Adelphi University
School of Education

0809-860-005 Masters Seminar in Adolescence Education

"Curriculum Design in a Web 2.0 Environment"
Fall 2013
Dr. George Maurer
Schedule of classes: Wednesdays, 4:30 to 5:50 - Woodruff Hall Room 307

Class 12: 11-13-13

Essential Questions:

1. What is the difference between active and passive learning?

2. How do you learn best?

3. How were you taught in school?

4. How do students and teachers work and utilize new technology in a 21st century school environment?

For today...

As we begin our final project based learning activity, consider the following:
  • Establish teams
  • Decide on project managers
  • Choose a topic
  • Division of Labor

As we did with our small scale problem based activity, let's begin to collaborate and share ideas on creating a PBL. To review, according to Boss and Krauss, there are 8 Essential Learning Functions:
    1. Ubiquity - Learning Inside and Outside the Classroom and All the Time
    2. Deep Learning
    3. Making Things Visible and Discussable
    4. Expressing Ourselves, Sharing Ideas, Building Community
    5. Collaboration - Teaching and Learning with Others
    6. Research
    7. Project Management
    8. Reflection and Iteration

*Keep the ideas and "tools" discussed in Richardson available to you as you think about the appropriate use of web 2.0 tools within your project.

Our Work...

Before you begin, we need to come up with an understanding of what our collaborative teams are going to look like.

Using pages 56-57 as a guide, create a Core Concept Planning Wiki as a group**. Begin discussing and answering questions 1-8.

When planning your project, consider the following:

  • Overcoming Pitfalls
    • Pitfall 1 - Long on activity, short on learning outcomes
    • Pitfall 2 - Technology layered over traditional practice
    • Pitfall 3 - Trivial thematic units
    • Pitfall 4 - Overly scripted with many steps

  • The best projects share the following qualities
    • loosely designed for different learning paths
    • allows students to construct meaning
    • center on a driving or essential question
    • captures student interests
    • across multiple disciplines
    • reach beyond school
    • uses primary sources
    • students learn with and from each other
    • use 21st century skills discussed above
    • learn by doing

Using pages 67-74 as a guide, collaborate and create the following components necessary for a good PBL design.
    1. Project Sketch Wiki - will be a link found on your main project page
    2. Create an Asset Map - again, linked to the main project page - this can be done in a variety of ways. Which will you choose?

Your project must answer the following questions:

  • Who and what will you need for this project to be successful? (77)
  • Create a project calendar with key events, due dates, etc. (78)
  • How will you meet the needs of all learners and how will you make sure that each learner is responsible for the team's success? (79)
  • What are the formative and summative assessments you will use to monitor and evaluate learning? (81)
  • What are the unique needs of the teacher and student in this project? (84-85)
  • Students should be involved in activities that will allow them to inquire, study, plan, evaluate, compare, collaborate, manage, create, and present. What does this look like in your project? (95)
  • What rubric will you be using to assess learning? (101)
  • What is your essential question and what kinds of questions are being asked of students? (108)
  • In the end, how will you tell your story? (111)
  • How will you incorporate the web 2.0 tools Richardson speaks of? (Blogs, Wikis, Social Bookmarks / Networking, Podcasting, Screencasting, Video and Live Stream?
  • Where will you utilize the "flipped model" in your project.

For next week...
  • Online calendar of events (2 weeks worth) for PBL Activity
  • PBLA Rubric
  • Drafts of Lessons
  • Project presentations will begin on 12-4-11