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Camas Ridge Community School PBL Workshop June 22-25, 2009

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Page 1: Camas Ridge June22

Camas Ridge Community School

PBL Workshop June 22-25, 2009

Page 2: Camas Ridge June22

Celebrate!

Page 3: Camas Ridge June22

What We’re in for This Week

1. Create Curriculum Maps2. Hone PBL Design Methods3. Plan Projects

•ONE grade level project (ready-to-go)•ONE grade level project (sketch)•ONE vertically aligned project (sketch, keep meeting)

4. Technology Integration and Skill Boosters

Along the Way, GainCourage, Insight, Capability

Page 4: Camas Ridge June22

Today

1. Look back and ahead2. Get inspired3. Get wonky with tech4. Explore curriculum

possibilities

Practice agile thinking

Page 5: Camas Ridge June22

After lunch please bring

o Laptopo MOUSE (dual button if possible)o Pacing Guides or Calendarso SocStudies, Sci, Health, Arts

guides

Page 6: Camas Ridge June22

Look Back

Projects 2008-2009

Collab. Projects Spring 2009

Page 7: Camas Ridge June22

Look BackWhat factors influence

outcomes, positive and negative?

Remember, goals of spring projects were to:

1. Contribute to new identity and positive climate

2. Involve cross-school collaboration, teachers and kids

3. Involve parents where possible

4. Have some kind of public result, celebration

Outcomes

+Influencing factors

Outcomes

-Influencing factors

Page 8: Camas Ridge June22

Look AheadWhat structures can we use or

create to maximize effective PBL?A. Unifying PrinciplesB. Physical SpaceC. Time and ScheduleD. Human Resources E. Material ResourcesF. Support

QuickTime™ and a decompressorare needed to see this picture.

Page 9: Camas Ridge June22

Curriculum Mapping What is a “curriculum map”? Why design curriculum maps? How is a pacing guide different from a curriculum map?

Curriculum mapping in project based learning

Vertically articulating the curriculum Watch the Business Card method

Page 10: Camas Ridge June22

What is a “curriculum map”?

When schools complete curriculum maps for each course, they “horizontally” articulate the curriculum. Curriculum maps specify:

When the content will be addressed How content standards will be addressed through in-depth projectsthrough “interludes” or “mini-projects”Through conventional methods

How interdisciplinary projects involve multiple content areas

Page 11: Camas Ridge June22

What is a “curriculum map”?

• No “right” or “correct” format for a curriculum map.

• Teachers develop maps that meet their needs.

• Maps vary by level of detail and format.

Page 12: Camas Ridge June22

What is a “curriculum map”?

• No “right” or “correct” format for a curriculum map.

• Teachers develop maps that meet their needs.

• Maps vary by level of detail and format.

Page 13: Camas Ridge June22

Possible consequences of project planning without

curriculum mapping as a first step

o Lengthy projects that loosely address content standards

o Hard to quantify goals accomplished, achievement gained

o Unnecessary overemphasis of standards = lost interconnections, lack of context

o Under-emphasized key standards

Page 14: Camas Ridge June22

Possible consequences of proceeding without a “road map”.

o Resources, tradition drive the project planning process.

o In projects, lack of alignment between:o Standardso Culminating Products and Performanceso Formative and Summative Assessmentso Learning Experiences

Page 15: Camas Ridge June22

“Curriculum Maps” versus “Pacing Guides”

Pacing guides are resource-oriented. We define a “pacing guide” as a document that typically includes the chapter of a text, the lesson, support materials used, and the date for completion.

Curriculum maps are standards-oriented. “Curriculum maps” outline when standards will be addressed, project titles, key assessments and resources.