New Guide to Assessing Projects

Just published by Edutopia, this new classroom guide focuses on strategies and tools for assessing projects. Download a free copy here and then help grow the conversation by sharing your own favorite suggestions for making assessment meaningful in PBL.
And, thanks to colleagues who shared resources and suggestions!

Our Journeys

Before taking a trip each of us considers what we want to experience. If only subconsciously, we also filter our choices based on the kinds of travelers we are. What kind are you? Do you prefer the certainty of a detailed itinerary and guided tour? Or, are you an experienced through-the-back-door wanderer? Let’s think about professional learning as a journey and see how getting oriented can affect the success of anyone’s “trip.”

I do quite a bit of professional development around project-based learning (PBL) and technology. Whether learning groups are focused on PBL, technology integration or any other change effort, most are comprised of folks with a range of abilities, from novice to expert. Over the past few years I’ve found it helpful to start workshops by asking folks what kind of traveler they are in relation to the learning journey ahead. My colleague and coauthor Suzie Boss came up with the traveler metaphor and a range of descriptors. Think about a topic of your current professional learning. What kind of traveler are you?

Armchair tourist: Curious from afar, need to know more

Tenderfoot: Setting out on that first journey, ready to try new things

Explorer: Used to stepping out, ready for new frontiers

Scout: A seasoned traveler who can show others the way

These identifiers, in contrast to “novice” or “expert” imply movement, or growth. A tenderfoot traveling even a short distance may be taking a more profound journey than a seasoned explorer or scout.

Once I ask folks to self-identify and we establish the composition of the group, I can begin to differentiate instruction for the learning ahead. Participants benefit from knowing the composition of the group, too. It’s comforting for any learner to know he is one of an acknowledged group whose needs will be addressed.

During a workshop, just as you do in your classroom every day, I form small groups, assign peer teachers, and customize activities based on individual needs or strengths of the group.

At the end of our time together we revisit the “traveler” types and I recommend differentiated steps to take beyond the workshop. I’ll leave you with an example from a recent project-based learning workshop in San Francisco.

Armchair Tourist

Keep reading and observing

– Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age, authors Jane Krauss, Suzie Boss

– PBL Handbook, Buck Institute for Education

– Edutopia Project-based Learning site: www.edutopia.org/project-based-learning

– Understanding by Design, authors Grant Wiggins and Jay McTighe

Tenderfoot

Join a well-designed project

– Cornell Labs Citizen Science www.birds.cornell.edu/citsci

– Pennies for Peace, an international service-learning project www.penniesforpeace.org

– iEARN global network of projects www.iearn.org

– The My Hero Project – http://www.myhero.com

Explorer

Expand beyond your classroom, find partners

– Classroom 2.0 www.classroom20.com

– Edutopia PBL Group www.edutopia.org/groups/project-based-learning

– ePals www.epals.com

– Global Education Collaborative http://globaleducation.ning.com

– Global SchoolNet www.globalschoolnet.org

Scout

Build buzz and go to scale

– Buzz-builders: Twitter, blogs, Facebook

– Alert the media!

– Invite others to join your projects

– Share your wisdom through webinars, conferences, formal or ad hoc PLCs

You and your colleagues might not be studying PBL, but try the “traveler” metaphor on for size with any learning initiative of which you are part. How might you use it to look for differentiated learning opportunities?

If It's January...

...it must be time for a trip to Philly.
Jane and I have been regulars at EduCon for the past three years. What makes it worth the cross-country trip, during an especially harsh winter, are equal parts conversation and camaraderie. It all takes place under the welcoming tent of the Science Leadership Academy, a remarkable public high school that embraces inquiry and project-based learning. I blog about a few session highlights in this post for Edutopia.
One evening during this year's visit to Philly, we walked past an imposing landmark. Eastern State Penitentiary, a hulking Gothic fortress, doesn't look very hospitable, especially at night. But it revolutionized the prison system when it opened in 1829. With central heating, an exercise yard, and separate cells for individual inmates, it offered a more humane model of incarceration that emphasized reform over punishment. Visitors from around the world apparently came to Philly to see it in action, and hundreds exported the model to their communities.
I couldn't help thinking that Philadelphia now offers the world another institution that inspires imitation. This time around, it's a school instead of a prison. Can the successful model of SLA be replicated in other states, or even in other neighborhoods in Philadelphia? How can other communities learn from SLA's example but still create a school that's uniquely theirs? That's a conversation worth having--and not just once a year.

Echos of the Past

Yesterday I enjoyed a virtual tour of Rainbow Bridge National Monument, led by Ranger Doug Crispin. Through the magic of repeat photography we "walked" in the footsteps of the Cummings-Douglas discovery party and their native guides Nasja Begay and Jim Mike.

