Techstanding #3: Online Learning

The Instructional Challenge:

Your instructional challenge is to develop one brief lesson or professional development training module that shows how online learning can fit into your workplace's model of practice.



Solution:

RMS has adopted and implemented the web based micro blogging tool, Edmodo. While many teachers have started using Edmodo on a regular basis, we would like to see all teachers using Edmodo to create a consistent implementation for all students despite what classroom they are in.

During our SIP days we will be offering breakout sessions to help teachers be comfortable and implement Edmodo in each classroom successfully. We will be looking at topics such as “Edmodo basics”, “Edmodo Advanced”, and “Professional Development and team planning”. There are many opportunities to expand our online learning with Edmodo for our students and for ourselves.

Below is a breakdown of the skills that will be covered in each of the breakout sessions to help you choose which session would best fit your needs.

Edmodo Basics
• Sign up
• Create a Class
• Create notes to students
• Use Library
• Set up student profiles

Teacher Marcia Simmons, on Edmodo


Setting up teacher account and groups



Edmodo Advanced
• Share Discovery Education Videos by adding to Library
• Assigning quizzes
• Using Polls
• Creating sub-groups
• Making and awarding badges
• Adding your own screen casts

In this session we will be talking about how to utilize some of the more advanced features of Edmodo. This session assumes you are comfortable using the Edmodo interface and the basic skills listed above. We will be using other digital resources the district subscribes to such as Discovery Streaming and Odyssey. We will also talk about how to submit and grade assignments and quizzes, use the poll feature, create subgroups, making and awarding badges to encourage students, and adding screencasts to your Edmodo pages.


Create, submit and grade assignments



Teachers can share screen shots or PowerPoints that will help students as they work through a new problem or need review. Screencasts can be used to give students an option to review material they might not have mastered in their first viewing or lesson. This gives students an option to still work at their own pace- whether I am working with someone else or not.




Quizzes can be used to check for understanding or pre-assess students before a new unit. I have had students submit their three ideas for a project in a quiz (shown below) to give me the ability to copy and paste their ideas into a poll to get feedback from their peers.


Polls can be used to get instant feedback in an anonymous way. Students could vote on multiple choice answers- giving teachers feedback to help direct instruction. I have used polls as a way to get peer feedback on which idea would be the most interesting for a project.


Professional Development and Team Planning
• Planning on shared calendars
• Sharing lessons, PowerPoint, and worksheets
• Creating Team pages to reflect on co-taught or co-planned lessons
• Open communication between team members
• Joining professional groups such as Discovery Education, textbook companies and content subject areas

In our district vision we say, the district will “provide current, challenging, innovative, proven and appropriate programs, activities and opportunities that focus on the diverse needs of our students.” Edmodo is just one way that we are trying to accomplish this goal. We are looking to other schools to model successful tools that will give students current and innovative programs that support classroom learning goals. We are also looking to the leaders in technology advances to see what skills our students should be experiencing. As we seek out the best option for our students we have come across many sources to guide our implementation. The Horizon Report shows emerging technologies and a suggested timeline for school implementations. We have found the Horizon report suggests that cloud computing should be implemented in the k-12 classrooms in a year or less. (Horizon, 2011) Edmodo offers all of our students the opportunity to work in the “cloud” with their Edmodo backpack (library). Students are able to save their work and upload it to Edmodo to continue working anywhere they may be.

Mobile learning is increasing in the k-12 classrooms with the introductions of iPads, iPods and other tablet type solutions. The Horizon Report also suggests mobile learning to be a one-year or less implementation. (Horizon, 2011) Edmodo is ready to be used by many of these devices to keep students connected whether they are on their laptops or mobile learning device. The Edmodo app, available through iTunes, has many of the web-based features like seeing and responding to posts, providing access to grades and grade books, and library items. Using the app will increase student’s mobility when using Edmodo.

A personal learning network can be a powerful tool for teachers as they seek out ways to be a better teacher. We often tell teachers, “don’t reinvent the wheel”. Why not use Edmodo to help share these resources with each other- don’t reinvent the activity! Teachers can share their worksheets, quizzes, assignments, videos- essentially any piece of work they want with the teachers on their teaching tem or teachers in their building by uploading or posting the work to other teachers in Edmodo or using the Library feature.
Our vision statement says the district will, “engage students, staff…. to establish relationships that lead to a passion for and a commitment to continuous growth.” We believe personal learning networks will be a way to encourage teachers to make connections as a team and provide support.


