![Let’s say Ms. Smith wants to create a new Physics project ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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1307994884 creating effective entry events-2
- 8. Any differences between your list and hers?
- 11. Here is the end… (final product)
- 12. Here is the beginning: the Entry Document Read it over, and put yourself in a student role, about to do this project: What do you know? What do you need to know? (You might want to write a couple of lists, or just catalog in your head) Return to last slide viewed
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- Have participants open the document, “ First Entry Doc NTKs ” . The entry doc is there, so they can read it for themselves without having to squint at the screen.
- Collect Knows/need to knows from the group, then record here
- It might be helpful to go back and forth between this and the previous slide for comparison
- Record observations from the group
- Discuss questions with the group. Hopefully they will answer “no”: the students don’t know that she wants them to study Newton’s laws, or that she wants them to know about gravity and lack of air resistance on the moon.
- At this point, you can let the pairs of participants open the ppt, and go through the slides on their own. Suggest that they view it in “ Presentation mode ” , because there are links that make it easier to navigate back and forth. You can circulate around the class, answering questions as they arise.
- You might want to reference the content sessions with this slide - either, “did you see this in the content session?” or, “look for this in the content session”.
- You might offer some other examples of teachers making their projects/entry docs more authentic, and making Adult connections. You might also want to reference the 6-As rubric. Lastly - some of the suggestions here are very high-level. You may want to mention that that is not the expectation level, but those are the sorts of aspects of a project worth shooting for.
- The link is to a youtube video. Instead of taking the time to go through both of these examples, encourage the participants to explore these on their own, after the workshop.
- Direct their attention to the rubrics attached in PeBL