Faciliation of the Unit
What facilitation and questioning strategies will you use to promote inquiry and engagement among your students?
(include specific examples)?
Teachers will facilitate students with the use of scaffolding. This can be done through the use of just-in-time activities that will promote inquiry and engagement.
Within this unit, there are many questions that the teacher may use. Some sample questions can be found here.
How will you collaborate with students without giving them answers?
The teacher will be able to respond to students’ questions with their own to make them think about the situation. This will help them reason about the problem
without giving them the answer. The website in the previous question has samples of these.
How will you facilitate student self-questioning?
Students will be able to use self-questioning during the exit tickets. Some of the exit tickets will require students to self-question and self-reflection on the events
that took place on that day. Self-questioning activities, such as the exit tickets, help students remember what took place.
How will you facilitate student collaboration?
Before beginning this PBL unit, we will give students practice with collaboration by having them complete several team building activities. This way, students will be used to collaborating with one another by the time they start working on their projects. During the unit, we will use the BIE collaboration management document to facilitate student collaboration. In addition, we will set up the classroom to make student collaboration easy. Groups will be seated together in clusters to allow easy discussion and group work. Also, each group will share key resources such as computers and easels used in their groups.
How will you facilitate questions in each activity?
One way teachers will facilitate questions through class discussions is that they would be able to ask the class their thoughts on the question asked. It is helpful to bring this to the entire group because often times students have the same question. In addition, this will be done through the use of just-in-time activities. For example, a group figures out an equation for the constraints, but is struggling with graphing a line. Then , the teacher would have them complete the following just-in-time activity: graphing lines tutorial.
How will students be grouped and seated in the classroom?
(include specific examples)?
Teachers will facilitate students with the use of scaffolding. This can be done through the use of just-in-time activities that will promote inquiry and engagement.
Within this unit, there are many questions that the teacher may use. Some sample questions can be found here.
How will you collaborate with students without giving them answers?
The teacher will be able to respond to students’ questions with their own to make them think about the situation. This will help them reason about the problem
without giving them the answer. The website in the previous question has samples of these.
How will you facilitate student self-questioning?
Students will be able to use self-questioning during the exit tickets. Some of the exit tickets will require students to self-question and self-reflection on the events
that took place on that day. Self-questioning activities, such as the exit tickets, help students remember what took place.
How will you facilitate student collaboration?
Before beginning this PBL unit, we will give students practice with collaboration by having them complete several team building activities. This way, students will be used to collaborating with one another by the time they start working on their projects. During the unit, we will use the BIE collaboration management document to facilitate student collaboration. In addition, we will set up the classroom to make student collaboration easy. Groups will be seated together in clusters to allow easy discussion and group work. Also, each group will share key resources such as computers and easels used in their groups.
How will you facilitate questions in each activity?
One way teachers will facilitate questions through class discussions is that they would be able to ask the class their thoughts on the question asked. It is helpful to bring this to the entire group because often times students have the same question. In addition, this will be done through the use of just-in-time activities. For example, a group figures out an equation for the constraints, but is struggling with graphing a line. Then , the teacher would have them complete the following just-in-time activity: graphing lines tutorial.
How will students be grouped and seated in the classroom?
Students will be creating groups based on the crop that they are interested in researching for the duration of the project. If students do not group evenly, we will provide a democratic process for students with multiple crop interests to decide on what their group should research. Students will be seated with their groups of three in clusters, with each desk oriented so that the teacher can be speaking with the group and see the rest of the classroom at the same time. Each group will have an easel or whiteboard on which to post the questions they discover while they’re working, or with which they can present their work to the rest of the class. Computer desks will be on the outsides of the room, preferably with one computer per group, so that students can work within their group using the technology but the teacher can see what is on the computer screen at all times.
How will you help students decide on group roles?
We will have students use a team charter to assign group roles. After they create their team contract, they will be required to turn it in, at which point the teacher can provide input and aid students in creating meaningful group roles if required.
How will you help students set goals?
Students will create a plan with their goals for creating the presentation. In the team contract, they will decide on a tentative schedule for working on the project with expected dates of completion of important parts of the project. We will provide students with a copy of the time9line that they can fill in with information for their specific group as they compose their contract. During the course of the project, we will help students set goals as part of the reflection process. As we assess student work, we will share expectations with students and discuss with them new appropriate goals for maintaining a high quality of work.
How will you assure effective group work (using class time efficiently, ensuring equal participation among students)?
We will assure effective group work in multiple ways. Initially, the contract that students sign at the beginning of the unit will help students decide what standards they need to maintain for group work throughout the unit. The teacher will assess this contract, and add any requirements as necessary so that students will be held accountable for their group work. In addition, we will provide students with a rubric at the end of the unit where they assess their own group work and that of their team members. The results of this peer and self-evaluation will be considered when assigning individual grades for the presentation. During the creation of the project, as a “guide on the side” we will be providing students with input based on how they appear to be working with their group. Students who we notice are not participating at a level they need to be will be directly and privately addressed about the matter. If we notice that a majority of the class is struggling with group work, we will use a team building activity to remind students about the importance of good group work, such as one of the team building activities indicated at this site http://www.sonoma.edu/kinesiology/npep/experts/team.htm. In addition, the teacher and students will complete evaluations based on how well the groups are working on the Friday of the first week. This will allow the teacher to intervene if things are not going well during the course of the project.
What kinds of non-directive strategies will you use (include specific examples)?
When a student needs to find a specific questions we will provide them with the research document that shows them how to conduct good research. This will allow the student to look up their own questions first before asking the teacher for help. This also allows the students to take on the responsibility for their own learning instead of being dependent on someone else for their learning.
