#wakeTLC #PBLitsnothard

#WakeTLC was an amazing opportunity provided to me and other teacher leaders by our district. They were looking for teacher leaders to embark on a self/team guided professional development journey. We were given the agency to choose from Instructional Design, 4Cs, and Project Based Learning (PBL). My group of amazing educators (Kara Damico, Betsy Archer, Rachel Gates, Gloria Butler, Ashlee Wackerly, and Kim Collins) decided to focus on PBL. We entered this journey from all different experiences and background knowledge about PBL. We ranged from not even really understanding what PBL is to others who had dabbled a bit in PBL. Together we dove in to the world of PBL and made a pact to each try one in our classroom before putting together the “deliverable” the district asked us to create.

Because sometimes the universe aligns perfectly, Hacking Project Based Learning was published near the beginning of our work together and it gave us just the jump start we needed to reach a common understanding of PBL and begin planning. After reading the book I was inspired to design a flow chart based on chapter 3. At one of our #wakeTLC sessions we used my flowchart to design a self-guided, differentiated, interactive digital resource for teachers to begin the PBL planning process. Please check it out and leave feedback!

#PBLclouds – the reflection

STOP! This is a reflection post! If you haven’t read the story about what happened during #PBLclouds. Click here to read it now!


My favorite thing about doing a PBL with my weather unit is that my students took ownership over their learning and I only needed to provide them with the time and space to discover. Since this was my first PBL, there are definitely some things that went well and things that totally tanked!


BIE was a great starting point for me. It provided a great outline for my PBL. From there I tweaked some things because their unit was for a first grade class and I’m working with kinders. What I found the most interesting about planning with the BIE resource was a lot of the things I had done in this unit before were in the PBL plan! They were just done a little differently.

I’ve always read Little Cloud by Eric Carle and done a painting activity. The difference was I did it at the end as a culminating art connection. This time I did it as an introduction and launch! The other difference is that before I did the painting ink blot style. Where you dab some paint in the middle of the page and then fold it in half and open it to see what it looks like. This time I let my kinders paint the cloud in the shape they wanted. This changed the perspective. Instead of looking at something that was nothing, my kinders were able to intentionally paint a cloud in the shape they wanted it allowing them to connect to past experiences of seeing clouds.

I’ve also always done the cotton ball clouds activity with my kinders. The difference again is that I used to do it at the end of the unit as a calumniating activity. This time we did it in the middle. I used to have to direct the class in how to manipulate the cotton balls to make them in the shapes of different clouds, this time they worked collaboratively and helped each other problem solve to model different types of clouds. My kinders took what they learned from watching cloud videos and we’re able to stretch and pull the cotton balls apart to make the cloud models. They made models of 6 different types of clouds where in the past I was pulling my hair out to get 4 types!


Both of the above activities were improved through the PBL approach. Allowing children to be intentional and connect their learning to their experiences allows them to see the connection. It was hard, but letting go of the reigns for the cotton ball cloud models and allowing my kinders to problem solve and communicate made it a huge success.

My favorite task I designed for this PBL is the YouTubeKids mission. My kinders have been trying to watch videos on YouTube all year. They know they aren’t supposed to because the content can be inappropriate for school but they do it anyway. They got on in the computer lab, they got on in the classroom on computers and iPads. Rather than fight with them about using it for entertainment, I decided to teach them how to use it for research and and a source of information. Because of content, I decided to use YouTubeKids with them. It blocks much of the inappropriate content. Molly Harnden came to help as extra adult hands with my 6 groups. We talked about what would make a good teaching video and what would be just for fun. We talked about what words to use for a good search. And then they were off. The room was a buzz and it was AHHH_MAAAAZIIIING!!! This went so well that I no longer ban the use of YouTubeKids with my kinders. They know how to use it to find information and are not just watching mindcraft videos!


I was thrilled to get this feedback from a parent after all the hard work we put into learning about the types of clouds and the weather associated with them:

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Isn’t that kind of connection to real life and retention of information what all teachers dream about?

 

At the start of the PBL we took a pre-assessment so my kinders could rank their current knowledge of clouds and weather.

The plan was to do it again at the end and let them compare the 2. We’ll we got into this and busy with that. Before I knew it, it was time to track out! I never did a post assessment! Next PBL I’ll be more careful about wrapping up BEFORE track out! This kind of reflection would have been amazing to observe as my kinders realized how much they learned through discovery.

 

I was really proud of my kinders’ use of the Do Ink Green Screen app to create their weather report videos. But it could have been SOOOO much better! We outlined what meteorologists say, show, and do in their reporting. They discussed with their group what they wanted to say. I SHOULD HAVE had them write down their lines and practiced. We SHOULD HAVE done a few takes of the video and viewed and provided feedback with the whole group prior to publishing. I know I SHOULD HAVE done these things because I got everything from this

​to this:

​Another lesson learned: TV meteorologists are SUPER busy! I didn’t have any luck getting a local news meteorologist to come as an expert visitor. I’m SUPER grateful for a parent contact with the self-employed meteorologist that did come as our expert visitor. I learned something from him! Did you know that meteorologists are important for golf tournaments? Me neither! I also didn’t realize they had specialties like his – predicting lightening. Pretty cool!