Creating a PLN: Edmodo




PBL with Edmodo “The difference between the 21st century classroom and the traditional classroom, is that everything that we do not only focuses on 21st-century skills but it is project-based – which means connected to the real-world.” (Baig, 2011) Communication and collaboration are part of working in a project based learning classroom, using subgroups in Edmodo can give students an opportunity to share their ideas and collaborate with peers. Small groups can be formed inside of each class to create a place where students can save their work or share it with their small group of peers they are working with. (Edmodo, 2011) As Hewes explains in her Edmodo post on PBL, Edmodo posts can give students the option to present their creative project to display the final product to the whole class or teacher. Students can also post their progress to their group or teacher and reflect on their progress, ask questions, and get feedback from peers or teachers. (Hewes, 2011)

PBL and Edmodo




As we close, we would like you to see what some other schools and teachers are saying about Edmodo and their teaching.

Heineman Middle School in CSD 158


Wiregrass Ranch High School


Edmodo features many other schools in their past webinars focused on implementing Edmodo. Some of the featured schools include: Chicago public schools and how they use iPads and Edmodo, Denver Public Schools and online PD for teachers, Nashville and Brunswick County Schools and how they create global learning networks, Orange County Public Schools in Florida- Mater Day High School in Santa Ana California and McCracken County Public Schools in Kentucky on their 1-1 implementation and Edmodo. All of these models focus on Edmodo benefits such as: mobile applications, district and teacher control, student participation, parent interaction, online file storage, community based professional development, virtual classrooms, collaboration, communication, PBL, global connections, increased student and teacher productivity, student choice, student reflections, media literacy, and college and career readiness.

As you can see through the multiple videos and model schools there will be many different ways that Edmodo can be used in your classrooms. We have many suggestions based on what works for each individual teacher, however that doesn’t mean you have to use Edmodo like other teachers have. We hope these sessions have provided you many ideas on how to adapt Edmodo to function in your classroom like we have.

References:
Baig, K. (March 2011). Edmodo helps teachers connect with students online: Attend their webinars for more details starting today. Retrieved from http://onlinesocialsavvy.com/?p=1566 on February 24, 2012.

BIEPL (poster) (December 8, 2011). PBL and edmodo. Retrieved from
http://www.youtube.com/watch?v=2KJmI1ZcBv8 on February 23, 2012.

Biztechtchr (poster)(February 17,2011). Do you edmodo? Retrieved from
http://www.youtube.com/watch?v=coAve-sfYdc on February 21, 2011.

DCSDonDemand (poster) (March 18, 2011).Create, submit and grade assignments. Retrieved from http://www.youtube.com/watch?v=F1SXlLtmJ_Y&feature=related on February 23,2012.

Edmodo (2011). Edmodo webinars. Retrieved from http://blog.edmodo.com/ on February 22, 2012.

Edmodo (2011). PBL edmodo. Retrieved from http://blog.edmodo.com/2011/12/29/project-based-learning-with-edmodo/ on February 21, 2012.

Hewes, B. (May 27, 2011). PBL+edmodo= awesome. Retrieved from http://blog.edmodo.com/2011/05/27/pbl-edmodo-awesome/ on February 25, 2012.

Pascoschools (poster)(December 2, 2011). Edmodo at wiregrass ranch high school. Retrieved from http://www.youtube.com/watch?v=pBoGBKE4hd4 on February 25, 2012.

TTrustTech (poster) (December 2, 2011). Creating a PLN: Edmodo. Retrieved from http://www.youtube.com/watch?v=CGyjJN478ac on February 24, 2012.

Classroom Design

If we teach today as we taught yesterday we rob our children of tomorrow.

~John Dewey

From the Administrative Team:

The administrative team at RMS has given you the opportunity to create the “ultimate” learning space. The space should lend itself to science, mathematics, social studies, reading/ language arts, and elective courses. The budget for this classroom is $150,000. All current resources at RMS will still be available for use in the “ultimate” classroom as well.

