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Hacking PBL - Coggle Diagram
Hacking
PBL
Hacks 1-3
1- Developing a space that promotes risk taking
Build relationships *
( rapport, empathy, dialogue)*
Foster learner agency through your physical environment.
( allow students to prototype arrangements with consideration of individual preferences)
Create a resource rich classroom.
*( - Decorate with students work and allow them to adjust content whenever they want.
Allow students to connect with the world outside through technology)*
Teach students to ask good questions.
( question carousel, quality question formulation, Why, What if, How?)
Promote risk taking.
( appreciate failures and encourage reflection on what went wrong)
2- Teaching collaboration skills
Setting a clear goals / purpose. ( achieve or do something)
Pre-assessment of collaboration skills.
( watch them work or conduct a survey)
Define and Model what it looks like.
(discussion skills, transitions, body language, use of technological devices)
Define and model what it sounds like.
focus on models of language, role play collaborative conversations "
ex:
peer presenting and disagreement", active listening, asking follow up questions" not thwarting peers ideas",
Define and model what collaboration feels like.
avoiding critical feedback by discussing such issues with the whole class and let them address it privately. teach how to compromise with being wrong and agreeing with what leads to the best outcome.
Do it again:
consistent reflection is a key, keep the expectations or rubrics visible, so students can revisit them for editing whenever needed.
Providing feedback on collaborative skills is another aspect to be considered.
3- Magnify PBL-worthy
content
Identify High Impact Content
Language complexity, authenticity of topics, professional judgement of students needs, wants and interests. .
Determine and solidify your direction.
adjusting the plan, adding some more ideas.
Gather your guiding resources.
Text books, pacing guides, curriculum.
Identify the supporting content.
the language and facts students need to accomplish the main aim.
Create your greatest High Impact Takeaways .
these should align with the HICs
Hacks
4-6
4- Creating a vision for your project
Problem tracking(less restrictive).
students are either presented to a problem or suggesting their own then thinking about causes and enact remedies.
Open ended track (the least restrictive)
Students are introduced to then HITs/Umbrella Question then work their through any project that aligns with the HIT
s
Set-product track (most restrictive).
same objective achieved through different ways depending on students creative decisions.
Use your HITs to identify cross-curricular connections.
Look for commonalities and patterns in real life or other subjects to enhance the authenticity of the learning experience.
Developing sweet spot directions
Essential information, Empowering procedures, Assessments, hard timeline/ level of flexibility, formatting techniques.
Incubating the idea
Push back and serious questioning to identify the weaknesses of the project and work on them.
Store it in the cloud
T
his could include directions, feedback forms, resources from mini lessons, group notes ( organizing the resources)
Launch your project in an impressive way.
Don't inundate students with information.
Allow time for student inquiry
Pay attention to students initial questions and overlook the outlines accordingly " if needed"
5- Transforming HITs into an umbrella question.
Let ss establish the project's directions.
Let them come up with ideas instead of guiding them, then allow them to decide how they want to be assessed.
Educate your students about umbrella questions.
Is it relevant? connected to the HITs? Does it promote inquiry? is it Googleable?
Prepare your students to take control.
P**rovide students with the project's initial guidelines and HITs ( Provide the umbrella question if needed)
Determine the Umbrella Question.
Allow ss to generate their UQ then vote for one to be the project's UQ
. the UQ must cover all the HITs.
Put UQs to work.
the UQ should be the reference point to all generated content/questions. .
6- Shifting the ownership of assessment.
Hacks 7-8
Hacks 9-10