1. Analyze information for reliability
2. PBL Foster
2.1. Self-management
2.2. Self-direct learning
3. Build the Culture
3.1. Expectations
3.2. Instructions or guidance
3.3. Learning goal for the day
3.3.1. What does this object means?
3.3.2. What would it mean to know this?
3.3.3. How would help us answer our driving question?
3.4. Collaboration as a group
3.5. Class discussion
3.6. Enough information from the teacher
3.7. Student Choice
3.7.1. Work alone
3.7.2. Collaborate with a peer
3.7.3. Use resources provided by the teacher
3.8. Classroom Culture
3.8.1. Rules
3.8.2. Perception
3.8.3. Shared values
3.8.4. Beliefs
3.9. Teacher
3.9.1. Positive feedback
3.9.2. Positive reinforcement
3.10. School Culture
3.10.1. Norm
3.10.2. Expectations
3.10.3. Traditions
3.10.4. Dress Code
3.10.5. Discipline System
3.10.6. Celebrate Achievement
3.10.7. Strong Culture
3.10.7.1. Encourage effort
3.10.7.2. Support Collaboration
3.10.7.3. Amplifies Motivation
3.10.7.4. Focus on strong learning points
3.10.7.5. Culture is shaped by:
3.10.7.5.1. See
3.10.7.5.2. Hear
3.10.7.5.3. Feel
3.10.7.6. Needs to:
3.10.7.6.1. Be reinforced
3.10.7.6.2. Openly Constructed
3.10.7.6.3. Celebrated
3.10.7.7. Teacher
3.10.7.7.1. Attitudes
3.10.7.7.2. Values
3.10.7.7.3. Goals
3.10.7.7.4. Practices
3.10.7.8. Strategies to build a strong culture in the classroom
3.10.7.8.1. Belief, Values
3.10.7.8.2. Shared Norms
3.10.7.8.3. Physical Environment
3.10.7.8.4. Protocols
3.10.7.8.5. Routines
3.11. Shared norms
3.11.1. Shared Agreements
3.11.2. Supports learning culture
3.11.2.1. Inclusive
3.11.2.2. Respectful
3.11.2.3. Fair
3.11.3. Students Uphold Norms
3.11.3.1. Everyone is accountable
3.12. Physical Environment
3.12.1. Tools
3.12.1.1. Voice
3.12.1.2. Choice
3.12.2. Flexible Arrangement
3.12.3. Physical Set Up
3.12.3.1. Learning Activity
3.12.4. Friendly Environment
3.12.4.1. Learning Visible
3.12.4.2. Learning Accessible
3.12.5. Project Wall
3.12.5.1. Project currently underway
3.12.5.2. Central Location
3.12.5.3. Manage Project
3.12.5.4. Highlight upcoming deadlines and milestones
3.12.5.5. Remind students of the driving question
3.12.5.6. Capture need-to-knows
3.12.5.7. Point to resources
3.12.6. Sentence Starters
3.12.6.1. Encourage
3.12.6.1.1. Argumentation
3.12.6.1.2. Critical Thinking
3.12.6.2. Language Learners
3.12.6.2.1. Culture of Safety
3.12.6.2.2. Culture of Trust
3.12.7. Evidence of the "messy middle"
3.12.7.1. Keep visible
3.12.7.1.1. Drafts
3.12.7.1.2. Prototypes
3.13. Protocols and Routines: Habits for a Student-Centered Classroom
3.13.1. Increase efficiency
3.13.2. Improve classroom management
3.13.3. Preserve
3.13.3.1. Time
3.13.3.2. Attention
3.14. Morning Meetings
3.14.1. Regularly Schedule
3.14.2. Low risk opportunity to check with in students
3.14.3. Build
3.14.3.1. Community
3.14.3.2. Strengthen Relationship
3.14.3.3. Amplify Student Voice
3.14.3.4. Support Student
3.14.3.4.1. Social Learning
3.14.3.4.2. Emotional Learning
3.14.4. Thinking Routines
3.14.4.1. Curiosity