We want standard classroom technology to be integrated in the space including a Promethean board, Promethean voting system, a Promethean slate, and Promethean document camera. We expect students to be using their laptops, but also understand the need for desktops in the STEM and art courses.

We would also like for the space to…

- Have a space for the teacher’s materials and workspace.
- Have teacher’s space function as a conferencing area for students and teachers.
- Encourage both group work and independent work while focusing on Project Based Learning units.
- Have equal storage for science departments, math departments, reading and language, and history needs.

My $150,000 budget was spent on the following items:

• 1, 87” dual touch (touch and pen input for quad-touch capability) Promethean ActivBoard with attached short throw projector for whole-classroom instruction, $4,749.
• 1 Promethean Actiview document camera for $400.
• 1 Promethean slate and hub for $330, allowing the teacher mobility from the desktop and the board.
• 1 Promethean ActivExpression voting system to be placed on school server for laptops and desktops, $800.
• 15 dual station desktop tables that fold away the computer to create working tables with flat surfaces, $2,2011.
• 30 stools to be used as chairs at the desktop stations, $2,970.
• 5 digital cameras to be used in the space as needed, $500.
• 2 laser printers, one for the classroom portion of the room and the second in the prototyping portion of the classroom, $600.
• 2 scanners, one for each of the two attached rooms to be utilized by students as needed, $600.
• 30 pairs of safety glasses to ensure safe lab practices are being used in the production area, $120.
• 1 safety glass cleaning station to emphasis safe and clean laboratory practices, $600.
• 300 science fair tri-fold backboards to be used to display projects and student work, $1,500.
• 30 pairs of scissors to be used during project based learning activities as students need, $90.
• 30 packages of markers for students to use as needed, $60.
• 15 packages of construction paper for students to use as they work on projects and displays, $150.
• 4 sink stations, 3 to be placed in the product creation room and one in the classroom portion of the space, $9,108.
• 8, 8’ whiteboards to be placed on the product room walls for students to plan, create, and organize their work, $1,200.
• 10 digital scales to be used in the product lab and by the science teachers while in the classroom, $1,500.
• 1 air compressor to be used for any projects or labs at the teacher’s discretion, $150.
• 4 LogIt explorer (5 pack) computer based laboratory equipment and sensors to be utilized by any project based learning activity or student experiments, $ 5,992.
• 3 packs of 12 stopwatches to be used for any experiment or project needed, $119.85.
• 5 mobile storage cabinets to be used by each department (Science, Social Studies, Reading/ Language, Mathematics, and Electives) for supplies that need to be easily transported between the two spaces, $1,950.
• 30 student chairs to be placed in the classroom portion of the space, $2,706.
• 30 adjustable desks that can be moved into a podium type station allowing students to choose between sitting and standing in this workspace, $20,250.
• 1 school wide subscription to Discovery streaming/ Discovery education to include educational videos, worksheets, quizzes, Lexile leveled science text and many more educational features, $1,000.
• 3 walls of storage cabinets to be shared among all teachers to store the classroom items provided, $3,000.
• 6 robotics kits for students to use in projects and enrichment courses, $6,300.
• $20,000 in reading budget for e-texts and digital copies of books (fiction and non-fiction) to be ordered by the reading coach.
• $10,000 in math manipulatives to be placed in the classroom which will be decided on by the math coach. Manipulatives, calculators, and texts will be in addition to the materials currently offered in the math storage area.
• $5,000 in social studies manipulatives and texts to be decided on by the social studies department based on current needs.
• $10,000 for the science department to order the needed chemicals, replacement glassware, or other lab based products needed to bring our science labs up to date.
• 2 technology coaching salaries at $6,000 each to hire one 5th or 6th grade teacher and one 7th or 8th grade teacher to support their fellow teachers in technology tools available.
• 1 session, 2.5 hours of Promethean training free with purchasing a board.
• The remaining $4,244 is to be put aside for incidentals with supplies, furniture, or infrastructure updates or needs when our 1-1 grant is complete.

(The two spaces are continuous, the pictures should be joined together.)


