What is Project Based Learning?
Lots of examples of PBL in action/videos:
Deeper Thinking via Project Based Learning
- Project Essential Checklist : bie.org
- Deeper Inquiry in PBL : ISTE 2013
the_creation_myth_-_deep_thinking_via_pbl.pptx | |
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Critical Thinking while researching
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hand_out.pdf | |
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Video and content to prompt thought on real life issues:
- Over a hundred great documentaries - poor kids, education in america, & more: http://www.pbs.org/wgbh/pages/frontline/
Critical Thinking Tools
- What does the thinking classroom look like? & Why students did it?: ALPS
- Great site for integrating thinking skills into lessons -grades 6-12 (Harvard Univ.): Learnweb
- The Critical Thinking Consortium
- National Center for Teacher Thinking
- Project Zero (thinking routines)
Propaganda and Commercials
Companies use teen culture to get teen's money -$200 billion a year: http://www.pbs.org/wgbh/pages/frontline/shows/cool/view/
-after you watch the video read the interview of what teens thought of this
video: http://www.pbs.org/wgbh/pages/frontline/shows/cool/teens/
-after you watch the video read the interview of what teens thought of this
video: http://www.pbs.org/wgbh/pages/frontline/shows/cool/teens/
Critical Thinking Exercise- First Days of School:
PZ Guest Author: Jim Reese (Director of Studies, Washington International School and Project Zero Classroom Education Coordinator)
Inspired by the book Intellectual Character: What It Is, Why It Matters, and How To Get It by PZ researcher Ron Ritchhart (Jossey-Bass, 2002)--in particular, chapter 4, entitled "First Days, First Steps"--I have re-vamped the way I begin the school year with the secondary English classes I teach. Instead of going through the hum-drum drill of reviewing the syllabus, explaining rules of the classroom, and assigning books (things I was guilty of doing on the first days of school, and things I thought we HAD to do in my first years of teaching), I've shifted and jumped right into an exploration of thinking.
Here's what I do: I project a slide of a work of art (Brueghel's Landscape with the Fall of Icarus has worked well for me, but any work that is rich in detail and invites wonder can work) and guide the students in a See-Think-Wonder thinking routine; they brainstorm on their own at this point. I don't give the title of the work, thereby leaving students plenty of freedom to make educated guesses about what the painter is trying to depict. We then do a Think-Pair-Share thinking routine. This gives everyone an opportunity to try out and expand ideas. Whole-class sharing comes next. We record what students observe, what they are thinking and what they are wondering. Next comes an attempt to put the pieces together, to formulate what the artist might be trying to say, what "story" is in the painting, or what its title might be. Finally, after sharing those attempts at interpretation guided by evidence in the painting, I reveal the title and as a class we re-tell the story of Daedalus and Icarus from Greek mythology. This leads to an exploration of two famous poems written in English about the painting, "Landscape with the Fall of Icarus" by William Carlos Williams and "Musée des Beaux-Arts" by W.H. Auden. Students often have their own connections to the Icarus story.
The lesson ends with students naming what we have just done: observed carefully, shared ideas, extended ideas by discussing with others, made interpretations based on evidence, deepened our curiosity, etc. All of these things, I say, will constitute the way we will explore literature. The lesson, therefore, serves as an analogy and touchstone for the year ahead. I have done a lesson similar to this one in grades 8-12--and it has never failed to set the right tone at the start of the year. If you want to learn more about thinking routines, check out Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ritchhart, Church and Morrison (Jossey-Bass, 2011). - From Project Zero website
Inspired by the book Intellectual Character: What It Is, Why It Matters, and How To Get It by PZ researcher Ron Ritchhart (Jossey-Bass, 2002)--in particular, chapter 4, entitled "First Days, First Steps"--I have re-vamped the way I begin the school year with the secondary English classes I teach. Instead of going through the hum-drum drill of reviewing the syllabus, explaining rules of the classroom, and assigning books (things I was guilty of doing on the first days of school, and things I thought we HAD to do in my first years of teaching), I've shifted and jumped right into an exploration of thinking.
Here's what I do: I project a slide of a work of art (Brueghel's Landscape with the Fall of Icarus has worked well for me, but any work that is rich in detail and invites wonder can work) and guide the students in a See-Think-Wonder thinking routine; they brainstorm on their own at this point. I don't give the title of the work, thereby leaving students plenty of freedom to make educated guesses about what the painter is trying to depict. We then do a Think-Pair-Share thinking routine. This gives everyone an opportunity to try out and expand ideas. Whole-class sharing comes next. We record what students observe, what they are thinking and what they are wondering. Next comes an attempt to put the pieces together, to formulate what the artist might be trying to say, what "story" is in the painting, or what its title might be. Finally, after sharing those attempts at interpretation guided by evidence in the painting, I reveal the title and as a class we re-tell the story of Daedalus and Icarus from Greek mythology. This leads to an exploration of two famous poems written in English about the painting, "Landscape with the Fall of Icarus" by William Carlos Williams and "Musée des Beaux-Arts" by W.H. Auden. Students often have their own connections to the Icarus story.
The lesson ends with students naming what we have just done: observed carefully, shared ideas, extended ideas by discussing with others, made interpretations based on evidence, deepened our curiosity, etc. All of these things, I say, will constitute the way we will explore literature. The lesson, therefore, serves as an analogy and touchstone for the year ahead. I have done a lesson similar to this one in grades 8-12--and it has never failed to set the right tone at the start of the year. If you want to learn more about thinking routines, check out Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ritchhart, Church and Morrison (Jossey-Bass, 2011). - From Project Zero website
Metacognition - Thinking about Thinking
Thinking out of the box:
Get students thinking or spark discussion:
- Videos of on various subjects and thoughts -how thinks work; science; writing, etc! : TED Education Channel
- Metaphorical Thinking Activities
- Lots of lesson & activities!!!: http://www.diigo.com/tag/metaphor
- Softballs?! -Check out the creative art of Brian Jungen & read why he creates what he creates!
- Now find out that all his pieces are created from material he recycled or reused: Read the article: Smithsonian
Solving real world problems:
- Watch the video - A liter of light - : YouTube
-Now read theinteresting detailsthat the video didnot give you: NPR.org
Authentic or original thought:
- Four talks from four unique and great minds : TEDtalks