3.14.4.2. Content Understanding
3.14.5. Fishbowl
3.14.5.1. Modeling
3.14.5.1.1. Discussing
3.14.5.1.2. Feedback
3.14.6. Closers
3.14.6.1. Accomplishments
3.14.6.2. Challenges
3.14.7. Reflection
3.14.7.1. Own Learning
3.14.8. Celebrations
3.14.8.1. High Fives
3.14.8.2. Shout-outs
3.14.8.3. Fist-bumps
3.15. Cracking the case
3.16. Lip Dub
3.17. Coaches' Notebook: Culture Builders
3.17.1. Ghost walk
3.17.2. Data Collection
3.17.3. Informal Observation
4. Align to Standards
4.1. Projects
4.1.1. Priority Standards
4.2. Target Standards
4.2.1. Rubrics
4.2.2. Entry Events
4.2.3. Scaffolding
4.2.3.1. Learning
4.2.3.2. Critique
4.2.3.3. Revision Protocol
4.2.3.4. Assessments
4.2.4. Public Products
4.2.5. Assessment Plan
4.3. Criteria
4.4. Keep the Focus
4.4.1. Lining questions
4.4.2. Final Product
4.4.3. Learning Goals
4.5. Coaches' Notebook: Connect Across Disciplines
4.5.1. Minding Map
4.5.2. Driving Questions Gallery Walk
4.5.3. Time Line
5. Assess Student Learning
5.1. Balance
5.1.1. Formative
5.1.1.1. Feedback
5.1.1.2. Peer Assessment
5.1.1.3. Expert Consultation
5.1.1.4. Self Reflection
5.1.1.5. Assessment for Learning
5.1.2. Summative
5.1.2.1. Assessment of Learning
5.1.2.2. End of a Project
5.2. Strategies for Striking a Balance
5.2.1. Quizzes
5.2.2. Observation
5.2.3. Protocols
5.3. Assessment Balance
5.3.1. Individual
5.3.2. Team
5.3.3. Self
5.3.4. Peer
5.3.5. Success of Skill
5.3.6. Content Mastery
5.3.7. Emphasize formative assessment
5.3.8. Feedback
5.3.8.1. Multiple Sources
5.4. Performance Indicator: Contextualize
5.4.1. Outstanding
5.4.1.1. Background research
5.4.1.1.1. Thoroughly conducted
5.4.1.1.2. Two resources
5.4.1.2. Problem clearly stated
5.4.1.3. Hypotheses/Theses
5.4.1.3.1. Grounded
5.4.2. Good
5.4.2.1. Background Research
5.4.2.1.1. Thoroughly conducted
5.4.2.2. Sources cited
5.4.2.3. Significance of the problem stated
5.4.2.4. Hypotheses/These
5.4.2.4.1. Clearly Stated
5.4.3. Competent
5.4.3.1. Background Research
5.4.3.1.1. Included in the introduction
5.4.3.2. Sources Cited
5.4.3.3. Significance of the problem stated
5.4.3.4. Hypotheses/ Theses
5.4.3.4.1. Clearly Stated
5.4.4. Needs Revision
5.4.4.1. Background Research
5.4.4.1.1. Not Included
5.4.4.2. Sources
5.4.4.2.1. Not Cited
5.4.4.3. Significance of the problem is not stated
5.4.4.4. Hypotheses/ Theses not stated
5.5. Emphasize Formative Assessment
5.5.1. Assess prior knowledge
5.5.2. Give milestone assignments
5.5.3. Observe and Question
5.6. Balance Individual and Team Assessment
5.6.1. Clarify which is which
5.6.1.1. Divide Work
5.6.1.1.1. Individual
5.6.1.1.2. Team
5.6.2. Reinforce peer accountability
5.6.3. Encourage reflection about teamwork
5.7. Encourage Feedback from Multiple Sources
5.7.1. Solicit Peer Reflextion
5.7.2. Invite Feedback from Audience
5.7.3. Encourage Expert Feedback
5.8. Assessment of Learning
5.8.1. Score Final Product
5.8.2. Performance Task
5.8.3. Final Exam
5.8.4. Major Essay
5.8.5. Input from Expert
5.8.6. Student Journals
5.8.7. Design Notebook