Research Foundation:

According to Leading practice and Design’s article, “The capacity of learning environments to accommodate groups of varying sizes at any one time, to enable ready access to and use of diverse resources, to blend active and passive learning opportunities to stimulate creativity and inquiry, and to provide specialist learning opportunities are all key considerations of functional design.” (Leading Practice and Design, 2009) I believe this statement matches the goals of RMS administration and staff for this new space.

I have created two distinct spaces in the large learning space so it can be utilized by any classroom teacher- one for classroom situations and one for production or lab type activities. To encourage all teachers to utilize this new space I have included cabinets and mobile storage, a lab space for activities, open resources for student creativity, and whiteboards for student use.

I believe the extra cabinet and mobile storage will encourage all teachers to keep their needed supplies in the space. They will also be able to use the mobile cabinets to move supplies between the two rooms without feeling restricted by where their supplies are located.

This proposed design includes a workspace, a product lab, where students can use water, chemicals and other construction type materials without worrying about damaging or harming computer hardware. The desktops are available for use and can be “put away” with the hide-away computer tables leaving plain workspace for projects and construction. The product lab also has manipulatives, construction supplies, and other general supplies for students to utilize, as they feel necessary. By organizing resources in an open ended fashion, students will be able to use their creativity to design their projects and products. The whiteboard walls are also placed in the product lab for students to utilize and brainstorm while learning how to keep their project organized and use their time effectively.

“Functionality of learning space design considers the interrelationship between a range of complementary spaces that will meet the needs of the diverse range of individuals that will occupy the spaces for significant periods of time” (Leading Practice and Design, 2009). This not only means that students will be using the space for multiple class subjects, but also for the four years they attend RMS. To better equip the space for all content and grade levels I have included the “standard technology” for each RMS classroom.

Interactive whiteboards allow teachers to have a whole-class learning space in which all students can participate and observe new content being modeled. Interactive whiteboards are included in each classroom to make rich and engaging lessons that can utilize multiple modes of learning. The article, What the Research Says About Interactive Whiteboards, suggests that interactive whiteboards “encourages more varied, creative and seamless use of teaching materials” (BECTA, 2003). I have also included a document camera to allow modeling and demonstrations to be done in a whole class setting. Students will also be able to utilize the document camera when demonstrating projects, solving problems or learning to use new manipulatives to solve problems. The voting response system is included on each student’s laptop and desktop by placing the software on the school server. The ability to use student computers as the voting system eliminates the need for each teacher to set up the voting system for a child who has already used the system with a different teacher. The voting system also gives the teacher and students opportunities to poll students as they work on class lessons, projects, or surveys giving instant feedback displayed on the board. The slate is included in the Promethean technology to allow teachers mobility as they teach, facilitate or demonstrate.

To emphasize our school goals of being respectful, responsible and safe there are some built in safety features to ensure safe and successful lab experiences for students. The lab includes a safety glasses cleaning station to clean safety goggles in between each student usage and lab safe sinks. Three of the sinks are placed in the product lab while one is placed in the classroom area. Students will be encouraged and expected to practice safe lab experiences during their time in the new learning space.

Butler Community College in Kansas “defines an effective teacher as someone who orchestrates pedagogy, tools, and environment in a way that creates opportunities for students to learn.” (Herman Miller, 2009) The open and available use of materials in the product lab will also encourage students to use their imagination and resources during projects rather than a teacher setting forth required or usable tools. Having science data-probe ware and scales will encourage students to utilize these science-based tools in other courses or projects. Teachers strive to create stronger connections among content learning areas, allowing students the opportunity to use these tools in multiple situations will help students understand the connection between science and other content areas.

Steelcase states 5 design principles that made their environment successful. One of the design principles found successful in this learning environment was the “ability of users to quickly and easily move, store and reconfigure their space”. By utilizing furniture such as hide-away computer tables and adjustable height desks with wheels, teachers and students are able to quickly move furniture into groups, rows, learning stations, etc. based on their current needs. By using the hide-away computer tables students are able to use the desktops if needed or hide them to have a full worktables.

In the classroom area the desks are designed to be adjustable podium type stands where students can adjust to sitting or standing. The adjustable tables also have wheels to help students move the desk quickly and easily, but lock to keep students from rolling during instructional time.

According to Steelcase, when students were standing at mobile and adjustable desks students had 25% increase in right conclusions and a 24% increase in ideas when problem solving. The conclusion states the overall learning experience was enjoyable and rewarding as learners were more inspired by being comfortable and motivated.

