1. The Common Core Next Generation Assessments and Project Based Learning
Jacque Melin
GVSU

2. EXTERNAL DRIVERS Education Trends Changing Society/Workplace
Technology
Global Competition
Economic Trends
Demographics
S. Gendron, Kentwood presentation, March 2011

3. Schools are Improving School Improvement
S. Gendron, Kentwood presentation, March 2011

4. Schools are Improving Changing World School Improvement
S. Gendron, Kentwood presentation, March 2011

5. Necessary 21st Century Skills
“Literacy in the 21st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries, and find meaningful ways to share it with others. Information is raw material — students will need to learn to build with it.”
From: The World is Flat
by Thomas Friedman

6. But Literacy is also… The ability to interpret graphics and visuals
The ability to speak properly in multiple situations and communicate ideas effectively
The ability to comprehend what is heard
The ability to navigate through a technological world
The ability to write effectively in multiple genres

7. Are they Ready?

8. Rigor/Relevance For All Students

9. Knowledge Taxonomy
1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
S. Gendron, Kentwood presentation, March 2011

10. Application Model
1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations
S. Gendron, Kentwood presentation, March 2011

11. C D A B Levels 6 5 4 3 2 1 1 2 3 4 5 Application Bloom’s 1
Application
S. Gendron, Kentwood presentation, March 2011

12. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
Test consumer products and illustrate the data graphically.
Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
Make a scale drawing of the classroom on grid paper, each group using a different scale.
Analyze the graphs of the perimeters and areas of squares having different-length sides.
Determine the largest rectangular area for a fixed perimeter.
Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3
Calculate percentages of advertising in a newspaper.
Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
Determine the median and mode of real data displayed in a histogram
Organize and display collected data, using appropriate tables, charts, or graphs.
Express probabilities as fractions, percents, or decimals.
Classify triangles according to angle size and/or length of sides.
Calculate volume of simple three- dimensional shapes.
Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 A B 1 1 2 3 4 5
S. Gendron, Kentwood presentation, March 2011

13. A A State Standards tState Tests
S. Gendron, Kentwood presentation, March 2011

14. National Essential Skills Study

15. NESS Study Subgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group
Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
S. Gendron, Kentwood presentation, March 2011

16. NESS Study Subgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group
Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators
S. Gendron, Kentwood presentation, March 2011

17. NESS Study Subgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group
Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
S. Gendron, Kentwood presentation, March 2011

18. Writing Standards

19. College and Career Readiness Writing Standards
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
S. Gendron, Kentwood presentation, March 2011

20. NAEP 2011 Writing Framework
Grade
To Persuade
To Explain
To Convey Experience 4
30%
35% 8 12
40%
20%
S. Gendron, Kentwood presentation, March 2011

21. College and Career Readiness Writing Standards
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
S. Gendron, Kentwood presentation, March 2011

22. College and Career Readiness Writing Standards
Research to Build and Present Knowledge
Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
S. Gendron, Kentwood presentation, March 2011

23. College and Career Readiness Writing Standards
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
S. Gendron, Kentwood presentation, March 2011

24. College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Range of conversations and collaborations, diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
S. Gendron, Kentwood presentation, March 2011

25. College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
S. Gendron, Kentwood presentation, March 2011

26. Mathematics/Standards for Mathematical Practice (Mathematical Habits of Mind)
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
1.Analyze givens, constraints, relationships and goals

27. C D 3 Years Common Core Standards NESS State Tests Consortium
Assessment C D
S. Gendron, Kentwood presentation, March 2011

28. Next Generation Assessments
Goal of
Next Generation Assessments
To develop assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity.
S. Gendron, Kentwood presentation, March 2011

32. It is important to note here that students in Arkansas are already accustomed to explaining their thinking.
Do you know that Arkansas is one of only ________ states that currently requires students to write?

43. How We Teach Makes A Difference!
All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures.

44. Project Based Learning (PBL) Two Approaches
Teacher Centered – Lecture driven
Learner Centered - PBL

45. PBL – For Teachers
This is a project about project-based learning. This project is designed to teach educators what project-based learning is and how they can use it in their schools to improve student learning.