5.8.8. Written Products
5.9. Coaches' Notebook: Formative Brainstorm
5.9.1. Check-in
5.9.2. Observation
5.9.3. Quizzes
5.9.4. Questioning Strategies
6. Engage and Coach
6.1. Knowledge of individual student
6.1.1. Strengths
6.1.2. Interest
6.1.3. Background
6.1.4. Lives
6.2. Celebrate and Reflect
7. Closing Reflection
7.1. Content
7.1.1. Too many
7.1.2. Too Few
7.2. Project Design
7.2.1. Good Topic
7.2.2. Engaging
7.2.3. Effective
7.2.3.1. Questions
7.2.3.2. Entry Events
7.3. Teaching
7.3.1. Feedback
7.3.1.1. Negative
7.3.1.2. Positive
7.3.2. Enhance
7.4. Results
7.4.1. Student
7.4.1.1. Learn
7.4.1.2. Develop
7.4.1.3. Understand
7.4.1.4. Success skills
8. Scaffold Student Learning
8.1. Create
8.1.1. Conditions
8.1.2. Support
8.2. Individualized Learning
8.2.1. Skills
8.2.2. Resources
8.3. Tools
8.3.1. Leveled Readers
8.3.2. Graphic Organizer
8.3.3. Discussion Protocol;
8.4. Differentiating with Content, Process, and Products
8.4.1. Content
8.4.1.1. Graphic Novels
8.4.1.2. Audiobooks
8.4.1.3. Read-alouds
8.4.1.4. Video Discussions
8.4.1.5. Readings
8.4.1.6. Visuals
8.4.2. Process
8.4.2.1. Choices of creation
8.4.2.1.1. Making a Diagram
8.4.2.1.2. Political Cartoon
8.4.2.1.3. Writing a Letter to the Editor
8.4.2.2. Notebooks
8.4.2.2.1. Write down inquires
8.4.3. Product
8.4.3.1. Aligned
8.4.3.2. Authentic
8.4.3.2.1. learning outcome
8.4.3.3. meaningful
8.5. Align Scaffolding with Learning Goals
8.5.1. Questions
8.5.2. Predictions
8.5.3. Read Together
8.5.4. Support as Needed
8.6. PBL and Inclusion: Meeting All Needs
8.6.1. Combine Wisdom
8.6.2. Differentiate Instruction
8.6.3. Embed IEP goals into projects
8.6.3.1. Focus on skills
8.7. Prime your thinking
8.7.1. Model Learning Strategies
8.7.2. Tap Priority Knowledge
8.7.3. Structure Discussion
8.7.4. Team Up
8.7.5. Pre teach key vocabulary
8.7.6. Introduce Visual Aid
8.7.7. Leverage Technology
8.7.8. Offer workshop and mini lessons
8.8. Just-in-Time Scaffolds
8.8.1. Immediate Needs
8.9. Scaffolding Success Skills
8.9.1. Better
8.9.1.1. Collaboration
8.9.1.2. Critical Thinking
8.9.1.3. Self-management skills
8.9.1.3.1. Setting Goals
8.9.1.3.2. Maintaining Focus
8.9.1.3.3. Managing time Effectively
8.9.1.4. Communication
8.9.1.5. Creativity
8.9.2. Academic Mastery
8.10. Scaffolding Disciplinary Thinking
9. Meet authentic deadline
10. Ask question
11. Knowing how to think critically
12. Student-centered teaching and learning
12.1. Rigorous Project
12.2. Innovative
12.3. Deep Content Knowldge
12.4. collaborate with diverse colleagues
12.5. solve problems creatively
13. Engaging with PBL
13.1. resourceful
13.2. Manage their time
13.3. Persist through chanllenges
14. Design a Plan
14.1. Content Standard
14.2. Compelling idea
14.3. Project Planning
14.3.1. Feedback
14.3.2. Reflection
14.3.3. Revision
14.4. Where to find?
14.4.1. Borrow and Adapt
14.4.2. Remodel
14.4.3. Listen
14.4.3.1. Interest
14.4.3.1.1. Inspire
14.4.3.1.2. Provoke
14.4.4. Teach from the Headlines
14.4.5. Connect Project with Pop Culture
14.4.6. Respond to Real Request