Models of practice and modifications to include in RMS’ learning environment:
During the research for the design of this learning space, there were three models that seemed to fit the design RMS was looking for. These were the University of Michigan, Learn Lab and Crow Island Elementary School. Each of these models have design elements that were utilized in the final design along with the requirements from administration and staff.

University of Michigan



In the video from the University of Michigan we would be able to use flexible furniture to create learning spaces that fit multiple teachers and classes needs. We would modify the furniture in the leanring space and use the adjustable height podium desks for the learning space and the hide-away computer tables for the product lab to better fit all teaching styles. Teachers would be able to create groups, rows, circles and perimeter desk set-ups with the same furniture both quickly and easily.

Learn Lab



Like the Steelcase Learn Lab we would emphasize and utilize the need for multiple class arrangements while being able to move quickly and easily so teachers and students are more likely to move furniture to enhance the engagement and student involvement. By using easy to move furniture like the Learn Lab, students are more likely to move the furniture themselves as needed rather than teachers re-creating an entire class arrangement between classes. Like the Learn Lab we will be needing to host many classes with multiple content areas and different age ranges in students so making the podium desks flexible in height creates a more comfortable learning environment for all students involved. It also gives students the opportunity to sit or stand and learn in the most comfortable way for them.

After seeing pictures and videos from Crow Island School in Winnetka, IL our learning space will be using moveable tables to make a more flexible learning environment that encourages students to be in groups, rows, or learning pods. We also are adapting their idea of a workspace room by creating the product lab in our learning space. The large full windows were also inspiring as the new learning space was designed, giving students both windows and a door to the outside of the classroom encourages teachers to allow natural observations and nature based projects.

References:

Architectural record [image] (n.d.). Crow Island school. Retrieved February 15, 2012 from http://rogershepherd.com/WIW/solution5/crow2.html.

British Educational Communications and Technology Agency (Becta) (2003). What the research says about interactive whiteboards. Retrieved February 12, 2012, from http://partners.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf

Degregori, A. (n.d). Reimaging the classroom. Retrieved February 11, 2012 from ERIC.

Herman Miller Inc. (2009) . Adaptable spaces and their impact on learning. Herman Miller research summary. Retrieved February 10, 2012 from ERIC.

Leading Practice and Design (2009). Pedagogy and space; Transforming learning through innovation retrieved February 10, 2012 from ERIC.

National Business Furniture [image] (2012). 72” wide desk with dual monitor lifts. Retrieved on February 8, 2012 from http://office-desks.nationalbusinessfurniture.com/72-Wide-Desk-with-Dual-Monitor-Lifts-60955.aspx?afid=froogle_nbf&mr:trackingCode=5B5358F6-0628-E111-BAE2-0019B9C043EB&mr:referralID=NA .


Steelcase, Inc. (2012) The classroom of the future. Retrieved February 10, 2012 from http://www.steelcase.eu/en/resources/knowledge-library/pages/theclassroomofthefuture.aspx.

Steelcasetv (poster)(2011). Steelcase learn lab-design story. Retrieved February 14, 2012 from http://www.youtube.com/watch?v=CnU58hbYN1M.

Steelcasetv (poster)(2011). University of Michigan-case study. Retrieved February 11, 2012 from http://www.youtube.com/watch?v=cbo1paLtYHk&feature=related.

Project Based Learning: Techstanding Challenge #1

Prompt:
Each morning as you walk the hallways prior to first bell, you see your students' plugged in to their iPods, you hear them discussing the latest "castle craft conquest", you see cell phones put away in lockers, you overhear discussions using terms like LOL, O.M.G. your school's hallways are buzzing with energy. First bell rings. Students file into their seats. It’s quiet. Books are pulled out. You realize the students have already tuned out.

Your instructional challenge is convincing your administration that you can recreate the hallway energy and students will still be learning.

My Proposal:
To recreate hallway energy and provide an opportunity for students to still learn I propose using project based learning and utilizing 1-1 laptop technology.

Introduction

Project Based Learning involves a central problem that is challenging, open ended and realistic to every day life. Each activity in project based learning is created to answer a question or solve a real world problem. As a result of project based learning, classroom content becomes need to know information rather than forced by the teacher. Learners are given an opportunity to apply classroom knowledge to real life content.

