Day+1+Connections+&+Questions

Day 1: Closing **C**onnections & **Q**uestions

include component="comments" page="page:Day 1 Connections & Questions" limit="100" C: Allow students to create their learning (shelf my ego, let them go) Q: What is a better way to use PBL to across different disciplines (art working w math)

C: Less lecture - more student driven Q: How can I engage multiple cultures?

C: Allow students space & opportunity for open inquiry Q: What are practical ways/ideas to incorporate PBL?

C: How to inspire students to dig deeper and think more Q: What are some ways to get students to want to be more engaged in learning?

C: Have the dorm curriculum be more PBL Q: How do I get my extra curricular class to be more PBL?

C: the 5 E's; student perspective Q: How do I balance time to prepare a meaningful project?

C: Let them fail Q: How do you let the kids lead the class without the class going off track and falling apart?

C: Learning the 5E's Q: How to incorporate PBL in dorm life?

C: This is a huge task to take on; if it is overwhelming for me, it may be overwhelming for them Q: How? What support do/will we have?

C: Traditional and PBL are not mutually exclusive Q: Do projects work best when they are across curriculum?

C: I noticed that PBL may be more/less difficult to design, depending on subject and objective Q: How can 4 perspectives we considered be balanced when designing project?

C: I learned how to think of and implement 4 areas into curriculum Q: How can I implement more PBL into residential life?

C: Translating today's practice to my childrens' education Q: How can I best help my kids and students to appreciate and embrace the process of learning from curiosity --> completion of a self-chosen project?

C: I connected through working with my colleagues to understand how THEY use PBL. Brilliant! Q: How do I best market PBL to parents and educational consultants?

C: This will help me with my own child who is struggling in public school. It will help me help her. Q: How long does it take?

C: PBL - this is similar to projects I do in my classroom Q: Does size and scope matter in projects?

C: We as educators need to be able to build on prior knowledge of each student and, in doing so, they will retain the information better & faster Q: What are easier ways to make a portfolio?

C: Got me thinking of a tre-bucket project but with history and physics/IPS Q: For someone who is already converted to PBL model in theory, what can workshop provide to increase effectiveness of what we are doing?

C: The value of PBL Q: What would be the challenges of implementing in the classroom?

C: Have the student own it Q: How can I engage different ability levels at the same time (arts)?

C: Today made me very excited about exploring more closely the connections between the traditional and constructivist models Q: When we speak of skills for the workplace in the 21Ct, what do we actually mean?

C: Improvement Q: How PBL relates to me in my role?

C: I connected to being the Inquiry & Metacognition Specialist Q: Do you know about "Studio Habits of the Mind"?

C: Involving more of a reflection throughout projects Q: What other resources could be included in a library setting to help engage students in research outside of Google searches

C: Sharing views within different roles Q: How can this information be incorporated to the Dean of Students Office

C: Many ways to use PBL in the classroom Q: Interested in using this information in the classroom - what does it look like?

C: Excited about applying PBL model to my projects Q: What can those who are OVERWHELMED by all of this do to start and experience success?

C: I got to connect w teachers I don't ordinarily speak with Q: How do I interface with PBL and AP?

C: Peer evaluation adds a level to projects and allows for greater group understanding Q: How do we balance projects and CCSS?

C: An important connection occurred involving relevancy to my subject. Giving a sense of ownership and importance makes dance a highlighted subject/life changer. Q: How do we connect theory to practice?

C: PBL and traditional pedagogy CAN be compatible Q: How do I apply PBL to a museum?

C: During first exercise, I was Inquiry & Meta Specialist, I was blown away by [|Jamie McKenzie's website]. Although I already use PBL often, I am a photo teacher, I look forward to seeing things through that kind of lens as I work with students to come up with their own strategies and project ideas. Q: I do want to talk about what is an effective strategy when a project goes in unexpected directions.

C: When teaching new frameworks or curriculum, make sure to back up enough to make new topics approachable Q: How can we incorporate PBL opportunities in classes with strict curriculum where time is a constraint?

C: Collaborative PBL (cross subject) Q: Is there a good model for combining outdoors with traditional academics for PBL

C: How to create a project that might connect everything students learn throughout class Q: How can I best implement this new approach and still teach the material that needs to be covered?

C: Student-Centered C: Do Not Be Afraid to Fail

C: Getting students more involved in learning activities C: Giving students more opportunities to explore knowledge Q: Is PBL the same as task or role-based learning?

C: I would love to teach a history class that starts with Ronald Reagan's massive military build-up and the collapse of the USSR - and then ask the entire class why it happened. The entire class would be asking "why did //that// happen" each time they answered the previous question. Q: Will college accept a student who doesn't know how to factor if we jettison the math curriculum?

C: The multiple use of the Wiki space Q: How do we motivate disinterested readers, or those who do not read?

C: Engagement and student -ownership Q: How do we teach a congested curriculum, designed for a tracked program, while dealing with inefficiencies and failures with PBL

C: PBL real world experiences Q: How do we combine English and outdoor recreation; Re: more writing projects?

C: It was great to see the Hydrology video Q: Is there an efficient video library of other PBL projects?

C: Enlightening & thought-provoking Q: How can PBL be carried out in schools that lack facilities?

C: I realized I've used many PBL exercises in class without knowing this term Q: Will we break into groups by subject/discipline?

C: Engaging students by having them come up with projects and assessments Q: What are the building blocks for preparing excellent PBL?

C: We already do a great deal of what was discussed. We need fine tuning. Q: How can we scaffold the learning process more for the concrete learner?

C: We can learn much about teaching from fellow teachers Q: How can we best learn about personal tech tools?

C: Today's conversations have rekindled my enthusiasm for adding projects into my curriculum Q: I have heard answers before, but I always enjoy a new perspective. How does a PBL approach dove-tail with someone specifically trained as a Sage on the Stage?

C: Correlating PBL to interest Q: Chicken/Egg...should we start with interest, or let subject/principles develop interest?

C: Engaging kids Q: Where is the time?

C: Meaningful technology use Q: Can I go totally electronic?

C: All about Quest! Q: Can we make PBL/Q(uest)BL if incorporated as a learning pedagogy?

C: Experiencing learning creates a multisensory physical, mental, emotional, etc. learning Q: How does PBL prepare for SAT, ACT, GRE...?

C: no connection Q: Does PBL have a place in AP classes?