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Transforming Science Learning: Part 2: Project-Based Learning: Principles to Sustain Student Learning and Teacher Change In Practice, 12/7/2022 - Shared screen with speaker view
Laurel Harrison (she/her)
01:21:39
I'm looking for original question, but missing it. It looks like we are saying what breed of dog we would be. I guess I would be an English Springer Spaniel. They love people and are active dogs.
Emily Adah Miller
01:23:09
Great! Thank you Laurel
OS Science
01:23:29
Question- What distinguishes PBL-designed science units from other high-quality units of study in science? It seems like all the criteria you listed for features of PBL are features in all HQ ('badged") units, but I've never heard those units identify themselves as PBL units. Appreciate your help as I clarify my thinking!
Ayla Wilk
01:29:19
How do ya'll assess students' acumen with the SEPs? Have you developed rubrics, etc.?
Ayla Wilk
01:30:37
whoohoo copyrights!
Toni Milleret
01:31:47
Do the Learning Performances match the NGSS Evidence Statements?
Susan Kathryn Codere
01:32:05
We help teachers develop rubrics using the Evidence Statements (descriptions telling how we will know if students have met the LP). We do include some rubrics in lessons, but more often in PL.
Toni Milleret
01:32:42
Thank you!
Emily Adah Miller
01:34:24
The PLs are already posted on https://sprocket.lucasedresearch.org/login?redirect=%2Fportal
Laura Markham
01:35:29
DO we have the login / password??
Jill Burns
01:36:13
You have to create a free account
Emily Adah Miller
01:36:40
If you sign up it is free they will give you a password
Laura Markham
01:36:46
thanks
Emily Adah Miller
01:36:51
Sure!
Emily Adah Miller
01:37:21
Look for the elementary PBL, although there are more grades and even more disciplines on LER.
Emily Adah Miller
01:37:39
ELA and math and social studies for Project-based Learning
Susan Kathryn Codere
01:51:10
For next segment
Susan Kathryn Codere
01:51:12
https://docs.google.com/presentation/d/1Zw0O_S1HO5cjw1rRKPhGH_ew_GqHOwt2WrdrIqV8Zxc/edit#slide=id.g1a5eb2c37c6_1_173
Laurel Harrison (she/her)
01:56:11
Fun and messy!
18327
01:57:36
Presenting National Parks will be fun!
Susan Kathryn Codere
01:57:43
Sorry Links
Susan Kathryn Codere
01:57:44
L6.1 Location Choices (Slides)L6.1 Resources for LS6 Final ArtifactSlides for generating Final Artifact Anyone Can Edit Link
Susan Kathryn Codere
01:58:06
https://docs.google.com/presentation/d/1nLTr7WU0TJhu0WtWpA59ALdTyZIt0JmHte0zZbGKKMg/edit#slide=id.p1
Joe Krajcik
01:58:07
Messy is good!
18327
01:58:30
👍🏽
Susan Kathryn Codere
01:58:51
https://drive.google.com/drive/folders/1BNGp8XmDRrYcNfxFF1CwBWZQvTTcfJ70
Susan Kathryn Codere
01:59:31
Slide for Final Artifact
Susan Kathryn Codere
01:59:32
https://docs.google.com/presentation/d/1h0m0BUatqw78jEd8BvEVfHUz4fmBWQQUsVcfs-vA2Ho/edit#slide=id.g1abd5e669c2_0_85
Laurel Harrison (she/her)
02:00:42
Maybe
Emily Lindenmuth
02:00:49
👍
Susan Kathryn Codere
02:00:55
OPen Slides to add one from your group
Susan Kathryn Codere
02:00:55
https://docs.google.com/presentation/d/1h0m0BUatqw78jEd8BvEVfHUz4fmBWQQUsVcfs-vA2Ho/edit#slide=id.g1abd5e669c2_0_35
Laurel Harrison (she/her)
02:01:01
Well, I'll know better when I see it.
Amanda Hyde-Berger
02:01:12
👍
Emily Adah Miller
02:01:18
Great!
Holly Hereau
02:01:26
I may help for one of the people in the breakout to share their screen
Emily Adah Miller
02:01:32
Laurel text us if you are needing help!
Toni Milleret
02:01:45
Are the task directions in the breakout room?
Emily Adah Miller
02:01:58
I will repeat them! :-)
Kate Soriano
02:02:10
I'm butting in here but remember you can participate in breakout rooms via camera and mic; mic only, or chat window only.
Emily Adah Miller
02:02:19
TY
Laurel Harrison (she/her)
02:02:45
I looked at the slides and that helped.
Laurel Harrison (she/her)
02:03:39
:)
Emily Adah Miller
02:11:47
Ha! Got it
Merrilee Berndt
02:12:17
I enjoyed that. Thank you!
Toni Milleret
02:12:53
Were we supposed to change the after picture for our prediction?
Toni Milleret
02:13:20
OOh cool presentation ideas!!!
Laura Markham
02:14:53
we didn't have time
18327
02:14:53
check#11
Lexi_Brown (she/her)
02:14:53
One observation we made is that because the article talks about dinosaurs, students would probably draw dinosaurs even though they are only going back 1 million years (dinosaurs were 65 million years ago)!
Merrilee Berndt
02:15:06
look at group 2
Laurel Harrison (she/her)
02:15:14
I just flipped through all of them to see what was done.
Ayla Wilk
02:15:32
^haha we did that
Merrilee Berndt
02:15:44
love the dinosaur
Lexi_Brown (she/her)
02:15:52
Cute dinosaurs!
