1. Diana LaMar dlamar@psusd.usdlamar@psusd.us Erik Mickelson emickelson@psusd.usemickelson@psusd.us Mandy Gonzales mgonzales@psusd.usmgonzales@psusd.us Educating for Careers Conference Sacramento, March 2-4 2014

2.  Science Fair  Debate  Performing Arts Productions  Service Learning  Simulations  Others?

3.  Rigor and Relevance  Applying Knowledge to Real World  Creative Problem Solving  Critical Thinking  Cross-Curricular Connections  College and Career Readiness  21 st Century Skills  Literacy Skills: Reading, Writing, Speaking and Listening

4.  Table Discussion: Share one example of either a successful or unsuccessful project and explain why it was or was not effective. Project Based Learning Examples of Successful Projects Why was it effective? Examples of Unsuccessful Projects Why was it not effective?

5. Topics that can be enhanced by PBL

6.  Engaging: Based on Student Interest and Student Driven  Focused: Structured and Organized yet Open and Flexible  Appropriate: Grounded in Academic Standards  Important: Learning from the experience extends beyond the classroom

7.  Driving Question  In-Depth Inquiry  Involves a Public Audience  There is a Need To Know  Involves Voice and Choice  Includes Revision and Reflection Buck Institute

8.  Pumpkins in October or Hearts in February  Does link content areas but not very rigorous or engaging  Can veer too far from Academic Content Standards  Doesn’t promote higher level thinking

9.  Better than method 1 as it focuses on Academic Content  Can be Engaging and Rigorous if structured with the right questions  Can cause 1 content area to overshadow the others  Can be too much of a stretch to make it all relate

10.  Change  Order  Patterns  Relationships  Power  Systems  Conflict  Adaptation  Influences  Origins  Cycles  Structures Kaplan & Gould

11.  Rigorous Critical Thinking  Flexible in terms of time and size of connections  Engaging and Academically focused  Practical and easy implementation

12.  Questioning Strategy  Choose a Theme/Make Generalizations  Use Content to Support Generalizations  Create Products to Show Learning  Support the 4 areas of Advanced Differentiation: Acceleration, Depth, Complexity, and Novelty

13.  For a theme to be effective, it is essential to for students to examine generalizations that can be verified and/or disputed in the course of study.  Generalizations should be applicable to other units of study within that subject and across multiple subjects.

14. How Does what we have learned about (Healthcare, Alternative Energy, Public Safety, Business, Technical Theatre, Culinary, Data, Digital Media) illustrate that:  Relationships: are reciprocal and interdependent  Relationships: can be natural or imposed  Patterns: follow rules  Systems: Can be effective or ineffective

15.  Take a look at the Universal Theme Cards and the Generalizations Cards. Can you match them up?  Do any generalizations work for multiple themes?  Do any of them relate to your content? If so, how?

16. GeneralizationsELAMathScienceSocial Studies Products Systems Are Comprised of Sub-Systems Systems Interact Systems Follow Rules Informative or Explanatory Writing: Structured Sequencing Shades of Meaning Systematic Approach to Language Decimals, Fractions, and Percents Systems of Measurement Graphing and Analyzing Data Elements and Properties Respiration and Digestion Rain, Hail, Sleet, Snow Solar System Trade and Commerce Causes of the American Revolution Setting up Our Government Research Oral Report Model Writing Experiment Digital Project Service Learning Industry Project

17. GeneralizationELAMathScienceHealthProducts Change is necessary for growth Change can be positive or negative Changing a part changes the whole Change can be evolutionary or revolutionary CCSS.ELA- Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS Math SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. NGSS Science SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretati ons are en- countered. Health Standard 7 Practice health- enhancing behaviors and avoid or reduce health risks. Research Oral Report Model Writing Experiment Digital Project Service Learning Industry Project

18. GeneralizationsEnglishAlgebraEarth Science Technical Theatre Products Relationships are purposeful Relationships follow rules Relationships may be natural or imposed Relationships may change over time Introduce and create an organization that establishes clear relationships among claim(s) counterclaims reasons, and evidence. Understand the relationship between zeros and factors of polynomials Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity Relationship between the different aspects of creating a production (Lighting, Sound, Make-Up, Set Design) Research Oral Report Model Writing Experiment Digital Project Service Learning Industry Project

19. GeneralizationsELAGeometryBiologyWorld HistoryBusiness Patterns allow for prediction Patterns have segments that are repeated Patterns can be natural or manufactured Identify and correctly use patterns of word changes that indicate different meanings or parts of speech Use congruence and similarity criteria for triangles to solve problems and to prove relationship s in geometric figures. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past Patterns of war, rise and fall of civilizations or individual leaders. Patterns of successful businesses or marketing campaigns

20. GeneralizationsELAChemistryUS HistoryPublic Safety Products Systems have parts that work together to perform a task or achieve a goal Systems are comprised of sub- systems Systems may be influenced by other systems Follow rules for collegial discussions and decision- making, track progress toward specific goals and deadlines, and define individual roles as needed. Under- standing of the periodic table as a system Unites States has a System of government that incorporates checks and balances Court system Procedural systems involving public safety Map Drawing Oral Report Model Writing Experiment Digital Project

21. GeneralizationsELAStatisticsPhysicsAlternativ e Energy Products Power Can Influence or Change Things Power Can Take Many Forms (chemical, electrical, political, physical) Power May Be Used or Abused Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Using statistical data to support an argument in a more powerful way. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. Wind and solar power Generating power with alternative fuels Legislative power related to green initiatives Map Drawing Oral Report Model Writing Experiment Digital Project

22. Any project should have a meaningful, broad, and over-arching question it is trying to answer.  Ethical: Should people in the public eye be expected to be role models?  Problem Solving: How can technology be used to increase awareness about…?  Real World: How can we, as local city council members, attract business to the area?

24.  The importance of research  Distinguishing what is relevant  Articulating findings  What are the benefits or challenges for you pertaining to research?

25.  Business and Industry  Parents and Community  Academic Partners  Who is your audience?

26.  The engagement and relevance factor.  Why is this topic important?  Why does this problem need to be addressed?  What is a “Need to Know” in your field?

27.  Student options for content, process, and product.  Teacher as facilitator but student driven learning  How do students have voice and choice in your class?

28.  “What If” questions  “How did we do” questions  What did we learn?  What are opportunities your students have for revision and reflection?

29.  Why is it important? to students to teachers  How do we make it successful?  How do you group students?  Brainstorm Strategies for effective collaboration

30.  How does your class relate to ELA, Math, Science, and Social Studies?  What are some content specific or thematic connections?  How does your class promote both college and career readiness? Chart on Posters