It might be a best kept secret, but did you know the Buck Institute for Education revamped their Project Planner? Here's my take on why you should check it out.
1. The new Project Planner includes "Project Milestones" as seen below.
For those of you familiar with the Project Overview, this part of the planning document replaces the "Student Learning Guide."
What I love the most is that it allows teachers to:
1. Use my Alignment Map to unpack the standards and than transfer the performance tasks (assessments) right into the Milestones. This allows teachers to plan backwards. (Understanding by Design)
2. It allows teachers to use their Essential Questions in place of "Key Student Question" with a matching instructional or project milestone and formative assessment. Of course you can use your student Need to Knows list to fill these in too.
After planning the milestones, PBL planners can take each milestone and develop multiple days of instruction, activities and/or project work time. Bingo. Your project is planned and this scaffolded process makes it a bit easier.
I've used this new planning tool in several recent PBL trainings and each group has loved this new tool. It has made the planning process feel seamless from Project Ideation to the daily plan.
For more information on how I use this new document contact me.
A shift has occurred in the skills companies are looking for in the workforce. Amy Wright, managing partner of IBM Talent & Transformation discusses in this interview that there has been a shift in the types of skills executives are looking for in the workforce. "There has been a shift from STEM skills to behavior skills like adaptability, flexibility, and time management." She goes on to say that these aren't skills that can be learned "solely in the classroom, but the are learned from interacting with people."
Hot digity! Once again, reports like this reiterate the value of Project Based Learning in the classroom. PBL's primary function is to teach the content. However, when done well it creates a culture that fosters behavioral skill development. PBL Gold Standard refers to these as Success Skills. It's not just about the 4Cs, PBL creates an opportunity for students to work collaboratively by navigating team dynamics. PBL mimics a workplace environment and offers students a chance to learn, apply, and develop the behavior skills necessary to become college and career ready. Students who work in a PBL environment graduate with the skills necessary to fill the jobs these executives are looking for.
More information on Project Based Learning can be found at PBLworks.org
This year I faced an interesting dilemma as a PBL coach. Due the various needs of our PBL designers, I needed to figure out a way to differentiate support. Specifically, I needed to do a needs assessment for 22 teachers in just over 45 minutes and by the end I needed to know three things:
Thankfully, I had a tool ready to use. Last year with the help of Frank McKay at RTI International, I designed a PBL Road Map that systematically broke down the PBL Design Elements. (You can check out the Road Map on my PBL page) With Frank's help I also designed the Decision Matrix (seen here), an evaluative tool that allows the user an opportunity to determine their entry point in the five phase PBL Road Map. The Decision Matrix is my needs assessment. Using a simple video tutorial the teachers determined what phase of planning they were in, and with a simple reflection, shared what type of support they needed.
As a coach, I now had the information I needed to create plans for support. The results of this process will help in creating individual support plans and workshops to support teachers in their project design. Over the next few weeks I'll be meeting with teachers to get them ready for their second quarter projects. Due to the success of the Decision Matrix I can provide quality real time support.
For the past five years I have been a Project Based Learning Coach (PBL) at Vernon Malone College & Career Academy in Raleigh, NC. It was our vision when we started the school in 2013 to use PBL as a framework for instructmy responsibility to design a program that supported this work. For four years the teaches and I focused on project design and implementation through rapid prototyping and reflection. Its through this process that I developed a PBL Roadmap that takes the user through five phases of project development, implementation and reflection. What makes this roadmap unique are the processes included in each phase. For example, Phase 2 includes protocols inspired by the Critical Friends Group to allow the user to choose a path for project idea development for either an individual or interdisciplinary groups. Another unique aspect of the roadmap can be found in Phase 3 Community Connections and Research. This phase uses Human Centered Design to connect the project idea to real world issues that gives student an opportunity to have an impact on their local or global community.
It’s important to remember that this roadmap is a guide and can be used as a step-by-step process or as a resource for the development and/or implementation of High Quality PBL. The roadmap is a comprehensive look at designing and implementing PBL; however, not all phases are required or possible with every PBL project. It is my vision that by using this roadmap teachers have a comprehensive support for designing and implementing High Quality PBL.ion. As the PBL coach it was
Curiosity set me on an unexpected path this week. I was asked to attend an #IoTSlam Conference here in the RTP with a group from Wake County Public Schools. Honestly, I didn't know what "the internet of things" was, but filled with curiosity I committed two of my summer days to explore how IoT could inform the work we do for K-12 Education and #PBL.
Saying I learned a lot would be a serious understatement. Ironically, what I walked away with was not just the abounding list of new voculabary, it was the gravity of being in a space that existed outside the walls of education. I gotta admit, taking the step to do something uncomfortable was a bit scary. I stepped into a world I knew nothing about, but was willing to be vulnerable and open to new ideas. The best part, I walked away with a bank of new information that is ready to be directly deposited into project ideas, connections for teachers, and other projects I am working on.