46. PBL - Scenario
It is an interesting time for education. With the advent of the Common Core State Standards and the Next Generation Assessments, standards and accountability systems are definitely undergoing change! Although it is generally agreed that standards and accountability are not necessarily bad, some educators believe the way the politicians are going about reforming education is not in the best interest of the students.
The new Common Core State Standards reflect current thinking about rigor, relevance, and relationship as the keys to educational reform. Project-based learning (PBL) is a vehicle that will help students achieve the Common Core State Standards and develop the 21st-century skills needed beyond school. Some educators feel the need to better understand the theory and research behind PBL and why it is a valuable tool that can be used to increase student achievement.   

47. PBL - Scenario
Your job is to explain to the K-12 teachers of Kent City what Project-based Learning really is by answering the following questions:
1) What is project-based learning?
2) What is the role of assessment in project-based learning?
3) What are the components of a well planned project?
4) What are the steps to plan a good project?
5) How does project-based learning support No Child Left Behind?
6) Why would any teacher want to use project-based learning in his/her classroom?

48. PBL - Task Are you up to this challenge?
Each group will research one of the questions defined in the Scenario.
Each group will create a presentation designed to persuade the teachers of Kent City of the value of project-based learning as an instructional strategy that empowers teachers to engage students in meaningful learning consisted with No Child Left Behind. Your group will be responsible for a three minute (strictly timed) persuasive presentation on their topic for the group.
The presentation should involve multimedia. You may choose any multimedia application available on your computer that someone in your group already knows how to use.

49. PBL - Task Goals of Project
1. Teachers will learn the elements of Project Based Learning. 2. Teachers will become familiar with resources that support Project Based Learning. 3. Teachers will participate in online research. 4. Teachers will complete a short project.
Objectives of Project
Each Project Team will research one key question and demonstrate understanding of that element of Project Based Learning by creating a presentation of the information learned for the entire group.
Each Project Team will demonstrate that they are proficient in conducting online research by locating the appropriate information to support their project.
Each Project Team will complete a short multimedia (multiple media) project to present their information to the entire group.
The group will demonstrate that they understand the concept of Project Based Learning by their completing of a project plan during the duration of the Institute.

50. PBL - Process
Meet with your group and determine each person's role. You will have two and a half hours to finish your research and be ready to present your topic to the entire group. Your group will need:
A multimedia expert who will create your multimedia presentation.
A researcher who will be responsible for exploring the resources and selecting and organizing the information you will need for your presentation.
A presenter who will use your PowerPoint slide show or Prezi to tell us what you have learned.
A graphic design expert who will storyboard and design the graphic layout of your presentation.
Any other role your group decides to be necessary to compete this project.
You must determine how to divide these roles.
Each person may take on a separate role or you may overlap and share the roles.

51. PBL - Process Preproduction: Begin by brainstorming with your group.
Meet with your team and decide the format of your presentation. Brainstorm your ideas first. Brainstorming is non-critical. All ideas are initially accepted. After everyone has suggested his or her ideas, narrow the field by having each person select his or her two top choices. See which product is selected by the most people. If necessary, repeat this narrowing process one more time with the two top choices until you have only one agreed upon choice. Check for consensus before moving on.
Choose a multimedia presentation tool from available sources.
Next plan your project. Then do the research.

52. PBL - Process Production:
After your group has determined the important information that needs to be presented, begin to create your multimedia presentation. Keep in simple.
Choose your graphics well so that they support your critical points.

53. PBL - Process Post-production:
Determine who will give the presentation to the group. Give a no more than THREE minute presentation for the group to convince us that project-based learning is a robust, viable, and critical education philosophy.

54. Group 1
Your job is to inform us about what project-based learning really is. You will define project based learning. What is the research base for project-based learning? How do we know it works? The following sites will help you with your research:
The History of Project Based Learning
Buck Institute PBL Research
Project Based Learning Models
A Review of Project Based Learning (Buck Institute)
Buck Institute PBL Resources

55. Group 2
Your job is to explain what is the role of assessment in project-based learning. How do we assess student learning in project-based learning? How do we know project-based learning can improve-student learning? The following sites will help you with your research:
The Difference Between Evaluation and Grading
Buck Institute PBL Research
A Review of Project Based Learning (Buck Institute)
Buck Institute PBL Resources
PBL and Research
PBL and Assessment (West Ed)
Going Further with PBL
GLEF Assessment and PBL
Authentic Assessment
Looking at Student Work
Principals for Looking at Student Work
Protocols for Looking at Student Work