Drew Brannan
02:15:57
thank you
Emily Adah Miller
02:17:52
Nice work! Hopefully you have a chance to understand what it all works like
Angela Albrecht
02:25:03
How do you adapt PBL for students with IEPs or lower learning abilities? Do you make simpler projects or more guided information? On Sproket (probably spelt wrong) do they have modifications or differentiated learning?
Susan Kathryn Codere
02:25:55
We provide guidance for teachers to scaffold (provide additional support as needed).
bnd5284@gmail.com
02:26:46
Are there any resources for EL students (translated in different languages)…just curious with technology i often just pre translate material as needed but if it was already done it would be great
Laurel Harrison (she/her)
02:28:12
Act it out?
Ayla Wilk
02:28:22
Choose your own examples
Erin Brown
02:28:27
charades
18327
02:28:39
Use them use camera to take pictures
bnd5284@gmail.com
02:28:41
Four square it rapid change slow change no change unsure
Laura Markham
02:28:41
find another group that you think has something in common and do a venn
Ayla Wilk
02:28:48
student records evidence
MS Karthigeyan Subramaniam
02:28:49
compare and contrast with students from another state/country
Susan Kathryn Codere
02:29:36
We discuss this in PL, but also often describe options for varied levels of independence in unit work. We also suggest a range of reading materials in the Classroom Library Connection list so teachers have texts students who are reading at a lower reading level have something to use. Teachers often pair a strong reader with a weaker reader. We also suggest whole group reading or explanation development to model the process first, and then gradually release the practices to the students. Teachers plan in Unit 1 and scale up in subsequent units.
18327
02:30:14
students retain the concepts learned
Susan Kathryn Codere
02:30:53
We have data that shows students who are reading at lower levels can share their science learning in post-unit assessments and score well.
Emily Adah Miller
02:30:54
Yes! Exactly
Susan Kathryn Codere
02:31:22
Teachers across the board report that they want all their Special Ed and ELL students in science because that's where they shine.
Holly Hereau
02:31:40
🧡
Erin Brown
02:37:20
agreed! I have witnessed this in my classes.
Toni Milleret
02:37:46
All levels improved!!!
Holly Hereau
02:38:50
The case study book is wonderful!
Joe Krajcik
02:40:50
Thanks Holly
Ayla Wilk
02:41:30
How do you build in structure for students to work at their own pace or go into varying levels of depth & complexity with the topic?
Andrea Brook
02:41:58
What @Susan said was exactly my experience with 3-5 PBL! Special Education and ELL students shined and many took on leadership roles in project groups!
Laura Markham
02:42:22
I am inspired
MS Karthigeyan Subramaniam
02:43:56
Are there specific assessments for PjBL?
Susan Kathryn Codere
02:44:44
We have post-unit assessments that will be posted on Sprocket soon.
Susan Kathryn Codere
02:45:08
If you want to see them before they are posted, we can share.
Emily Adah Miller
02:45:20
Andrea so true
Ayla Wilk
02:45:26
A bit thanks! My school is pretty unique in that we try to offer more personalized/self-paced learning. Also I teach high school so it's a bit different.
Emily Adah Miller
02:45:53
Yes the assessments are on Sprocket. We have informal and also formal assessments
Emily Adah Miller
02:46:31
The teacher can walk around the room and look for specific practices or ask a question of students and write down their answers
Susan Kathryn Codere
02:46:47
Definitely check out the formative assessment support on each Learning Set Tab. The lesson features are summarized as a tool for teachers to decide which items to look for and record to assess progress toward goals.
Emily Adah Miller
02:46:57
And collect artifacts and we have evidence statements to see if the students are meeting expectations
Toni Milleret
02:47:02
Thank you so much! This was a GREAT session!
Ayla Wilk
02:47:03
Thank you all so much!
Nadia (she/her/hers)
02:47:10
Thank you!
Olivia Harden
02:47:20
thank you!
Lexi_Brown (she/her)
02:47:20
Thank you!
Breahna Walker
02:47:24
Thank you!
bnd5284@gmail.com
02:47:27
Thanks so much!!
18327
02:47:33
Thanks a lot!!!
Roja Guia Gumban
02:47:37
Thank you so much!
Maria Vega
02:47:44
Thank you!
Tiffany Williams
02:47:45
Thank you!
Kate Soriano
02:47:49
Thank you!
Anne
02:47:55
Miigwech/Pidamaya
Sarahi Pontón
02:47:56
Thank you!
Emine Sadıkoğlu
02:47:57
Thank You!!!
Ms. Jenna Lawrence
02:48:04
Thank you!
Anita Loveless
02:48:08
Thank you.
Jennifer Diaz
02:48:12
Thank you!
Laurel Harrison (she/her)
02:48:14
Thank you for this program. We need to do an evaluation for credit, correct?
Brandy
02:48:14
Thank you!!!! I’m a firm believer that PBL works!!!! Experiences they’ll never forget
Ashley Burger
02:48:16
thank you!
Syakti P. Sriyansyah
02:48:17
Thank you
Jill Burns
02:48:20
Thank you!
Ana-Maria Vites(she/her)-Northside College Prep HS
02:48:24
Last evening, I tried finding your HS material in the website. Do you have a link you could share?
Mary Lynn
02:48:27
Is there a different collection for today? Or is it the same from yesterday?
Joe Krajcik
02:48:56
Ana-Maria send me an email and I can send you stuff.
Emine Sadıkoğlu
02:49:20
Thank You
Mary Lynn
02:49:28
Thank you so much!
Emily Adah Miller
02:49:32
Try these
Emily Adah Miller
02:49:33
https://www.oecd.org/education/fostering-students-creativity-and-critical-thinking-62212c37-en.htm