PBL in the Trauma-Sensitive Classroom - Workshop 2

Get Started. It's Free
or sign up with your email address
PBL in the Trauma-Sensitive Classroom - Workshop 2 by Mind Map: PBL in the Trauma-Sensitive Classroom - Workshop 2

1. Agenda

1.1. Overview (5 mins)

1.1.1. Log in

1.1.2. Re-Connect to our Google Classroom Understand how Google Classroom will work to help create space for more student re-direction, regulation.

1.1.3. Open the Mind Map

1.1.4. GROUP: Look over the big buckets for the day

1.2. TIP: Red Ball, Blue Ball (10 mins)

1.2.1. Instructions Rule - "Name + Red Ball" Rule - Catcher says "Thank you Red Ball" before passing to the next. Rule - Throw Same Way Each Time. Key - Make eye contact and focus. Wrinkle - Freeze and add more imaginary objects (make them sound like 'red ball' or 'blue ball'

1.2.2. What did you notice?

1.2.3. How might it work for you? What might you change?

1.2.4. NOTE: Full body Rock, Paper, Scissor 'Biggest Fan'! ICEBREAKER UPDATE: Full body biggest fan!

1.3. Tool: Start your Google Site (20 mins)

1.3.1. Theme & Design 3 mins or less

1.3.2. Two sentences on what you are going for today

1.3.3. Embed S&S on PBL page

1.3.4. Tools Page

1.3.5. TIPS Page

1.3.6. PBL Page

1.3.7. We will return to this throughout the day

1.4. TIP: Cross the Room (15 mins)

1.4.1. Instructions Tell your own story on your own terms, if you’re someone’s best friend/sibiling, and they don’t cross - it’s not your job to out anyone…

1.4.2. The Game: Cross the room if... you feel good about what you had for breakfast today. you live in the same neighborhood that you grew up in you speak the same language in school as you do at home you are responsible for anyone younger than you there's a moment from this morning with students that you wish you had back you have an ally in your work environment when you’re feeling overwhelmed by your students/classroom/job... you have ever been judged based on something you have no control over you have ever judged someone based on something they have no control over you have ever stood up for something you believe in you speak more than one language fluently you have something about yourself that you are proud of you have something about yourself that you are ashamed of you know someone who is currently or has been incarcerated you or someone you know suffers from addiction your own values are different from those within which you have been raised there is an adult in your life whom you trust fully you have not crossed the room yet

1.4.3. ...cross the room if there’s a question I haven’t asked that you wish I had.

1.5. Tool: What questions might you ask the kids in 'Cross the Room'? (Padlet) (10 mins)

1.5.1. find the link in Google Classroom

1.5.2. link to this Padlet from your TIPs page

1.5.3. feel free to do this collaboratively and discuss as you add

1.6. BREAK (back by 1:38)

1.7. TIP: Make a Brain Break playlist of 'Relaxing', 'Happy Place' or 'Restorative' songs (Padlet) (5 mins)

1.7.1. Look at how a Padlet is made; Sign up, make your own

1.7.2. link to this Padlet from your TIP page

1.7.3. Post with the YouTube link How the song makes you feel Ground rules for responding to songs.

1.8. Tool: Embed on Google Sites (15 mins)

1.8.1. Fill your TIPS page with regulator & community building activities

1.8.2. Organize the page in a way that will help you

1.8.3. Pull from the Google Classroom

1.8.4. Search online for more regulators (keywords: breathing exercises, classroom, mindfulness, yoga, qi gong, brain breaks, etc.)

1.9. TIP: Walking in another's shoes (20mins)

1.9.1. Instructions Close your eyes and picture a moment where you’ve… Experienced harm in the classroom (as a student or teacher) Caused harm in the classroom (as a student or teacher ) Witnessed (as a bystander or ally) harm in the classroom (as a student or teacher) NOTE: We’ve been on all sides of this situation -- it’s part of being human -- to create safe spaces for our students, how can we share and receive without bias, courage. When I say go you walk through the space -- stop in front of the person closest to you, greet them, say your name and share your thing… JUST LISTEN. Thank them… Then switch and share. You might not be willing to share all of them, but you get to choose what you want to share. After that you are going to share in the first person the person’s story that you just heard.

1.9.2. What did you notice? Focusing on positive shares Closing circle Gratitude link it to characters in a book

1.9.3. TIP Purpose Populating the room with stories of vulnerability that are in any group of people. It’s a reminder that when you’re dealing with a group of kids -- they’ve been through a ton of experiences.