56. Group 3
Your job is to tell us about the components of a well planned project? The following sites will help you with your research:
Managing Project Based Learning (Buck Institute)
Buck Institute PBL Resources
PBL Checklists
Implementing PBL in the Classroom
Implementing Project-based Instruction
Project-based Learning in Special Education

57. Group 4
Your job is to define the steps involved in planning and executing a good project? The following sites will help you with your research:
Planning for Technology Based Instruction
Managing Project Based Learning (Buck Institute)
Buck Institute PBL Resources

58. Group 5
Convince us that project-based learning is consisent with No Child Left Behind? The following sites will help you with your research:
Bloom's Taxonomy
Buck Institute PBL Research
Standard Based Instruction Information
A Review of Project Based Learning (Buck Institute)
Buck Institute PBL Resources
PBL and Standards
PBL and Research
No Child Left Behind Act
PBL in a NCLB World
Ed.gov: The Secretary's Conference on Educational Technology
ICT-Assisted Project Based Learning

59. Group 6
Given that schools are required to demonstrate improved student learning through standardized test scores, why would any teacher want to use project-based learning in his/her classroom? The following sites will help you with your research:
SCANS Information
Buck Institute PBL Resources
PBL and Research
Going Further with PBL

60. Group 7
When and how should/can multimedia be used to enhance instruction in a way that is more effective that not using multimedia media. Specifically what are the components or elements of multimedia that make a multimedia project highly effective. Elaborate on each and tell how each supports learning in a multimedia project. The following sites will help you with your research:
Webopedia--Multimedia
So... What is Multimedia?
Multimedia in the Classroom
Why Use Multimedia in the Classroom?

61. PBL - Evaluation

62. PBL - Conclusion Reflection/Group Discussion
Now that you have experienced project-based learning
What did you do as you planned your project?
What changes did you make during the production process?
How did you select what information to include?
How did the whole team contribute to this project?
Do you wish you had been given more time to work on this project?
What else would you have done?

63. PBL - Resources

64. GRASPS
GOAL Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task.
ROLE Define the role of the students in the task. State the job of the students for the task.
AUDIENCE Identify the target audience within the context of the scenario. Example audiences might include a client or committee.
SITUATION Set the context of the scenario. Explain the situation.
PRODUCT Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA [INDICATORS] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students.

65. GRASPS
Goal – You will learn what plane and solid figures are based on the number of edges, vertices, and the sizes of their angles. You will be able to identify them based on the number of edges, vertices and the sizes of their angles. You will be able to recognize these shapes in your environment based on their attributes.
Role – You will work for an advertising company.
Audience – Your company will be contacted by Mr. G. O. Metric. Mr. Metric owns a company that makes and sells plane and solid geometric figures. He will be very interested in your finished product.
Situation – Mr. G. O. Metric owns “Shapes Made Easy.” Where their motto is “You shape up and we ship it out!” He has contacted the company where you work and has asked for a billboard to advertise his shapes. He wants to inform the public how much they need shapes in their lives. Hopefully, they will purchase more shapes from his company. To make sure that Mr. Metric is well taken care of, you will work in 4 teams. Your team’s job is to locate and photograph geometric figures that be represented on the billboard located on Hwy #3 (Hallway #3.) The teams will work in the following areas:
Team #1 will locate and photograph triangles, trapezoids and cones.
Team #2 will locate and photograph squares, pentagons and cylinders
Team #3 will locate and photograph quadrilaterals, hexagons and spheres.
Team #4 will locate and photograph rectangles, prisms, and irregular 2 and 3 dimensional Polygons.
(All teams will write a short research paper describing their assigned shapes and the various places the team found and photographed them.)
Product/Performance – You will locate examples of your assigned shapes every day. You will photograph those shapes. On the photograph you will outline the shape represented with magic marker to help the “not so well trained eyes” to see your example. You will get many different examples of each type of shape that your team has been assigned. On the Billboard, under the title of “Shapes made easy” each team will be given ¼ of the space to represent their shapes. These shapes should be identified and classified directly in their section of the advertisement. The completed billboard will be a mosaic of shapes. The short research paper that each team will write is part of the billboard project. This paper however is to be given directly to Mr. G.O. Metric as evidence of your research. In order to increase public awareness of the importance and various uses of shapes, this compiled information will be used for future product development at “Shapes Made Easy.”
Standard/Criteria for Success – See rubric

66. PBL – Other Resources