How will you promote inquiry and engagement among your students? What tools and techniques will you use to support engagement? What tools and techniques will you use to motivate engagement? How will you ensure student engagement?
Students will be encouraged to investigate their own questions regarding biofuel crops. For example, the students will spend considerable time developing questions to ask the farmers who will come into the classroom. Groups will be formed based on student interests in particular biofuel crops. Thus, students will be able to explore a biofuel crop they feel strongly about. As a result, this will be motivating to students. Within those groups, each student will have a specific role to fill, so that his or her contribution is integral to the group’s success. This will motivate students to do their best work because they are being graded on their individual participation. Student engagement will be ensured through the use of rubrics and peer and self-evaluation forms.
When will debriefing and reflection activities occur? When will students reflect on their group processes?
Debriefing and reflection will occur daily. Each day students will be required to turn in an exit ticket before leaving the class. The exit
tickets will focus not only on content, but also on group dynamics, progress on the project, etc. In addition to these daily activities, students will complete peer and self-evaluation forms at the end of the unit to reflect on group processes.
How will students monitor their development as team players and problem-solvers? What strategies will you use to help students debrief and reflect on:
Their progress: Students will monitor their progress through daily exit tickets and debriefing session with their groups and the class as a whole. Exit tickets will ask students to reflect on specific questions related to the days activities. During debriefing sessions, the teacher will use various strategies such as think-pair-share, fish bowl, etc.
Group process: Students may reflect on group processes during the exit tickets or during debriefing sessions. In addition, students will have a log
to record each group member’s contribution to the project. Also, students will be conducting peer evaluations based on a collaboration rubric.
Content learned: Students will reflect and monitor their progress on content used/learned through the exit tickets required to leave class. In addition, part of their presentation grade will be determined by how well students can explain the math concepts used.
How will you help students decide on group roles?
We will have students use a team charter to assign group roles. After they create their team contract, they will be required to turn it in, at which point the teacher can provide input and aid students in creating meaningful group roles if required.
How will you help students set goals?
Students will create a plan with their goals for creating the presentation. In the team contract, they will decide on a tentative schedule for working on the project with expected dates of completion of important parts of the project. We will provide students with a copy of the time9line that they can fill in with information for their specific group as they compose their contract. During the course of the project, we will help students set goals as part of the reflection process. As we assess student work, we will share expectations with students and discuss with them new appropriate goals for maintaining a high quality of work.
How will you assure effective group work (using class time efficiently, ensuring equal participation among students)?
We will assure effective group work in multiple ways. Initially, the contract that students sign at the beginning of the unit will help students decide what standards they need to maintain for group work throughout the unit. The teacher will assess this contract, and add any requirements as necessary so that students will be held accountable for their group work. In addition, we will provide students with a rubric at the end of the unit where they assess their own group work and that of their team members. The results of this peer and self-evaluation will be considered when assigning individual grades for the presentation. During the creation of the project, as a “guide on the side” we will be providing students with input based on how they appear to be working with their group. Students who we notice are not participating at a level they need to be will be directly and privately addressed about the matter. If we notice that a majority of the class is struggling with group work, we will use a team building activity to remind students about the importance of good group work, such as one of the team building activities indicated at this site http://www.sonoma.edu/kinesiology/npep/experts/team.htm. In addition, the teacher and students will complete evaluations based on how well the groups are working on the Friday of the first week. This will allow the teacher to intervene if things are not going well during the course of the project.
What kinds of non-directive strategies will you use (include specific examples)?
When a student needs to find a specific questions we will provide them with the research document that shows them how to conduct good research. This will allow the student to look up their own questions first before asking the teacher for help. This also allows the students to take on the responsibility for their own learning instead of being dependent on someone else for their learning.
How will you promote inquiry and engagement among your students? What tools and techniques will you use to support engagement? What tools and techniques will you use to motivate engagement? How will you ensure student engagement?
Students will be encouraged to investigate their own questions regarding biofuel crops. For example, the students will spend considerable time developing questions to ask the farmers who will come into the classroom. Groups will be formed based on student interests in particular biofuel crops. Thus, students will be able to explore a biofuel crop they feel strongly about. As a result, this will be motivating to students. Within those groups, each student will have a specific role to fill, so that his or her contribution is integral to the group’s success. This will motivate students to do their best work because they are being graded on their individual participation. Student engagement will be ensured through the use of rubrics and peer and self-evaluation forms.
When will debriefing and reflection activities occur? When will students reflect on their group processes?
Debriefing and reflection will occur daily. Each day students will be required to turn in an exit ticket before leaving the class. The exit
tickets will focus not only on content, but also on group dynamics, progress on the project, etc. In addition to these daily activities, students will complete peer and self-evaluation forms at the end of the unit to reflect on group processes.
How will students monitor their development as team players and problem-solvers? What strategies will you use to help students debrief and reflect on:
Their progress: Students will monitor their progress through daily exit tickets and debriefing session with their groups and the class as a whole. Exit tickets will ask students to reflect on specific questions related to the days activities. During debriefing sessions, the teacher will use various strategies such as think-pair-share, fish bowl, etc.
Group process: Students may reflect on group processes during the exit tickets or during debriefing sessions. In addition, students will have a log
to record each group member’s contribution to the project. Also, students will be conducting peer evaluations based on a collaboration rubric.
Content learned: Students will reflect and monitor their progress on content used/learned through the exit tickets required to leave class. In addition, part of their presentation grade will be determined by how well students can explain the math concepts used.
teamcharter.doc | |
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teamcharter.pdf | |
File Size: | 15 kb |
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self_reflection_survey.pdf | |
File Size: | 95 kb |
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