14.4.7. Build on your passion
14.4.8. Codesign with students
14.4.9. Join and Existing Project
14.5. Focus on the Essential Elements of High-Quality PBL Planning
14.5.1. Think deeply
14.5.2. Rassle with uncertainty
14.5.3. Think Critically
14.5.4. Solve Problems
14.5.5. Collaborate
14.5.6. Manage Own Learning
14.5.7. Challenging Problem or Question
14.5.7.1. Open-ended Questions
14.5.7.2. Ill structured Problems
14.5.8. Sustained Inquiry
14.5.8.1. Ask Question
14.5.8.2. Conduct Research
14.5.8.3. Carry our Investigation
14.5.8.4. Weighing Evidence
14.5.9. Authenticity
14.5.9.1. Context
14.5.9.2. Tasks
14.5.9.3. Impact
14.5.9.4. Connection
14.5.9.4.1. Personal Interests
14.5.9.4.2. Concern
14.5.9.4.3. Value
14.5.9.4.4. Culture
14.5.10. Student Voice and Choice
14.5.11. Reflection
14.5.12. Critique and Revision
14.5.13. Public Product
14.6. Detailed but Flexible
14.7. Resources Ready
14.8. Beyond the Basics: Designing for Equity and Impact
15. Manage Activities
15.1. Maximize Learning Opportunity
15.2. Tool Kit Project Management
15.2.1. Group Calendar
15.2.2. Team Contracts
15.2.3. Learning Logs
15.2.4. Supports
15.2.4.1. Self-Management
15.2.4.2. Independence
15.2.4.3. Collaboration
15.3. Classroom Features
15.3.1. Whole Group
15.3.2. Small Group
15.3.3. Individual Work Time
15.3.4. Team Work Time
15.4. Well Balanced Team
15.4.1. Student's Needs
15.4.2. Voice
15.4.3. Choice
15.5. Classroom Routines
15.5.1. Consistency
15.5.2. Maximize work time
15.6. Realistic Schedule
15.6.1. Checkpoints
15.6.1.1. Flexible
15.6.2. Deadlines
15.6.2.1. Flexible
15.7. Making the most of teamwork
15.7.1. Problem Solving
15.7.2. Collaboration
15.7.3. Navigate Cultural Differences
15.7.4. Understand Diverse Perspective
15.7.5. Making Connections Across Disciplines
15.7.6. Characteristics of good team
15.7.6.1. Equal Amount of Airtime
15.7.6.2. High Degree of Social Sensibility
15.7.6.3. Psychological Safe
15.7.7. Learner Profile
15.7.7.1. SING
15.8. Get Off to a Strong Start
15.8.1. Team Built Activity
15.9. Encourage Accountability
15.9.1. Contract
15.9.2. Agreement
15.10. Model Desired Behavior
15.10.1. Effective Member of a Team
15.10.1.1. Collaborate
15.10.1.1.1. Teacher Specialist
15.10.1.1.2. Library Staff
15.10.1.1.3. Media Specialist
15.11. Highlight real-world examples of collaboration
15.11.1. Scientific breakthroughs
15.11.2. Community problem solving
15.11.3. Sporting Events
15.11.4. Class Norms and Routines
15.11.4.1. Culture of Collaboration
15.11.5. Start and end project work time with team check-ins
15.11.5.1. Set Goal
15.11.5.2. Report on Progress
15.11.5.3. Ask Clarifying Questions
15.11.5.4. Reminders
15.11.6. Mix Up the Dynamics
15.12. Expand Your Project Management Strategies
15.12.1. Be strategic
15.13. Making the Most of Learning Time
15.13.1. Differentiate
15.13.2. Go with the Flow
15.13.3. Use group work time strategically:
15.13.4. Don't Skimp on Reflection
15.13.5. Build in Breaks
15.13.6. Flip your classroom
15.13.7. Integrate workshop model