Repeat photography is a method by which an older photo is photographed in the scene it originally captured. An example explains it better than words.

1955 Flood and present day - Maitland, NWS Australia

used with limited rights - Nomad Tales/Flickr

In honor of the centennial of the RBNM, an adventurous group (including the grandson of one of that earliest party) attempted to trace the original route to Natural Bridges, a 19-mile excursion through treacherous Utah scrubland. How could they find the long-lost route the party took when they "discovered" the monument? The answer lay in the photographs the Cummings-Douglas party took to document their travels in 1909. As they ventured out, the 2009 travelers examined the old photos for clues. A gap in a rock, the alignment of a canyon with the peak of a distant mountain, all kinds of physical evidence guided their way. The centennial party documented their own travels, photographing the old photos against the landscape, capturing pictures in pictures. That's repeat photography!

Imagine the investigations kids could make into natural and human environments! Causal relationships, physical landmarks and perspective, photography, human impact, change over time... Imagine how seeking answers to questions about our dynamic world could be more meaningful with repeat photography.

Interested in seeing more, learning tips for repeat photography? My web scan for photos-in-photos and methods didn't yield much. The best examples I've seen so far are Ranger Doug's. The best advice for repeat photography comes from University of Texas instructor Craig Campbell's photography course.

I found some photos I'd like to rephotograph here in my hometown. I look forward to investigating the possibilities. Stay tuned!

Designing for Change

In this TED talk, designer and innovator Emily Pilloton shares her big ideas about using design thinking to transform a rural school and the surrounding community of Bertie County, North Carolina. Pilloton does more than talk about the power of good design. She has moved her nonprofit design shop, Studio H, from San Francisco to Bertie County and become a certified teacher so that she can work directly with high school students. During the coming year, they will begin building student-designed projects--such as bus shelters or a farmer's market site--to improve their impoverished community.
The video is worth a watch for many reasons, not least of which is Pilloton's passion for this initiative. It's also a good conversation-starter about how schools work--and how they could work better, especially in places that are short on creative capital.
If the video leaves you eager to learn more about design thinking and the role it can play in K-12 education, take a look at the K-12 Laboratory at Stanford University's Hasso Plattner Institute of Design. This Edutopia article offers more information about learning through active problem-solving.

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Computational Thinking in Real-Life Projects

Isn't it surprising that with all the technology available to our students, fewer and fewer of them are pursuing education and careers that will have them inventing technologies? The U.S. talent pool from which the next innovations spring is shrinking and NCWIT By the Numbers (pdf) tells the story.
In the interest of changing this trend, Computer Science Education Week was born. From December 5-11 folks around the country are mobilizing to:

• Eliminate misperceptions about computer science and computing careers
• Communicate the endless opportunities for which computer science education prepares students within K-12, and into their higher education and careers
• Provide information and activities for students, educators, parents, and IT professionals to advocate for computer science education at all levels

Visit the site and make a pledge to raise awareness of the role computing plays in all our lives and to promote computer science education for all students.

Here's where PBL comes in. All teachers (not just CS teachers!) have a role in developing the computational thinking patterns that are foundational to computer science.

"Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science. To flourish in today's world, computational thinking has to be a fundamental part of the way people think and understand the world."

-Carnegie Mellon University Center for Computational Thinking

The right learning opportunity combined with accessible technologies -from spreadsheets to Scratch to modeling software- can encourage the exploration of computational concepts during real-life problem solving. With more "computational thinking" experiences under their belts, it's likely more kids will see how harnessing the power of computer science can help them invent and improve their world.

One example? Middle school students in Ohio became concerned about broken city sidewalks that hampered mobility for senior and disabled citizens. By making an inventory of sidewalk quality and studying foot traffic patterns students were able to create a model that they presented to the city council in support of their recommendations for sidewalk repair. Identifying the problem so it could be studied through data inventory and analysis was just the start of the computational thinking involved in the sidewalk project. Determining how to associate foot traffic patterns and sidewalk quality was another computational challenge, as was how to best represent the problem in an infographic.

What aspects of your projects could be amped up to draw on and develop computational thinking?

Learn more about CT from Jeanette Wing:

Take a World Tour of Education

It's been a busy week, with stops in Turkmenistan, India, Australia, and the Mentawai Islands. And that was just Monday.
The first-ever Global Education Conference is underway from Nov. 15-19. This free virtual event has unleashed a world of learning opportunities for anyone with an Internet connection and a sense of curiosity. Sessions are running around the clock, with 400+ presenters eager to share their insights. Many are talking about global collaborative projects, which should be of particular interest to anyone who's involved in project-based learning.
This post for Edutopia covers all the basics, including links to recordings.
There's still plenty of time to take your own world tour. Where do you want to go next?