LEADS Projectbased Learning to Support Reading in the Content Area

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LEADS Project-based Learningto SupportReading
in the Content Area

• Lavinia Kumar and Maria Mendez
• NJPEP
• NJDOE

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What is NJPEP?
http//www.njpep.org
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(No Transcript)
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NJPEP
http//www.state.nj.us/education/
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Standards
Matrix of grade and standard
Resource database
Standards for all educators, too
Standards for each grade
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Standards Matrix
Cross-grade strands, in a Word document
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Before we Get Started!Your Question!

• What is PBL?
• Or
• I already know about PBL but heres a burning
  question!

Please write the question on the front of the
slides handout
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What is PBL?

• Is focused on concept
• Usually interdisciplinary
• Needs planning!
• Utilizes multiple assessment strategies
• Is excellent for differentiation
• Is learning to learn

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Making the cookie Math
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Making the cookie Science
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Making the cookie Teamwork
Career Education and Consumer, Family, and Life
Skills CECFLS
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Project-based learning is

• A teaching strategy that engages students in
  complex activities it is motivating!
• Incorporates higher order thinking skills (goes
  up Blooms taxonomy!)
• Long amount of time needed for completion of
  project

videoclip
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Project-based Learning!

• It is authentic involving real-word activities!
• How is this any different from having students
  do activities?
  
• What is PBL?
• Differentiated
• Different jobs
• Different interests
• Different needs
• Etc

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Levels of Learning to Learn
http//www.pltw.org/APPBLearning.shtml
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Activities vs. Projects
Lets see what activities 2nd graders can do!
http//ali.apple.com/ali_sites/deli/exhibits/10001
71/Student_Work.html
Lets see what projects middle schoolers can do!
http//ali.apple.com/ali_sites/deli/exhibits/10007
32/Student_Work.html
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Teaching measurements in math

• One of the standards (4.2.2.A.2) is to use
  concrete objects, to identify, classify, and
  describe standard three-dimensional and
  two-dimensional shapes.
• This can be done via
• Traditional way of teaching and learning
• An activity and/or project-based way of teaching
  and learning

For example the triangle project
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Teaching comprehension in language arts literacy

• Two of the comprehension strand CPIs
• Cause and effect and sequence of events to gain
  meaning in comprehension 3.1.6.G.3
• Recognize characterization, setting, plot, theme,
  and point of view in fiction 3.1.6.G.12
• This can be done via
• Traditional way of teaching and learning (whole
  class instruction)
• An activity and/or project-based way of teaching
  and learning

Clip of cause and effect in LEADS
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Standards Review!

• In your handout
• Standards organization (what those numbers and
  letters mean)
• LAL standards and strands
• Two strands of standard 3.1 grade 4-8 continuum
  of CPIs

See handouts
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What LAL standards are often needed?

• 3.1 Reading
• A. Concepts About Print
• B. Phonological Awareness
• C. Decoding and Word Recognition
• D. Fluency
• E. Reading Strategies (before, during, and after
  reading)
• F. Vocabulary and Concept Development
• G. Comprehension Skills and Response to Text
• H. Inquiry and Research

• 3.2 Writing
• A. Writing as a Process
• B. Writing as a Product
• C. Mechanics, Spelling, and Handwriting
• D. Writing Forms, Audiences, and Purposes

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PBL vs. PBL

• Problem-Based Learning, as the name implies,
  begins with a problem for students to solve or
  learn more about. There is an
• emphasis on inquiry and research
• presentation of conclusions, and
• there may or may not be an end product
• Project-based Learning begins with an end product
  or "artifact" in mind. Todays PBL
• is a production model
• has simpler and more summative end products
• is authentic - mirroring real world production
  activities

Lets read!
http//pblmm.k12.ca.us/PBLGuide/PBLPBL.htm
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PBL and Participants
Check out essential questions!
http//www.uoregon.edu/moursund/Math/pbl.htm
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L.E.A.D.S.Design reminder

• Thematic Unit Novel-based approach with
  connections to Social Studies and/or Science.
• Heavy Emphasis on Multiple Writing Tasks
  including at least
• Daily writing
• Reader Response
• Long Term Project
• Project-based Learning
• Outlines, PowerPoints, etc.
• Short reports, papers, i.e., background knowledge
  investigations (setting, geographical,
  historical, etc.)
• Process writing
• Full-term project research paper, html site,
  etc.
• Reading!