How do we disrupt our thinking to push forward the change we need? Where do we start? We start by getting out of your borders." IoT Slam18 Conference
Some words of wisdom. If you are a PBL teacher or even a teacher who is investing in making education more relevant, you need to challenge yourself. How can you connect with your community so that your world is opened to potential real world connections and authentic projects for your students? It doesn't have to be a conference. It can be as simple as listening to NPR, reading the paper, talking to people you interact with, or creating a Twitter account. It doesn't have to be a time sucking search to connect. Find ways that work for you. Make the intention and just do it. Trust me, you'll be a better person because of it and so will your students, school, and district. #PLN
Quotes from the Conference
"We are on the doorstep for unimaginable change."
"Having the people to drive the change is most important. The right people are those that care the most."
"Change is only as good as the people. They have to buy in to the way of working."
"There is no #1 solution. It's about working in partnership and finding a solution together."
IoT is a business transformation not a technology"
"In 2025 there will be 55 connected devices"
"Every time you connect you create data"
"intelligence doesn't require a brain"
"humans dominate the planet because we can collaborate flexibly and a large scale"
"How willing are you to jump into the work of innovation?
Recently we hosted a teaching team from Enloe High School at Vernon Malone CCA. The purpose of the visit was to see Scrum and our integrated PLT in action. Grace Jackson, the leader of this group, was asked to write an article on the experience for the WakeEd Partnership newsletter. I was also asked to write a complimentary article that would provide a "behind the curtain" look at how we've intentionally created a culture that fostered collaboration, transparency and improvement. If you are interested in reading Ms. Jackson's article to hear her perspective you may find it here. Below you will find my article "Failure as a Pathway to Success."
Failure as a Pathway to Success
By Michelle Woods
Vernon Malone CCA
At the heart of Vernon Malone College & Career Academy is a mindset of failing forward. Establishing this mindset was intentional when we started our school in 2014. During the first year, the entire staff worked collaboratively to establish our core values and priorities that included how to capitalize on failure as a pathway to success. To do this we needed a process, a roadmap, that would keep us accountable and also promote collaboration, transparency, and improvement.
Due to our commitment to improving our practice through collaborative learning and structured interactions, we use Critical Friends, a program through the National School Reform Faculty. We call these structured interactions protocols, and we use them consistently in meetings and in the classroom. Each member of our staff is formally trained in this work. Because we’re committed to improving our practice through collaboration, we have two days a month established for the use of Critical Friends. During this time we work in small or whole group teams to seek feedback on projects, analyzing student work, dilemmas, brainstorming, and consensus building. This is what Grace and her team witnessed on the day of her visit. The work of Critical Friends is an integral process for us. It was inspiring to hear this experience made an impact on the Enloe teachers. It’s another example how collaboration has the power to drive change and innovation.
From a coach’s perspective I can say that every teacher on our staff has gone through a professional transformation from traditional teacher to a Project Based Learning facilitator. This work is demanding, and in order to keep the momentum going we needed to be intentional with our planning cycle. This is why we design and implement projects on a quarterly basis. Each year we establish an expectation that every quarter teachers will implement a new or revised project. During a cycle teachers receive 1:1 coaching support, planning time during Monday team time, and time for reflection at the end of each quarter. This year during our 3rd and 4th quarter we are designing and implementing a school wide project that will answer the driving question, “How can VMCCA inspire change in our community?”
Grace mentioned the original purpose of her school visit was to see how we systematically used Scrum to support PBL. In addition to using Scrum in the classroom, we use Scrum every Monday during our team time. During Scrum teachers stand up in small teams and report out the work they accomplished the previous week, what they plan on accomplishing in the current week, and express additional support or resources needed. If they have needs, it’s reported out to a coach for an appointment. Although Scrum provides an avenue for accountability, it also provides a process for celebration and reflection. With each validation of a task, the team celebrates successes and continuously sets goals for the next week.
Behind the scenes we have several processes to ensure we are on our path for success. A culture of failing forward propels us, but in the process we are intentional about accountability, collaboration, transparency and improvement. This level of work isn’t easy, but at VMCCA we’re committed to these processes because it leads to the success of our students. We are role models. Our work is intentional, and as a result our students learn the importance of failing forward by seeing opportunities for growth that comes from perseverance, reflection, and goal setting.
Both articles were originally published in WakeEd Partnerships Insight Newsletter
How can we ensure that students master the content in PBL?
As a PBL Coach this is a question I’ve been asked a lot lately. In fact, I’ve recently presented this topic at RTI International's Peer Networking Event. If you’re a PBL implementer you’ve probably struggled with this issue. No worries, I think it’s all part of the learning process and better yet there’s a solution. The answer is what I call Intentional Planning.
To understand Intentional Planning you need to first conceptually understand the difference between a project and PBL. The graphic here shows the difference.
When you understand that the process in a PBL looks and feels different you also need to plan with this change in mind. As project designers we need to ensure that our entire PBL plan allows for every student to process, transfer and .demonstrate mastery of content knowledge.
What is intentional planning?
Intentional planning is ensuring all parts of the teaching and learning are mapped out before a project begins. When you typically plan a project using the documents provided by BIE you focus on the design elements. This is fine, but we can't forget to plan for the day-to-day that includes instruction/assessment/and feedback. A great place to start is backwards mapping the assessments and after filling in the instruction and feedback for students. This is best done with an instructional map. Here are three examples of what I mean by instructional maps.