1.9.4. Document this on your Google Site however you like - 3 mins

1.10. PBL: Alphabet Race (10mins)

1.10.1. Instructions 2 teams 2 lists A-Z Race to list "STUDENT BEHAVIORS"

1.10.2. Analyze what’s there. What did you notice?

1.11. BREAK 2:30 (5 mins)

1.12. Tool/TIP: Screencastify Alphabet Race Reflection (PBL (15 mins)

1.12.1. Use Google Chrome

1.12.2. Search for 'Screencastify' and install the Chrome Extension

1.12.3. GROUP DEMO: Record clip about Brain from FRL ASCD video (25mins)

1.12.4. Record Screencast about Alphabet Race Look at them each behavior opportunities to recognize, reinforce or intervene in... OPTION: Reflect on a behavior for how you have or could shift your thinking about. What that behavior is telling you about a kid? OPTION: Reflect on one behavior requiring an intervention, and how you might use a TIP

1.12.5. Embed your screencast on your Google Site TIPS page and make an entry about Alphabet Race Copy shareable link

1.12.6. Add Screencastify to your Tools page, with Support and notes on what you might use it for. Demo Heading/Subheading Styles

1.12.7. Install Bonus extensions NoBias OneTab Grammarly

1.12.8. click on your TIPS page and Paste

1.12.9. NOTE: Be prepared for 50% tech issues first time (adjust by creating small groups or recording stations)

1.13. PBL: Storyboard/Outline your project plan (15 mins)

1.13.1. Summary: What are the kids going to do/create?

1.13.2. Curriculum Enhancement: What elements of your existing learning goals can improve from this?

1.13.3. Tools/Texts: What will the students need. TIP: note any new tech skills they’ll need to succeed & account for how they’ll get them

1.13.4. Transferable Skills: Which do you plan to assess?

1.13.5. Restorative Practices: What student behaviors do you expect to address through TIPs and PBL?

1.13.6. PBL focus: what area of will this practice utilize, and what will you lean into?

1.14. PBL/Tool: Adobe Spark (25 mins)

1.14.1. Adapt your PBL Outline into a Digital Story

1.14.2. Find images to illustrate your content

1.14.3. Record narration - embellish your planning notes

1.14.4. Add titles & music

1.14.5. Embed to your Google Site on the PBL page.

1.15. TIP: Breathing & Brain Reset (Regulators) (10 mins)

1.15.1. A Super Tool for Reducing Stress - Tap Out Your Cortices! - MBody Radiance Connect this with Upstairs/Downstairs Brains

1.15.2. https://www.youtube.com/watch?v=oFlKuSCw7ag&feature=emb_title

1.15.3. Feeling The Breath - Calm Classroom Technique

1.15.4. What did you notice? Connections to the Brain Content from Fostering Resilient Learners?

2. Overview of Workshop 2

2.1. Goal: Grow your confidence in supporting the 3 Rs in your classrooms.

2.1.1. PBL for Responsibility, Re-direction

2.1.2. TIPs for Regulation & Relationships

2.1.3. Tech Tools - Responsibility, Re-direction

2.2. Project: Build your own toolkit for the 3 Rs

2.2.1. Gather TIPS you might use and resources to support your use of them

2.2.2. Gather Tech Tools with ideas for how they can fit your learning environment

2.2.3. Outline a PBL idea that blends TIPs, student inquiry, voice and choice.

2.3. Featured TIPS

2.3.1. Regulators & Resetters

2.3.2. Icebreakers & disarming relationship builders

2.3.3. Trust, empathy & relationship builders

2.3.4. PBL Ideas & Resources

2.4. Overview of Tech Tools

2.4.1. Platform for Organizing PBL & Interacting with Students: Google Classroom Materials to scaffold research (you put in sources) to generate ideas to provide models to reinforce teaching (add review materials, alternative texts) Assignments efficiently collect and respond to digital work from whole class in one spot (while works are in progress) to set, collect and assess project benchmarks to provide opportunities to make-up proficiencies Task Create a Class Join your neighbor's class

2.4.2. Platform for creating a publishable resource: Google Sites Pages Home: embed the scope and sequence planner TIPs PBL planning Tech Toolkit Why a website Versatile tool for presenting information, or organizing notes in a visual format. Allows publishing to real world audiences support media literacy: "Create & Act" Google Sites is collaborative (could be used by small groups)

2.4.3. Choices for reflection, expression & presentation Screencastify Chrome Extensions Grammarly One tab Nobias Adobe Spark

2.4.4. Choices for Scaffolding Research and Model Presentations EdPuzzle Crash Course Videos Above the Noise Videos Other...

2.4.5. Goals for today Get you comfortable with how they work and what they're for Use them to document and cement learning today Design use that adds value to a PBL experience you are designing

3. Adjust based on Cohort 2 Wshop 1