Facilitation
Focus on Teacher
The teacher should try to meet with all of the roles during the unit time. The teacher will conference with all of the project managers,
bookkeepers, engineers, and materials acquisition managers during the unit. This would probably take place while that role is being utilized in the
design and model process to reflect on process or obstacles.
Students will also be required to fill in an effort log daily that requires them to think and question their own effort and contributions to the group
progress
Students will also engage in self-questioning and reflection during conference times with the teacher and individual roles.
· There are four major group roles that students can apply for. I will select the project manager, but the rest are up for grabs! Students will be given time to read the description so that they are aware of the responsibilities and what each job entails. The students can then "apply" to be a member of a specific group with a certain role. Project Managers will interview the applicants, but no selections are made without teacher approval. The students will be chosen based on their individual preferences and the teacher's knowledge about personalities and attitudes.
NOTE: Teachers should meet with project managers while the other students are reading over the roles to discuss how to interview and what qualities the managers should look for in each role.
o Project Manager- (selected by the teacher) this person helps the group stay organized and on-task to get the job done. This person is in
charge of time-management of the group and delegating jobs to the other members
o Acquisitions Manager- this person is in charge of researching and selecting the correct materials for your model. This person must also make sure that he or she gathers enough materials for the project and is in charge of keeping the group well stocked with materials throughout
the design and build phases.
o Engineers (2 people)- these people are in charge of designing the roller coaster and implementing the designs into the models. These two
must have the approval of the entire group to implement and select designs to build the model from. Engineers must use their knowledge of
math and science to build a faster and taller roller coaster that is safe for riders.
o Bookkeeper/Accountant- this person is in charge with keeping up with paperwork, group assignments, and helping the group stay on-budget
for the project. The accountant must help the group find cost-effective ways of creating a roller coaster without compromising the safety
standards.
Goals for students setting and agreement
Plans for ensuring effective group work-
Focus on Students
Students are also given reflection prompts to debrief about the day and prompt critical thinking and application of concepts.
- plan for facilitation during unit
- WEEK 1 Facilitation Guide
- WEEK 2 Facilitation Guide
- WEEK 3 Facilitation Guide
- Examples of collaborative techniques with students
The teacher should try to meet with all of the roles during the unit time. The teacher will conference with all of the project managers,
bookkeepers, engineers, and materials acquisition managers during the unit. This would probably take place while that role is being utilized in the
design and model process to reflect on process or obstacles.
- How will you facilitate student self-questioning
Students will also be required to fill in an effort log daily that requires them to think and question their own effort and contributions to the group
progress
Students will also engage in self-questioning and reflection during conference times with the teacher and individual roles.
- Group Roles- as described in the Unit Overview guide
· There are four major group roles that students can apply for. I will select the project manager, but the rest are up for grabs! Students will be given time to read the description so that they are aware of the responsibilities and what each job entails. The students can then "apply" to be a member of a specific group with a certain role. Project Managers will interview the applicants, but no selections are made without teacher approval. The students will be chosen based on their individual preferences and the teacher's knowledge about personalities and attitudes.
NOTE: Teachers should meet with project managers while the other students are reading over the roles to discuss how to interview and what qualities the managers should look for in each role.
o Project Manager- (selected by the teacher) this person helps the group stay organized and on-task to get the job done. This person is in
charge of time-management of the group and delegating jobs to the other members
o Acquisitions Manager- this person is in charge of researching and selecting the correct materials for your model. This person must also make sure that he or she gathers enough materials for the project and is in charge of keeping the group well stocked with materials throughout
the design and build phases.
o Engineers (2 people)- these people are in charge of designing the roller coaster and implementing the designs into the models. These two
must have the approval of the entire group to implement and select designs to build the model from. Engineers must use their knowledge of
math and science to build a faster and taller roller coaster that is safe for riders.
o Bookkeeper/Accountant- this person is in charge with keeping up with paperwork, group assignments, and helping the group stay on-budget
for the project. The accountant must help the group find cost-effective ways of creating a roller coaster without compromising the safety
standards.
Goals for students setting and agreement
- Groups will have a goals checklist that they can use as a large To-DO list during the unit. The goals will include all of the Activities and Timeline components, as well as a list of online resources for further investigation.
- Throughout the unit, project managers will be required to delegate responsibilities and help maintain a productive environment within the group.
Plans for ensuring effective group work-
- Conference times available for groups to meet with the teacher to discuss issues. These are the teacher's daily "office hours" during group time. Groups are assessed on their problem solving skills and time management. Teams can sign up for a time slot at the beginning of class or even during group time if there are openings. Teachers should, however, make time to deal with serious and productivity blocking issues.
- Groups also have clear expectations and goals checklists that can help them stay focused and engaged. There will also be opportunities for students to work individually to give them a break from the group dynamic.
- Students will be given guidelines for every project they attempt, from the scale drawing to the construction phase to the final model and even the testing of the models. These guidelines will help increase engagement and productivity, setting clear goals and expectations.
- Much of effective group work must be scaffolded. Teachers must have offered guidance and direction on effective group work before attempting PBL units that are primarily collaborative in nature. If groups are struggling to be effective, a quick lesson on effective teamwork behaviors could be quickly implemented to offer further scaffolds for student behavior.
- Students will also reflect on group work in their group progress reflections throughout the unit. These are great formative tools for assessing productivity as well as being proactive in addressing issues within the group.
Focus on Students
- Description of prompts and inquiry learning
Students are also given reflection prompts to debrief about the day and prompt critical thinking and application of concepts.
Classroom Map
- Students work at pods of desks or tables to ensure group work and collaboration
- Computers are easily accessible for further research or assigned research activities
- The testing area is constantly available for research and testing ideas.
- The conference table is between the teacher desk and student desks to allow for conferencing and role playing conferences in a more business-like manner.
Scaffolding
Focus on Teacher
concern for student difficulty include Newton's laws and formulas, area and perimeter review, scale models, as well as ratios and proportions
content.
Focus on Content
problems and graphic organizers or notes with the formulas
2. Speed and Distance formulas- these formulas can be easily forgotten. In order to help students organize the information, refer to the Speed
and Distance powerpoint provided for just-in-time instruction
3. Ratios and Scale Drawings- this is a new content area, so prior knowledge should be accessed to see misconceptions- a KWLQ chart can be
created by students to help activate prior knowledge and clear up misconceptions
- Content areas where students may have difficulty
concern for student difficulty include Newton's laws and formulas, area and perimeter review, scale models, as well as ratios and proportions
content.
- plans and materials for scaffolds in difficult areas
Focus on Content
- list of areas where students are likely to have misconceptions
problems and graphic organizers or notes with the formulas
2. Speed and Distance formulas- these formulas can be easily forgotten. In order to help students organize the information, refer to the Speed
and Distance powerpoint provided for just-in-time instruction
3. Ratios and Scale Drawings- this is a new content area, so prior knowledge should be accessed to see misconceptions- a KWLQ chart can be
created by students to help activate prior knowledge and clear up misconceptions