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Torgesen, et al.
LEADS
Core Novel
Tier 1
Tier 2 Supplemental Instruction
Guided Reading
Tier 3 One-to-one, direct, explicit
instruction
Targeted Instruction
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Core Whole Group
Alternate Cores
Guided Reading
Flexible Groups based on goal-specific, targeted
instruction
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EXPOSITORY READING Content Connections
PBL
LEADS
html projects

Research Labs
Techie!
PowerPoint presentations
Core
School Library
Newspaper Articles
CD Roms
Guided Reading
Internet Sources
Dramatizations
Individualized, targeted instruction
etc.
etc.
Standards 3.3 3.5
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Activity One The Evergladesby Jean Craighead
George

• An Indian storyteller poles five children through
  the Everglades in his dugout, and in language as
  lush as the land of which he speaks, he tells
  them the story of the river of grass

the rest of the story
Lets look at a Traditional way of assessment
Project-based way of assessment
Activity 1A
Activity 1B
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Share Your PBLs
Lets take a break!!
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Activity One

• Review
• Traditional Assessment
• Activity?
• Blooms Level?
• PBL/authentic assessment
• Project (great for differentiation and varying
  interests and background)
• Blooms level
• Opportunity for multiple rubrics
• Multiple Formative Assessments and time to both
  develop and improve

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Additional Project Examples - 1History and LAL!

• Aunt Mary's Great Adventure
• Role and Situation The students will receive a
  letter from Aunt Mary. They will assume the roles
  of nieces and nephews who are invited to plan a
  one-day car trip to a historical and educational
  destination. The students must make all plans and
  write a letter to Aunt Mary telling her these
  plans. This problem will engage the students as
  decision-makers and travel planners. Local areas
  of historical significance will be researched.
  Geography skills will be required to adequately
  plan the time frame for the day. Written
  expression skills will be required to compose an
  answer to Aunt Mary.

http//web.archive.org/web/20041010081601/http/ww
w.bths201.stclair.k12.il.us/west/tlcf/westtlcf.htm
l
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What PBL InformationDo Students Receive? Check
how they relate to reading

• Necessary Information
• Explanation/discussion of why this project is
  important in the real world as well as core
  content
• Letter from Aunt Mary
• Detailed Assessment and Rubric information
• Time/day schedule
• Possible Information
• Example letters to Aunt Mary from previous classes

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Additional Project Examples - 2History and LAL!

• How can we prepare an official bill to present
  to Senator Jerry Costello on a new driver's
  license restriction hoping to curb the problem of
  high teen accident rates?
• justify a federal law rather than state
  regulation
• make sure community interests and personal
  interests are balanced
• it is clear and concise

Writing!
Reading!
Reading and Writing!
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What PBL InformationDo Students Receive? Check
how they relate to reading

• Necessary Information
• Explanation/discussion of why this project is
  important in the real world
• Newspaper article and letter from the Senator
• Detailed Assessment and Rubric information
• Time/day schedule
• Possible Information
• Example law summaries from previous classes

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What reading and writing is neededfor these PBL
units?

• Pre-reading of
• narrative, and
• informational text
• Selection of important information (comprehension
  and analysis)
• Content-based vocabulary (Tier 3)
• Writing
• Organized
• Focused and precise
• Creative

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Reading taught in the content area?
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Rubric Reminders!

• Summative
• Holistic
• Open-ended
• Formative
• Analytic
• Open-ended

Look at handouts Research paper Holistic
rubrics Analytic rubrics Open-ended rubrics
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Model!!!
What does this slide represent?
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Create a Project

• Work in groups
• Choose one of the projects provided or one you
  have already started with a core novel and a
  chosen cross-content area
• Use the empty project template to develop a
  project for your students
• You have about 45 minutes

Activity 2
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Present the Project!

• Choose a presenter for your topic
• Non-presenters be ready to say what you did
  similarly and differently
• Please answer be ready to say
• Any special strategies you will need implement
  this in your own classroom
• What time of year you will implement it
• What you will do before and after it

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What do Teachers Need to Start?

• A certain comfort level or practice with PBLs
• A good partner
• A supportive school leader
• For technology-based projects comfort with
  needed technology
• A firm grasp of standards so that prioritization
  can be done
• A firm grasp of formative and summative rubrics
  for assessment

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Lets Check Your Questions

• What is PBL?
• Or
• I already know about PBL but heres a burning
  question!

Please write the question on the front of the
slides handout
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Lets Review

• Themes and PBL are all part of the same idea
• Motivation is a key to learning
• Projects are focused on standards, and based on
  needs of students for learning
• Project assessment is related to the standards
  and to the states summative assessments
• Well-designed formative assessment is key.

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Lets Review - 2

• Projects are a structured part of the overall
  curriculum plan
• Projects are designed to help students learn to
  begin the process of life-long learning
• Collaborative development and teaching lighten
  the planning and rubric development load

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Resources

• NJPEP http//www.njpep.org
• NJDOE http//www.state.nj.us/education/
• Project Template based on the George Lucas
  Educational Foundationhttp//www.edutopia.org/mod
  ules/PBL/project_template.php
• NJPEPs Activity Templatehttp//www.njpep.org/act
  ivities/ClassroomActivityTemplate.doc
• Lavinia Kumar lavinia.kumar_at_doe.state.nj.us
• Maria Mendez maria.mendez_at_doe.state.nj.us