Teacher Appreciation… Make It More Than A Week

Welcome to a post that is dedicated to you… the teacher/educator. Please be sure to read and share and take that special moment to recognize a special person in your life.   Take a moment to also sign up for 21centuryedtech by email or RSS to follow all engaging posts and follow me on twitter (@mjgormans). You can share post with others with  a retweet . Last,  check out how I can provide PD at your school or conference at my booking information page . Until the next post… you are appreciated!  – Michael Gorman (21centuryedtech)

Last week was teacher appreciation week, but it really must last longer!  Perhaps as an educator there is still someone you need to express some gratitude to.  It really doesn’t matter if you are in the central office, a school principal, support staff, or in the classroom. It is important to note that every one of these individuals are members of the teaching profession. All of us have learned from teachers as part of our formal schooling, worked side by side with teachers each day, and have been supported by teachers in our own school and across the world.

As you are aware, last week was a very special week for educators. Many individuals  celebrated and demonstrated their appreciation for those in the teaching profession. The importance of showing this gratitude is best described in the quote, “Teacher appreciation makes the world of education go around.” (Helen Peters). It is this world of education that awakens true discovery and promotes  learning that lasts a lifetime. Continuous education is a very special gift that we all hold and one that supports the enlightened society in which we live.

As educators, we must continue to show our sincere appreciation to those teachers who make the world of education go around for each of us. Perhaps it was a teacher from our past, a teacher who took a moment and mentored us as we entered the profession, or a teacher today who continues to support our continued learning. Celebrate teacher appreciation year around and  take a moment to express your thankfulness.  Send that special message of appreciation teachers who has been part of your life through out the coming months. In this wonderfully connected world it really is just an email, conversation, phone call, or snail mail away!

I would like to express express my sincere appreciation to all those educators who awaken those special moments of discovery in the daily lives of others. I thank those teachers who have given so much of their time, energy, and passion to ensure success in both their students and colleagues. It is also important to remember those preparing for the education profession, along with those who have given past service.

In the past week you may have had a student give you a word of thanks. Make sure you take a moment to show your appreciation to those special teachers you have had, and have work with.  As  we all express our appreciation we will find that our individual, yet collective, efforts will last much longer than a week… as it should be. It really is time to integrate teacher appreciation as part of our ongoing  professional culture. After all, “Teacher appreciation makes the world of education go around.”

Thank you for joining me  and please know that there are many in-depth posts coming your way regarding PBL, tech integration, educational transformation, 21st century competencies, Web 2.0, and STEM education.  Again your retweets, follows on twitter at @mjgormans, and subscriptions (which are free) are appreciated !  - Mike (mjgormans@gmail.com)

It’ True!… I Teach Because I Can’t Do Anything Else… Teacher Appreciation Post

Happy teacher appreciation week! I wish to share with you one of my favorite annual  postings that I dedicate  an amazing world of educators. I hope you find this reflection one that you will continue to enjoy and share with others!   Also, please take a moment to subscribe to this blog by RSS or email and  join me on twitter at mjgormans . I have some great posts coming your way involving PBL, STEM, tech integration, and a continuing series on Professional Learning Communities!  Most of all, thanks for being one of those over 20,000 visitors a month and over 8200 subscribers.  I would appreciate it if you pass this special post on to others through and email or a retweet!  Also, remember that I can come to your conference or school district and provide engaging authentic and purposeful professional development . See booking info and please contact me anytime at (mjgormans@gmail.com). Thanks so much.  Michael Gorman (21centuryedtech)

It’ True!: I Teach Because I Can’t Do Anything Else! – Michael Gorman - (21centuryedtech.wordpress.com)

Ok, so it’s true! I have spent nearly thirty-five years teaching and in education because I cannot do anything else! In fact, while I travel around the country providing professional development involving all sorts of exciting educational possibilities I also still work at my school district providing learning experiences for students and educators. The idea of not being able to do anything else actually is something I have recently learned,  something I did not know  when I  presented my very first classroom lesson! I actually  began my undergraduate career in the College of Business with an eye on marketing. In the early stages of my teaching career I became licensed to sell securities with the idea of becoming rich!  Little did I know that because I could only teach, I would find richness beyond monetary wealth! I dedicate this list of reasons to all of those great educators who teach, because they cannot do anything else! Again please retweet and share with all of our colleagues that really can’t do anything else!

The List

I can’t be a banker or work in the financial business because while I might enjoy counting money and financial growth, I would rather count and measure the success of my students.

I can’t be a doctor or dentist because because while I enjoy seeing people smile as they leave and are healed, I get even more satisfaction if I see a smile when they first sit down.

I can’t be a professional athlete because while I do enjoy competition, I get even more satisfaction coaching young people to play each game with honor, integrity, and respect.

I can’t be a computer programmer because while creating new digital applications is exciting, finding ways to integrate technology to inspire real learning is rewarding.

