### Prompts Project Based Learning - Global Center For College

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Prompts & Project
Based Learning
Lesson Modification for
August
Agenda
1.
2.
3.
4.
5.
Performance and Product
Prioritize: Gaps
Apply Deconstruction or..
Basic Lesson Modification
TO DOS
Inference
Evidence
Analyze
Summarize
Interpret
Integrate
Evaluate
Delineate
Math
Mathematically
proficient students
can…
Explain meaning
Conjecture
Reason abstractly
Critique Reasoning
The CCSS for Mathematics compel a
change in the culture of traditional
mathematics classroom.

In the typical mathematics classroom
students are “too busy covering content” to
be engaged with mathematics.
The CCSS attempt to tell
teachers when to slow down
and emphasize student
understanding of significant
mathematical ideas.
O
O
c
Thoughts?
How do we
“quickly” “easily”
Implement?
Someone
Has to Understand
Deconstruction
Analyze the wording of the standard to determine key concepts, key skills, and the ultimate
type of learning target.
1.Identify nouns and noun phrases to identify
key concepts
2.Locate verbs to identify key target(s)
3.Place the targets into one or more categories
4.Clarify any terms that may lead to
misinterpretation
5.Construct a list of skills that are essential to
become proficient in the identified standard
Represent a fraction 1/b on a number line diagram by
defining the interval from 0 to 1 as the whole and partitioning
it into b equal parts. Recognize that each part has size 1/b
and that the endpoint of the part based at 0 locates the
number 1/b on the number line.
 Represent a fraction a/b on a number line diagram by
marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint locates
the number a/b on the number line.
1. Identify the key concepts:


intervals, endpoint, interval size
2. Determine type(s) of learning target(s)

partition, define, locate, represent, express
Respond thoughtfully to diverse perspectives; synthesize
resolve contradictions when possible; and determine what
additional information or research is require to deepen the
Targets: respond (thoughtfully), synthesize, resolve ,
determine


Although the Common Core State Standards
are more clear than many state standards,
they are still open to multiple interpretations
Standards are not meant to be mastered in
one learning opportunity
◦ Meant to be mastered via smaller learning targets
over time

Educators and students require common,
clear learning targets



A systematic process to identify embedded
learning targets in standards so that nothing
essential is missed during instruction
Learning targets: What students should know,
understand and be able to do to master the
standards
Sequence the targets into a developmentally
appropriate learning progression
Classifying Targets
Knowledge
Mastery of substantive subject content where
mastery includes both knowing and
understanding it.
Reasoning
The ability to use knowledge and
understanding to figure things out and solve
problems.
Performance
The development of proficiency in doing something
where it is the process that is important such as
playing a musical instrument, reading aloud,
speaking in a second language or using psychomotor
skills.
Products
The ability to create tangible products, such as term
papers, science fair projects, and art sculptures that meet
certain standards of quality and present concrete
• Identify sight words
• Identify similes and metaphors
• List defining characteristics of various
literary genres
• Count and group concrete
manipulatives by ones, tens, and
hundreds to 1,000
• Make a prediction based on evidence
• Distinguish between fact and opinion
• Evaluate information from a variety of
resources
• Classify and compare triangles by
sides and angles
• Read aloud with fluency and
expression
• Demonstrate the use of selfcorrection strategies
• Find and justify the laws of exponents
with numeric bases using inductive
reasoning
• Model, identify and describe square,
prime and composite numbers
• Produce a grammatically correct
sentence
• Develop a proper paragraph form in a
written composition
• Compose a written composition using
the five-step writing process
• Create a design with more than one
line of symmetry
• How would you describe a “learning
target”?
• Why are they important?
• How do they relate to the Standards –
current or CCSS?
 Begin by analyzing the level of thinking
required by the standard
 Assess the degree of depth or complexity of
knowledge reflected in the content standards
and assessments
 Determine how deeply a student needs to
understand the content for a given
response/assessment
1. Describe three characteristics of metamorphic
rocks
2. Describe the difference between metamorphic
and igneous rocks
3. Describe a model that you might use to
represent the relationships that exist within the
rock cycle
 Verbs alone do not determine the level of
cognitive demand required by the indicator; be
certain to examine all contextual elements
Same verb (Describe); Three Types of Targets
1. Describe three characteristics of metamorphic
rocks
◦ Knowledge (simple recall)
2. Describe the difference between metamorphic
and igneous rocks
◦ Reasoning (requires cognitive processing to determine
the differences in the two rock types)
3. Describe a model that you might use to
represent the relationships that exist within the
rock cycle
◦ Performance (requires deep understanding of rock
cycle and a determination of how best to represent it)
Analyze the wording of the standard to determine key concepts, key skills, and the ultimate
type of learning target.
1.Identify nouns and noun phrases to identify
key concepts
2.Locate verbs to identify key target(s)
3.Place the targets into one or more categories
4.Clarify any terms that may lead to
misinterpretation
5.Construct a list of skills that are essential to
become proficient in the identified standard
Applying the
Gap Maps
Activity: How do we
use GAPS in
Curriculum?
Lesson Modification
1.
2.
3.
4.
Lesson / Content
Operation /
MODIFICATION
Identifying
GAPS with
TOOLS
CC.6.W.1 Text Types
and Purposes: Write
arguments to support
claims with clear
reasons and relevant
evidence
What is the Author’s
main point in the
poem? Support your
pieces of evidence.
Standard: Author’s Purpose: Argue &
Support Claims
Course Analysis: All Standards Covered?
National Pathway
Phase I
Create GAP MAPs
Modify / START
Analyze / Refine
What Are The ELEMENTS of
Edutopia.org
http://www.bie.org/
internet4classrooms.com
PBL Elements
•
•
•
•
•
•
•
Long Term Project (Not a Worksheet)
Interdisciplinary
REAL WORLD
Relevance (makes Rigor Possible!)
Student-organized work
Collaboration / Speaking
Artifact Construction
PBL Elements
• Open-ended Driving Question /
Challenge
• Creates a need to know essential
content and skills
• Requires inquiry to learn and/or
create something new.
• Requires critical thinking, problem
solving, collaboration, and various
forms of communication.
Allows some degree of student voice and
choice.
Incorporates feedback and revision.
Students use peer critique to improve their
work to create higher quality products.
Results in a publicly presented product
or performance. What you know is
demonstrated by what you do, and what you
do must be open to public scrutiny and
critique.
Just One Project
PBL Elements
• Open-ended Driving Question
• Know essential content and skills
• Requires inquiry to learn / create new
• Requires critical thinking
• Allows some degree of student voice
and choice.
• Incorporates feedback and revision.
• Results in a publicly presented
product or performance.
Timeline
1.
2.
3.
4.
5.
6.
One Project / month (Curr Teams)
Principal Classroom Observation
Include Rigor
Integrate into Lesson Plan Process
Share Rubrics, Share Projects
What is
An Engaged
Classroom?
st
21
Century
Learning?
Questions?
Chairman
@CurriculumInstitute.
Org
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