Teacher’s Role
The teacher starts the project based learning unit by creating a hook type interest to engage the learners in the unit. The teacher provides the main problem the learners will be trying to solve. In project based learning teachers will no longer be the primary source, instead the teacher becomes a facilitator of information guiding learners to utilize resources they have available.

In a project based learning classroom the teacher doesn't stop all traditional classroom roles, the teacher still maintains a safe classroom environment for all students. In fact, this is one of the most important things the teacher can do to keep students engaged in project based learning. Since questioning, exploring the unknown, and problem solving are so important in project based learning, the teacher must maintain a safe classroom environment where all students feel it is safe to try something new and risk stepping into a new role. (Buck Institute for Education, 2011)

During project based learning most teachers have a difficult time with the concept of letting students struggle and be frustrated. In most content area classrooms teachers are constantly trying to help students understand information before creating frustration. However, in project based learning it is ok for learners to experience frustration and struggles. This is a great teaching point for both teachers and learners. If learners are not given the opportunity to let their brain think through a problem, they will only struggle when a difficult problem comes their way later in life. Teachers instead use guiding questions to help the learner through their problem but not fix the problem, instead supporting the learner through their frustration.

Student’s Role
Project based learning creates an entirely different role for learners than traditional education. During project based learning the learner takes responsibility for gathering information needed to solve the proposed problem instead of the teacher dispensing information. Each learner is able to apply their own prior knowledge from traditional classroom lessons, personal background knowledge and life experiences to the problem at hand. By creating an atmosphere where learners can apply their own experiences, learners are more engaged and invested in the education process. (Buck Institute for Education, 2011)

Learners are given an opportunity to practice and improve both written and spoken communication. Many learners have not experienced speaking to groups of peers or adults. During project based learning the learner will keep a written record of problem solving steps and research needed to create a final presentation.

The learner will be learning many real-life skills during project based learning such as organization, time management, self-monitoring progress, critical thinking, group work, and the opportunity to practice open-ended questions. While all of these skills are addressed, the teacher has the option to decide the extent of each skill.

As a result, learners are allowed an opportunity to create a meaningful product representing their research, understanding and ideas how to best address the current problem.

Project Based Learning would easily fit in our district’s vision and mission for how we choose to educate students. We would be able to move the idea of project based learning into practice with very few adjustments to our current teaching practices or professional development. By utilizing Hawk U (professional development) and team planning times there would be little disruption to teacher schedules. I suggest using Hawk U as an opportunity to introduce project based learning basics while providing collaboration time for teachers to develop a meaningful unit during Hawk U sessions.


Successful School Models of Project Based Learning

It is much easier to ease into project based learning with colleagues rather than each teacher attempting their own project. It would be beneficial for teachers to see successful project based learning model schools and units that have been created by other educators. This would encourage teachers to develop units that are meaningful and effective in meeting instructional goals and objectives rather than being a “fluff” unit that is fun but lacking in content.


Some successful school models that can be shown are High Tech High, TEAM Academy, and New Technology High (Boss & Krauss, 2007) Napa California (Boss & Krauss, 2007), Granada High School (Boss & Krauss, 2007), King Middle School in Portland, Maine, Lewis and Clark Middle School, and Spirit Lake Middle School.


Project Based Learning at High Tech High

Middle school students from TEAM Academy

Project Based Learning: Teacher Interviews

King Middle School Portland, Maine
http://www.edutopia.org/stw-maine-pbl

Project Based Learning at Lewis and Clark Middle School

Project Based Learning at Spirit Lake Middle School

Indiana’s PBL network list
http://cell.uindy.edu/middleschool/pblnetworkmembership.php

All of these model schools contain similar features which makes successful project based learning such as creating a need for information, problem solving, inquiry, utilizing and gaining 21st century technology skills, independent and group work, and a release of responsibility from the teacher to the students.

A true need for information is created where students desire information to help them solve the challenge. This creates a real need for learning where students are able to gain valuable and meaningful content knowledge. Students will learn more when they are the ones desiring information that will be important to them.

