did it.

3. Follow-up! One day or even a one-week institute isn’t enough. Teachers must have follow up to make a difference! Help them develop a Professional Learning Network. Allow them to continue to reflect upon their common experience. Provide ongoing coaching. Observe/feedback their classroom practice.

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

 

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Patti Duncan — formerly a High School Science Teacher (Chemistry, Physics, Earth and Environmental) and now a Manager of Instructional Implementation at Discovery Education.

Patti shares how her job in food chemistry helped lead her into education and rethinking how teaching science should be done differently. She is a strong proponent of PBL and STEM education for how it helps students engage in problem-solving and retaining information.

Patti’s advice for helping teachers make the leap from a rigid, chapter-by-chapter approach to more discovery?

1. Start with authenticity.

2. Get interdisciplinary

3. Practice!

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

 

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Michael Soskil 

Curriculum Coach at Wallenpaupack Area School District

Pennsylvania

Michael Soskil is a STEM education, global collaboration, and technology integration expert who has developed and presented numerous professional learning sessions for K-12 teachers, educational media outlets, and social innovators from around the world. In 2014 the White House and the National Science Foundation presented him the highest honors that the United States bestows upon math and science teachers: The Presidential Award for Excellence in Math and Science Teaching.

Michael and Ginger visit about how a Project/Problem-Based Learning environment helps students create meaning within the educational content and how to get deeply connected with their learning.

They also discuss the nuances between Problem, Project, and Passion-based learning; how are they the same and how are they different? Michael shares real classroom examples to illustrate how they might be different.

Twitter: @msoskil

Blog/Website: A Teacher’s Life for Me teacherslifeforme.blogspot.com/

Schlecty Center on Engagement

 

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

 

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Join Ginger’s first episode of her new podcast where she introduces herself, but more importantly ponders the variables included when talking about Project-, Problem-, or Passion-Based Learning. What really are the differences? Which is better? Or are they really the same, separated only by semantics.

This is an idea with which Ginger is wrestling and we encourage you to listen in and offer up your own insights and experiences!

Want more PBL from Ginger? Go to LifePracticePBL.org or GingerLewman.org

You can also connect with Ginger on Twitter @GingerLewman, or on Facebook.

 

 

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