Gps mod 4 v2.1
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Gps mod 4 v2.1
- 2. Graduation Portfolio Modules 2 Modules Module 1 What is GPS? Module 2 What are Performance Outcomes? Module 3 How are Performance Outcomes Connected to Our Standards? Module 4 What kind of Instruction Supports our Work? Module 5 How do I Design Performance Tasks? Module 6 How do we Design Units that Support this Work? Module 7 What makes a High Quality Unit? Module 8 How do we give Meaningful Feedback to Students? Module 9 How do we connect this GPS work to our work across the network? Module 10 How do Students Manage the Process?
- 4. Objectives Participants will be able to answer: • What kind of instruction supports this work? 4
- 5. Backplan from the Graduate Profile • Review the graduate profile and performance outcomes – What kind of work should students be producing? – What kind of lessons should students participate in? 5
- 6. What kind of instruction supports implementation? Balancing direct instruction with opportunities to explore and investigate open-ended questions • Simulations • Community engagement activities • Projects and investigations • Service-learning • Open ended questions for investigation A focus on relevance and taking action 6
- 7. Examples of Essential Questions • What does it mean to be a citizen? • What is art? • What makes a system? • How do numbers represent the world? • When is something alive? • What makes something true? 7
- 8. Simulations and Immersions What are some examples of immersions and simulations? • Model United Nations • Language Immersions • Cultural Exchanges • Role Play • Real-time Problem Solving 8
- 9. Project-Based Learning Project-Based Learning (PBL) is an inquiry-base approach to learning that engages students in gaining essential knowledge and life-enhancing skills through an extended inquiry process structured around a complex essential question and carefully designed products and tasks. 9
- 10. Basic Elements of a PBL A Project-Based Learning includes these basic elements: (1) an extended time frame (2) collaboration (3) inquiry, investigation, and research (4) the construction of an artifact or performance of a consequential task. 10
- 11. Why use this model? Allows students to explore real-world problems and challenges through working and cooperating with students in small groups. Majority of time is spent on active and engaged learning, which studies show helps students retain a deeper knowledge of subjects studied. Helps students develop organizational skills, build collaborative skills, and become better communicators. 11
- 12. Essentials of PBL What is the Essential Question? What 21st C. Skills / Global Competencies will be developed? What are the student expectations? How will the project be assessed? What resources are needed? What are knowledge and skills that students need to be successful? 12
- 13. Classroom Practices • What would it look like on a regular basis? • What would an observer be able to observe in the classroom? • What support do you need to maximize student engagement during an instructional block? 13
- 14. Classroom Follow-up • How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide? 14
- 15. Resources Buck Institute for Education / Project Based Learning Videos, Tools, Research to help teachers implement PBL http://www.bie.org/ Edutopia Core Concept – Project Based Learning http://www.edutopia.org/project-based-learning PBL – Online Resources to design and manage high quality projects for middle and secondary school students. http://pbl-online.org/ 15
Notas del editor
- NOTES TO THE TRAINER: For more details, see the Field Guide Welcome participants. Provide a brief overview of the module. Description: Presentation of the design and components of the GPS Learning System provides participants the basic understanding of the importance of high-quality, college ready work and how to incorporate expectations for global competencies.
- The focus of the Graduate Portfolio System is on students showcasing their global competency and college readiness. There performance outcomes and graduate profile help clarify the expectations and type of work the students should produce. This module will focus on the type of instruction that supports students as they develop their competencies.
- We reviewed the Graduate Profile in previous modules for connections to standard, performance outcomes, or curriculum. Have participants discuss what kind of instruction and experiences help students meet the expectations in the graduate profile.
- A variety of instructional techniques and tools are required throughout students’ experiences in order for them to develop the skills needed to be successful.
- Essential questions can drive the curriculum and lead to more authentic assessments and performances. What essential questions are we currently using? How is our curriculum design to help students address these questions?
- Discuss how simulations and immersions are used currently and in what contexts Are there certain content areas currently using simulations? What’s happening outside of the classroom? What examples can we think of, big and small, in which students apply their learning in a real or simulated context?
- Pair Share – “teach” your partner – what is Project Based Learning? Why use this model?