Problem solving is a key element to the projects. Creating an opportunity for students to actively participate in the problem solving process gives students practice and experience in brainstorming, planning and working through a challenge.

Students are given an opportunity to research based on information they have from the teacher’s classroom content and the student’s inquiry to drive further research and understanding.
Students are utilizing and gaining 21st century technology skills during the unit. Students utilize web-based research, communication tools, computers, cameras, video software, web tools, and publishing content.

During project based learning students are able to each have a role in their group work. Being responsible for a portion of the project creates a sense of independence and pride in the final product. Students also have to collaborate with their group figuring out how to manage and incorporate everyone’s ideas in the group as they would in a real work situation.

Teachers introduce the content lessons prior to students starting their inquiry and culminating project. Students are then able to become more independent from the teacher as they work in their groups to create their final product allowing the teacher to become a support and facilitator rather than a dispenser of knowledge. Students become responsible for seeking out further information, using trial and error in their project creation, and using their inquiry and discovery skills.


BIE offers many online projects that could be useful for helping teachers gain understanding of a meaningful unit at http://www.bie.org/tools/online_resources/project_libraries .

Integration of Project Based Learning
During the proposed Hawk University sessions, teachers will be able to use the project-planning outline from BIE to help teams identify important aspects of project based learning. The outline form can be found at http://www.bie.org/tools/freebies/project_overview


Teachers will be able to bring their scope and sequence for 4th quarter and discuss a driving question that would overlap in multiple subject areas. By using the project planning outline teachers will decide on the ending artifact students will create, the duration of the unit, the topic and content that will be covered, the standards that will be met, what kind of technology will be used, how and when technology will be used, resources that might be needed, assessment and grading, what people will be involved in the unit, and what their kick off will be to engage students in the project.


Support and Input from Others

Teachers will be able to create Edmodo groups to provide a place for students to work and share research with each other. Edmodo would also allow for students to share polls with each other to gain information that could potentially drive their final product. The library feature in Edmodo would also allow students to get information from the teacher as well as sharing information like videos and websites with their group. Students can also use their Wikispaces page to share their final product in writing and media.


While planning and implementing project based learning units, teachers can utilize their colleagues to help them plan and implement. Teachers would be able to plan a majority of their project during their Hawk U sessions focusing on cross-curricular driven units. Teachers would also be able to use their team planning time for any extra planning that may be required as well as sharing implementation progress or challenges. Teachers can create and maintain an Edmodo group for their planning purposes to utilize the library feature allowing sharing of files and resources, polling feature to get anonymous opinions from colleagues, and leave each other messages as a communication tool.


Administrators and school support staff would all be utilized in a supporting role during the final assessments of projects. Students create a stronger product when they know they will be presenting their final product and learning to an audience rather than just a teacher or class.


Our Existing Resources
We have wonderful resources that would be of great use during project based learning in our building and classrooms already. Each student has his or her own laptop with a built in microphone and camera that can be used for research, product creations, recording progress, and documentation of the project. Students also have a school account for Edmodo and Wikispaces, which can be used to display information, share research, create communication spaces, and collect group project materials. Below is a video explaining how project based learning can utilize Edmodo.
We also have the library/media center that can be utilized for research. The library also has other resources available such as flip cameras, digital cameras, printers, and a scanner.
Teachers can also utilize their own laptop and visit http://www.bie.org/tools/freebies to find many free tools to help in the process of project based learning.

In my current teaching environment
Project based learning is a tool that I currently use in my own classroom. Engineering offers many opportunities for students to create and utilize new tools during their own inquiry process. I believe I see my students more engaged through project based learning situations compared to other classroom situations throughout their day.

I propose utilizing project based learning in multiple classrooms will increase student engagement and understanding.

Online resources and Tools
http://www.bie.org/tools/online_resources/innovative_technology

http://biepbl.blogspot.com/2011/12/how-does-edmodo-support-pbl.html


http://www.bie.org/tools/freebies free tools for project based learning

Student resources for PBL http://www.bie.org/tools/freebies/cat/student_handouts

References:
Autodesked (poster), (2011). Autodesk digital steam workshop: Project based learning. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=LTYvIDGH2Vk .

BIEPBL (poster), (2011). A project based learning experiment. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=OchlZqoMI_M&feature=player_embedded .

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