Web Developers Project
Exponential Outbreak Project
What do you notice in each of these instructional maps? Each of these teachers spent time prior to the project launch establishing the teaching and learning required for the project. In addition, each map has specific formative check points to inform the teacher of each students' knowledge transfer. Sometimes is important to think about “instructional tights” when planning. As an example here is my list:
How can checkpoints, formative assessments, and feedback inform the work?
Simple, checkpoints are your touch points in the project. They should be used to gather information on each student. During this time, you should ask questions like, "Is the student making appropriate progress?" "Are groups working well together?" "Do I need to offer workshops or whole group instruction?" If done well, these checkpoints should force you to focus on the process of learning not just the product at the end. Honestly, if you wait till the end you'll often find that students didn't meet your expectations or mastery of the content was never achieved.
How can you apply this concept still allowing for Voice & Choice?
Well, that’s determined by how much control you need. If more control is needed, you as the teacher establish the driving question, instructional expectations, product etc. On the other hand, if you hand over the learning process to the students how can they establish their own checkpoints, assignments and due dates? I’ve seen both scenarios played out in my own school and both approaches were successful.
The bottom line, every teacher involved in PBL needs to have their projects planned out BEFORE a project begins. The instructional map, a continuum of learning, is a great place to start.
Other questions to consider when planning:
I am not going to lie, this was a difficult year. After our October flood and being displaced we were exhausted. After we returned in January we were flooded again. It was minor but it took a toll on our momentum. Nonetheless, we held strong and plowed forward as a team and finished our year.
On our PBL journey this year we witnessed several gains. Several teachers had unbelievable growth in their students academic achievement, we were able to advocate to district leaders about PBL, and businesses are beginning to call on our students to present about their learning experiences. We are indeed a leader in our school community.
As you know, the work is never done. As we strive to work toward a Gold Standard model of PBL we've decided to focus on our intentional planning of the project. After our Advanced Ed review and several other indicators we realized we needed to focus on planning with an increase in formative assessments. The outcome: to ensure all students master the content.
As we look forward to a new year we continue to refine the structures we've built that includes Scrum, Critical Friends, and our integrated PLTs. The exciting part is that we believe this work will lead closer to what BIE calls the "North Star," the Gold Standard.
With only a few days left in our first quarter Hurricane Matthew hit Raleigh NC. In its wake it left our beautiful school, which was only 3 years old, under water. Due to the severity of the damage we were forced to relocate. With few options at our disposal our small school of 350 students were separated and placed on four different campuses. Imagine the logistical nightmare of scheduling, transportation, ensuring our dual enrolled college students continued their college courses, student services providing emotional and education support, and all the other details required to function under these circumstances. Our administration was magical and did an amazing job coordinating all the details with the full support of our district. Teachers were also challenged with unexpected commutes, separation from students, and forced to transition their classrooms into blended learning experiences. Regardless of the challenges, and there were numerous, we were united and pulled off a successful quarter.
After the holiday break we were able to return to our home on 2200 S. Wilmington Street and celebrate our homecoming. Upon returning to VMCCA we held a faculty meeting where we captured the lessons learned from our experience during the flood. It was our first step in refocusing for the work ahead. At the conclusion of our meeting we were left with “20 Lessons We Learned.” Beyond these lessons I think we each walked away from the experience gaining a deeper understanding of who we are as VMCCA and the importance of the culture we’ve created that continues to make us strong, #VMstrong.
So you might have heard that our school experienced significant flood damage from Hurricane Matthew. It's true we did, but it could never prevent us from reflecting and celebrating our first quarter accomplishments. To prove it, let me share some of our success.
I mentioned in a previous post we have a school wide instructional focus on PBL and Questioning for Learning. Questioning for Learning was a strategy teachers choose to focus on this year with a goal to improve teacher and student questioning. Inspired by the Questioning for Learning Edition of "Educational Leadership" Magazine teachers were given a choice of two strategies to try. They were given the choice of the Q-Chart (see below) and also the Question Formulation Technique. The expectation involved using one of these strategies in their classroom while being supported through coaching and reflection. In addition to coaching we used Scrum to stay accountable to work.
During the quarter I saw teachers combining the Q-Chart with the Questioning Technique as shown here in both English and Drafting. I saw the QFT being used for an entry event, building background, and as a pre-assessement. Our teachers got creative, shared ideas, and continued to improve their teaching craft. It was impressive to see the work they were doing.
Let’s not forget that in addition to Questioning for Learning the teachers were also working on PBL. As you can see from my project board there were 15 projects going on by the mid point of first quarter. By the end of the quarter there had been 22 projects implemented among 23 teachers during the first quarter.
Despite everything that changed after the flood we have a reason to celebrate. We're working diligently at VMCCA to not just achieve our instructional goals but to create positive learning outcomes for students. It's why it's not just a hashtag, but a statement for who we are and what we're committed to do.
We are #VMstrong
Teacher, leader, curious observer, explorer of the world and everything in it, passionate about new experiences, and making connections with people.