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The Gilded Age will be a collaborative effort between American History & English 10. I will be working on this with Toni Coral. We will post the content standards asap.
My advanced accounting students will be the first recipients of my PBL project. Students will complete a month's worth of business transactions in the special journals/general journals, recording in the subsidiary ledger accounts and the main ledger accounts, complete a ten-column work sheet and the adjustments, complete the financial statements containing the current ratio and a vertical analysis, closing entries, and the post-trial balance. I haven't decided yet to have the students work in pairs or individually. What is the thought on team PBL?
Working in pairs to do research is a good option. They could even do the entire project jointly if the complexity is high. In such a case, the students will need some form of reflective assessment, ie. presentation, memo, essay where they demonstrate individual learning. However you decide, working in collaborative or cooperative teams are important business/21st Century skills that students need to develop and polish.
How might they share their work with an outside expert? You are the in-house expert. Getting a second opinion on their work is providing them perspective that the work they do is not artificial--rather, it's quite real and important.
Just spent several days thinking, planning, revising, writing, and editing my project. After rereading it, I'm off to the drawing board. Didn't like it. Don't think the kids will really get involved. Later.
I'd love to see the draft you've been working on. To spend so much time and discard seems a great loss. Perhaps you could send a copy? These moments happen. One way to move forward is for the team to look at the work and provide feedback..very similar to writer's workshop. Did you place the project on the website, I could probably find the draft in the archive?
I am currently working on a project that combines the history of The Salem Witch Trials and the literature of "The Crucible" to study the effects of paranoia and superstition on the town's folk of Salem. After studying the history and completing our study of the text, students will use their knowledge to relate the events to those of The Red Scare and The Internment of Japanese Americans after the bombing of Pearl Harbor.
I have yet to include the standards and benchmarks in my plan, but it will be one for high school students of American literature and American history courses.
What you've accomplished is great work. The section you're currently on--PROJECT TEACHING AND LEARNING GUIDE-- will be strongly influence by the standards selected.
I am starting to work on a Geometry unit of comparing triangles, determining when two trangles are congruent, and solving problems using theorems about congruent triangles. The standards are G2.3.1 and G2.3.2. Possibly, I will work on it with other teachers who teach Geometry in my building. I am not sure how to approach it yet, but do know that this unit involves exploration and discovery of the five ways (SSS, SAS, ASA, AAS, and HL) to prove that triangles are congruent. I think that using discovery would be a good way to approach the topic, but I have not planned any further.
Sounds like the students will be learning a variety of methods pertaining to congruent triangles, sides, and angles. What might be business world applications? Architecture, construction, building things from scratch? Use in art? Photo investigation for congruent objects? There might be a driving question there.
I found 2 sites that I wonder on your take as of being useful to students: http://www.mathopenref.com/congruenttriangles.html http://staff.argyll.epsb.ca/jreed/math9/strand3/triangle_congruent.htm
"I Want it All, I Want it Now, but I don't know how to get it." Students will read "Be Ye Men of Valor" by Winston Churchill. They will determine what persuasive techniques he used in the speech. Students will then select from a group a famous speech makers and will be grouped by like selections. A main speech will be assigned and students will find additional personal speeches by the same person. The group will analyze the main speech looking for persuasive techniques. They will singularly do the same for their individual speeches. The group will then come together to create a power point presentation that will include biographical information about the speaker and background information about the speech, its purpose and its outcome.
Standard 10. Ideas in Action
All students will apply knowledge, ideas, and issues drawn
from texts to their lives and the lives of others.
Themes and issues explored in texts provide us with many ideas
about the world, our communities, and our own place within
them. Continued research and analysis of these themes enable
us to enhance the skills needed to respond to the issues in our
lives that concern and inspire us. It is critical that we use these
skills to choose appropriate responses in areas that are
important to us now in order to prepare for the future.
Standard 11. Inquiry and Research
All students will define and investigate important issues and
problems using a variety of resources, including technology, to
explore and create texts.
An important use of the English language arts is to understand
concepts and to create new knowledge. As we continue to
improve our ability to collect, analyze, and evaluate
information, we will increase our ability to contribute to the
businesses that employ us and the communities in which we
choose to live. In order to best accomplish this, we need to be
able to find information in a variety of forms and to organize it
in a way that allows better understanding and new insights.
Many tried-and-true methods work well, such as library
searches, interviews, card files, and outlines. Today, we have
new technologies that can facilitate this process, such as
electronic library catalogs, e-mail, and fax machines. Use of
technology gives us more time to concentrate on the most
important component of research, the thinking skills of inquiry,
which we use when we formulate questions and hypotheses,
analyze and synthesize information, and draw reasonable
conclusions.
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Comments (12)
lkroon said
at 8:26 pm on Sep 27, 2009
The Gilded Age will be a collaborative effort between American History & English 10. I will be working on this with Toni Coral. We will post the content standards asap.
John McCarthy said
at 9:33 am on Nov 4, 2009
Cross curriculum is always a great way to approach a PBL.
