Scaffolding instruction using the workshop model in pbl
- 1. Scaffolding Instruction Using the Workshop Model In Project Based Learning Sara Hallermann sara.hallermann@pblschools.com
- 2. What is a “scaffold”? Think about how this term is used in the building industry... – A “scaffold” is a temporary platform. – “Scaffolding” means to “to provide support”. -- Scaffolds get people to a higher level that they cannot reach without support.
- 3. What are “scaffolds”? • In education, “ scaffolds” are support structures that teachers design to get students to the next stage or level.
- 4. Scaffolds in PBL • The goal of the PBL teacher is for the students to become independent learners and problem solvers. • Scaffolds help students gain independence.
- 5. McKenzie's 6 Traits #1 - Provides clear direction and reduces students’ confusion – – Educators anticipate problems that students might encounter and clearly explain what a student must do to meet expectations. Effective Scaffolding...
- 6. McKenzie's 6 Traits How does this apply to the PBL teacher? – I develop clear written guidelines for my projects. – I review project guidelines with my students. – I check to make sure that every student understands the project guidelines.
- 7. Think. Pair. Share. When do you plan to share your project guidelines with your students? How do you plan to share your project guidelines with your students? How will you check to make sure that all students understand the project guidelines?
- 8. McKenzie's 6 Traits # 2 - Clarifies purpose – – Scaffolding helps students understand why they are doing the work and why it is important. Effective Scaffolding...
- 9. McKenzie's 6 Traits How does this apply to the PBL teacher? – I develop compelling driving questions for my projects. – I create engaging entry events for my projects. – I use strategies to create the “need to know” when launching my projects. – I continue to use strategies to create the “need to know” when guiding my students through the process of inquiry.
- 10. Think. Pair. Share. How will you create the “need to know” when launching your project? What strategies will you use to maintain the momentum throughout the project?
- 11. McKenzie's 6 Traits # 3 - Keeps students on task – – Provides pathways for learners. – Allows students to make decisions about which path to choose or what things to explore along the path. – Includes structures that prevent students from wandering off of the path. Effective Scaffolding...
- 12. McKenzie's 6 Traits How does this apply to the PBL teacher? – My projects are open-ended and allow a high degree of student choice. – I use project management strategies to maintain a high level of engagement. – I use formative assessment on a daily basis. – I respond when students lose focus or do not understand.
- 13. Think. Pair. Share. What strategies will you use to keep students from “wandering off the path”?
- 14. McKenzie's 6 Traits # 4 - Clarifies expectations and incorporates assessment and feedback – – Expectations are clear from the beginning through: • Examples of exemplary work • Rubrics • Standards of excellence Effective Scaffolding...
- 15. McKenzie's 6 Traits How does this apply to the PBL teacher? – I develop rubrics that clearly state the continuum of performance. – I review rubrics with students when launching projects. – I use rubrics as a teaching tool. Students use the rubrics to self-assess and revise. – I review exemplary work with students. – I develop student-friendly learning targets.
- 16. McKenzie's 6 Traits # 5 - Points students to worthy resources – – Educators provide resources to reduce confusion, frustration, and time. – Students may then decide which of these resources to use. Effective Scaffolding...
- 17. McKenzie's 6 Traits How does this apply to the PBL teacher? – I provide resources for students when facilitating the process of inquiry. – I assist students in checking the validity of new resources. – I assist students in finding resources that are a “good fit” based upon their reading skills.
- 18. McKenzie's 6 Traits # 6 - Reduces uncertainty, surprise, and disappointment – – Educators test their lessons to determine possible problem areas and then refine the lesson to eliminate difficulties so that learning is maximized Effective Scaffolding...
- 19. McKenzie's 6 Traits How does this apply to the PBL teacher? – I seek feedback from others about my project plans. (Informal reviews; Critical Friends) – I use feedback to revise my project plans.
- 20. The Workshop Model A Lesson Planning Framework for Scaffolding Instruction in PBL
- 21. Why use the workshop model? • The workshop model is based on the learning theory that knowledge emerges in a community of activity, discourse, and discussion.