Questions or comments about our PBL? comment below!

 

#PBLclouds – the story

In January I participated in a twitter chat #hackingPBL and was so inspired I bought the book Hacking Project Based Learning by Ross Cooper and Erin Murphy. I had learned about Project Based Learning (PBL) in college at SUNY Frediona from Dr. Mira Berkley. I already knew PBL is good for kids. If you don’t know what PBL is read this. I’m not going to get into that now. I want to tell the story of the first time I tried a PBL in my kindergarten class. I reached out to Erin on twitter for a little idea bouncing because she has experience with the logistics of PBLs with kinders. She was very supportive! Fast forward to February. I am a member of the Wake County Teacher Leader Corps (#wakeTLC). We meet 5 times a year to improve our own instruction as well as support other educators in our schools. This year’s focus is a self guided group project. I knew back in November at Fall Convergence #WonderWake I wanted to get into trying PBL in my room. So I joined a group working on PBL. At #wakeTLC in February we listened to Erin Gannnon talk about PBL and she introduced me to a resource bie.org. I began searching right away for ideas to get me going on my first PBL. I found one on weather and clouds. A perfect fit for the weather unit I had just begun. So it was time to change gears! It took me about 2 weeks to wrap my brain around it and plan for it. I decided to photo/video document my learning process and my kinders’ learning process on twitter using #PBLclouds.

Day 1: I launched the PBL reading Eric Carle’s Little Cloud and then let my kinders paint a cloud. I of course forgot to take photos on our first day!

Day 2: After launching, I needed to teach my kinders how to collaborate. We created an anchor chart together.

Day 3: Next, we took a pre-assessment of what they already know about clouds and weather.


Day 4: I strategically grouped my students taking into consideration kinders who bring devices from home and tried to balance my talkers and my thinkers. Their first task as a group was to decide on their roles.

Day 5: I invited our school technology facilitator, Molly Harnden, to come collaborate with me because I was about to give my kinders a mission I had never tried before. I asked my collaborative groups to work together to find a video that teaches about the different types of clouds. The task included using YouTubeKids to find 4 different videos about the types of clouds and deciding together which one was the best. This was a very involved task and required my kinders to be critical of the information they found as well as reaching a group decision. Each member of the groups had a role and each role had a specific task for this mission. Leader – listened to each member’s opinion of the best video and decided which video got the most votes. Recorder –  wrote down the title of the video they chose. Digital leader – worked the iPad to show videos. I chose this mission because my kinders were using YouTube already for entertainment. So I taught them to use a safer version – YouTubeKids and how to use it in an effective way for learning.


Day 6-8: Each group shared the video they chose and why they picked it with the whole group using Reflector 2. This took 2 days longer than I anticipated. I had to learn to be flexible!

Day 9-14: We went outside to observe the clouds. Each group kept track of the clouds they saw using a graph. There were protocols for each role during observations. Leader – listened as every shared and decided what the recorder would record based on what they heard. Recorder – recorded on the graph.  Noise Monitor – used a pointing protocol to make sure that the group members were taking turns to talk.

Day 9-10: The groups built models of the cloud types we learned about with cotton balls. I had done this activity for the last 4 years but this year was different! In the past, it was very teacher directed and I had to tell them what to do with the cotton balls to make each type of cloud. This year, they worked with their groups and didn’t need my help at all! They were even able to model 6 types of clouds where in the past we only did 4. The groups even came up with a way to color the clouds black for the storm clouds!

Day 12: This is where karma was on my side! We scheduled a Science Fun for Everyone field trip at the beginning of the year. The theme was meteorology! I was so proud of my kinders being able to answer the scientist’s questions and make connections to what we were doing.


Day 13: We watched a few videos of TV meteorologists and made notes of what we noticed. We watched each video 3 times. The first time was just to watch. The second time I asked my kinders to think about what they saw in the video. The third time I asked them to pay close attention to what they heard the meteorologist say. We made a list.

Day 14: We went over the list we made the day before then the groups decided on what they were going to say in their video and who was going to say it. Each group took a video using a green screen for their weather forecast. Molly was a big help teaching my class to take videos!

 

Day 15: Groups used Kiddle (another great resource brought to us by Molly!) to search for images to use behind their Green Screen video. Molly and I taught the groups how to use the DoInk Green Screen App to create their video and the groups shared their finished products. We critiqued each video using the list we made on day 13.

Day 16: I was able to get a local, self employed meteorologist to come talk to all 100 kindergarteners at #WeAreBrierCreek! Big thanks to Josh Nagelberg for coming out to talk to such a big group of kids! They loved seeing the connection between what they are learning and a real life meteorologist!

Stay tuned for future posts on this PBL. My plan is to write one as a reflection of how #PBLclouds went, another as a reflection of lessons learned from #PBLclouds and Hacking Project Based Learning, and another with my next steps and where I’m going in my PBL journey!

Questions or comments on #PBLclouds? Post below! Thanks!