John Rostek said
at 4:30 pm on Nov 10, 2009
My advanced accounting students will be the first recipients of my PBL project. Students will complete a month's worth of business transactions in the special journals/general journals, recording in the subsidiary ledger accounts and the main ledger accounts, complete a ten-column work sheet and the adjustments, complete the financial statements containing the current ratio and a vertical analysis, closing entries, and the post-trial balance. I haven't decided yet to have the students work in pairs or individually. What is the thought on team PBL?
John McCarthy said
at 10:06 am on Nov 17, 2009
Working in pairs to do research is a good option. They could even do the entire project jointly if the complexity is high. In such a case, the students will need some form of reflective assessment, ie. presentation, memo, essay where they demonstrate individual learning. However you decide, working in collaborative or cooperative teams are important business/21st Century skills that students need to develop and polish.
How might they share their work with an outside expert? You are the in-house expert. Getting a second opinion on their work is providing them perspective that the work they do is not artificial--rather, it's quite real and important.
Theresa Zillich said
at 5:01 pm on Nov 10, 2009
Just spent several days thinking, planning, revising, writing, and editing my project. After rereading it, I'm off to the drawing board. Didn't like it. Don't think the kids will really get involved. Later.
John McCarthy said
at 10:10 am on Nov 17, 2009
I'd love to see the draft you've been working on. To spend so much time and discard seems a great loss. Perhaps you could send a copy? These moments happen. One way to move forward is for the team to look at the work and provide feedback..very similar to writer's workshop. Did you place the project on the website, I could probably find the draft in the archive?
Nevermore said
at 4:59 pm on Dec 8, 2009
I am currently working on a project that combines the history of The Salem Witch Trials and the literature of "The Crucible" to study the effects of paranoia and superstition on the town's folk of Salem. After studying the history and completing our study of the text, students will use their knowledge to relate the events to those of The Red Scare and The Internment of Japanese Americans after the bombing of Pearl Harbor.
I have yet to include the standards and benchmarks in my plan, but it will be one for high school students of American literature and American history courses.
John McCarthy said
at 12:58 pm on Jan 4, 2010
What you've accomplished is great work. The section you're currently on--PROJECT TEACHING AND LEARNING GUIDE-- will be strongly influence by the standards selected.
Brenda Parker said
at 5:59 pm on Jan 5, 2010
I am starting to work on a Geometry unit of comparing triangles, determining when two trangles are congruent, and solving problems using theorems about congruent triangles. The standards are G2.3.1 and G2.3.2. Possibly, I will work on it with other teachers who teach Geometry in my building. I am not sure how to approach it yet, but do know that this unit involves exploration and discovery of the five ways (SSS, SAS, ASA, AAS, and HL) to prove that triangles are congruent. I think that using discovery would be a good way to approach the topic, but I have not planned any further.
John McCarthy said
at 3:38 pm on Jan 6, 2010
Sounds like the students will be learning a variety of methods pertaining to congruent triangles, sides, and angles. What might be business world applications? Architecture, construction, building things from scratch? Use in art? Photo investigation for congruent objects? There might be a driving question there.
I found 2 sites that I wonder on your take as of being useful to students:
http://www.mathopenref.com/congruenttriangles.html
http://staff.argyll.epsb.ca/jreed/math9/strand3/triangle_congruent.htm
jnalepa@... said
at 5:51 pm on Jan 12, 2010
"I Want it All, I Want it Now, but I don't know how to get it." Students will read "Be Ye Men of Valor" by Winston Churchill. They will determine what persuasive techniques he used in the speech. Students will then select from a group a famous speech makers and will be grouped by like selections. A main speech will be assigned and students will find additional personal speeches by the same person. The group will analyze the main speech looking for persuasive techniques. They will singularly do the same for their individual speeches. The group will then come together to create a power point presentation that will include biographical information about the speaker and background information about the speech, its purpose and its outcome.
jnalepa@... said
at 5:53 pm on Jan 12, 2010
Pbl Content standards
Standard 10. Ideas in Action
All students will apply knowledge, ideas, and issues drawn
from texts to their lives and the lives of others.
Themes and issues explored in texts provide us with many ideas
about the world, our communities, and our own place within
them. Continued research and analysis of these themes enable
us to enhance the skills needed to respond to the issues in our
lives that concern and inspire us. It is critical that we use these
skills to choose appropriate responses in areas that are
important to us now in order to prepare for the future.
Standard 11. Inquiry and Research
All students will define and investigate important issues and
problems using a variety of resources, including technology, to
explore and create texts.
An important use of the English language arts is to understand
concepts and to create new knowledge. As we continue to
improve our ability to collect, analyze, and evaluate
information, we will increase our ability to contribute to the
businesses that employ us and the communities in which we
choose to live. In order to best accomplish this, we need to be
able to find information in a variety of forms and to organize it
in a way that allows better understanding and new insights.
Many tried-and-true methods work well, such as library
searches, interviews, card files, and outlines. Today, we have
new technologies that can facilitate this process, such as
electronic library catalogs, e-mail, and fax machines. Use of
technology gives us more time to concentrate on the most
important component of research, the thinking skills of inquiry,
which we use when we formulate questions and hypotheses,
analyze and synthesize information, and draw reasonable
conclusions.
You don't have permission to comment on this page.