- 22. Why use the workshop model? • Instead of using teacher-centered methods to prepare students for inquiry, the workshop model creates an environment for: – Investigating – Inquiring – Discussing/collaborating – Constructing
- 23. The PBL Workshop Model 3 Parts: – Mini-Lesson – Practice/Application – Assessment for Learning
- 24. The PBL Workshop Model • Part 1: The Mini-Lesson – Review the learning targets. – Use a “hook” to build curiosity. – Explain what students will do during the practice/application phase. – Model using a “think aloud” or active learning strategy. • Examples: simulation, fishbowl, role-play
- 25. The PBL Workshop Model • Part 2: Practice/Application – Students practice or apply what was learned during the mini-lesson. – Students work as individuals, in a pair, or in small groups. – Teacher moves around observing, asking clarifying questions, progress-monitoring. – Teacher meets with individuals or small groups in need of differentiated instruction.
- 26. The PBL Workshop Model • Part 3: Assessment for Learning – Debrief – Check for understanding – Collect information to use in planning instruction
- 27. Silent Reading My Working Science Classroom
- 28. Think. Pair. Share. Think about the classroom featured in “My Working Science Classroom”... Why is the workshop model an effective model for scaffolding instruction in PBL classrooms?
- 29. Journey into a Middle School Classroom • Jenn's middle school Humanities class. • Big guiding question for unit – How can I access power in our democracy? • Workshop series focus - 4th Amendment study – Who has the power in our society? – New Jersey vs. TLO backpack search case – Going beyond knowing the Supreme Court decision. She wants them to wrestle with the facts, just as the justices did in 1985. – Breaking down a complex text.
- 30. Journey into a Middle School Classroom • Mini-lesson (Catch) : Model making meaning from the text • Work time (Release): Read • Debrief (Catch): Write • Work time (Release): Groups discuss • Debrief (Catch): Anchor chart • Work time (Release): Group synthesis writing • Debrief: (Write)
- 31. Journey into a Middle School Classroom • Mini-lesson (Catch) : Model making meaning from the text – Role-play - Backpack search – Introduction to Supreme Court backpack search case – Think aloud - 4th Amendment – Teacher records background knowledge, connections, and questions on an anchor chart – Building the need to know, translating into a need to read • Assignment – Read court case and be prepared to discuss whether the search was legal
- 32. Journey into a Middle School Classroom • Work time (Release): Read – Students read court case for 20 minutes – Jenn circulates the room and confers with 6 students about the case and decision – Jenn offers immediate instruction to clear up any misconceptions and answer questions – Note – Jenn is working to build her students' “reading stamina” and set “reading stamina” goals with the students at the beginning of the year.
- 33. Journey into a Middle School Classroom • Debrief (Catch): Write – Quick-write: Based on your current understanding of the 4th Amendment, was the search legal? – Discussions at small group
- 34. Journey into a Middle School Classroom • Work time (Release): Groups discuss – Jenn assigns each group to 1 of the 3 opinions published by the Supreme Court: • 2 Groups – Majority opinion • 2 Groups – Concurring opinion • 2 Groups – Dissenting opinion – Jenn confers with groups
- 35. Journey into a Middle School Classroom • Debrief (Catch): Anchor chart – Whole group discussion: Was the search legal – Record thinking on anchor chart – Two headings on anchor chart: • Warrant Clause • Reasonable Clause – Directions for tomorrow: Each group will teach the class about the Supreme Court decision.
- 36. Journey into a Middle School Classroom • Work time (Release): Group synthesis writing – See examples of student work on pages 187 and 188 in That Workshop Book – Students create overheads for presentations scheduled on the following day
- 37. Journey into a Middle School Classroom • Debrief: (Write) – Exit ticket out: • Journal Entry - Take 3 minutes to write what you think now. Was the search legal? • Each group submits their overhead.
- 38. Journey into a Middle School Classroom • Did the students get it? How do we know? – Ongoing checking for understanding throughout workshop phases – Formative assessment • 1-page essay on 4th Amendment in schools • Why are schools governed by reasonable suspicion and not probably cause? Is this right? Why or why not?
- 39. Small Group Discussion Review Scaffolding Instruction in Project Based Learning - Learning Targets for Teachers. –How does Jen create the “need to know” when guiding her students through the process of inquiry? –How does Jen respond when students lose focus or do not understand?
- 40. Development of Sample Workshop Team Practice – Begin to develop a sample workshop for your project
- 41. Recommended Reading: That Workshop Book by Samantha Bennett
- 42. Closure