I can’t work in agriculture or landscaping because while supplying food and natural beauty is appreciated by all, I enjoy planting seeds of life-long learning knowing that it will nourish one’s life.

I can’t work as a cook or chef because while I appreciate the art in a great meal, I most enjoy finding just the right ingredients that allow for a child’s success.

I can’t work in sales or marketing because even though I have learned from their great people skills, I would rather sell students on their abilities and possibilities.

I can’t be a pilot even though I appreciate them as I travel to new places, as I would rather facilitate young people as they climb in altitude and arrive at new destinations.

I can’t be an artist despite my appreciation for the beauty they bring,as I have found that my art is the ability to inspire and nurture children as they discover their innate abilities.

I can’t be a scientist or inventor because, while I am aware of the great advances they bring, I wish to create  innovative learning experiences that always end in success.

I could go on and on! As you can see, I really do appreciate all of the other professions and realize there are so many more I can’t do. After all, as teachers we really are preparing students for what they will do best in the world. Possibly in the future those we teach will not be able to do anything else, because we have assisted them them in becoming the very best at what they do!  As I continue my journey I have expanded my teaching horizon and understand that genuine educators, whether they be teachers, administrators, or educational leaders, continue to teach and inspire others, because they really can’t do anything else.

Thanks for joining me on another journey dedicated to learning in the 21st Century! As always I invite you to follow me on Twitter (@mjgormans), I will return the favor and we can teach each other! I also encourage you to sign up for this blog by email or RSS.  I invite you to share this posts with others through email or a retweet!  Thanks for your visit and know that I will keep  sharing, teaching, and facilitating all learners, after all, I can’t do anything else! – Michael Gorman (21centuryedtech)

Discovery Celebrates Teacher Appreciation Week With Free Webinar From Sir Ken Robinson

Welcome to a new series of short posts. These posts will be short, timely, and will come between my weekly longer in-depth posts.  Please sign up for 21centuryedtech by email or RSS to follow all engaging posts and follow me on twitter (@mjgormans). Share post with others with  a retweet . Last,  check out how I can provide PD at your school or conference at my booking information page . Until the next post… enjoy!  – Michael Gorman (21centuryedtech)

Check your calendar for Monday May 6 at 7:00 PM EDT. You will have the awesome opportunity to join Sir Ken Robinson  who is an internationally recognized leader in the development of creativity, innovation and human resources in education. Sir Ken Robinson is a world  leading speaker on education transformation and provides educators a time to reflect on their practice. You may wish to view several amazing videos on TED which has been viewed by millions of people through out the world. . His 2006 talk (see below) is the most viewed in TED’s history.

• Do Schools Kill Creativity?
• Changing Education Paradigms

Check this Discovery Education link in order to attend the webinar on Monday, May 6, 2013 at 7:00 PM EDT

Thank you for joining me on my new short posts and please know that my in-depth posts will  still be coming your way.  Again your retweets, follows on twitter at @mjgormans, and subscriptions (which are free) are appreciated !  - Mike (mjgormans@gmail.com)

Part 2… 14 Secondary Ideas To Build With…. A STEM, PBL, Common Core Series… A Goldmine of Resources

Welcome to a series that is must read for any PBL or STEM educator.  It will include information to reflect and build upon as you consider both PBL and STEM.  Best of all, it will finish with over 50 amazing resources you will want to investigate.  First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21^st century learning, and technology integration please sign up for 21centuryedtech by email or RSS.  As always,  I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Quick Note  I have been getting a lot of requests asking if I will make a visit to your school, organization, or conference. Please be aware that I am available to assist you in providing professional development and presentations. I have had the opportunity to network in person across the country and invite your inquiry at my booking information page and at mjgormans@gmail.com.

The STEM and PBL Series

• Part 1…. Connecting It All…. A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 2… 14 Secondary Ideas To Build With…. A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 3…  17  Challenges and Competitions ….A  STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 4…  23 Formative Digital Resources ….A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 5… 14 Amazing Project Sites…. A STEM, PBL, Common Core Series… A Goldmine of Resources

Part 2… Secondary Ideas To Build With…. A STEM, PBL, Common Core Series… A Goldmine of Resources

In the last post we identified the connections between STEM, PBL and the Common Core. In this post we will examine some ideas why it is important to facilitate the STEM and PBL experience in the Middle School. I will then proceed to identify some ways to begin implementing the idea in the high school and middle school. As you know, middle school is a place of high energy, activity, inquiry, and social interaction. I spent over thirty years in the middle school and enjoyed every moment. It is these very characteristics that make PBL a must for middle school students, while promoting the STEM fields. Let me identify my reasoning.

1. Set Up – The middle school set up is perfect for PBL and STEM. Many times the building plan and student schedule is based on student grouping and teams. This makes co and team teaching easier. It also allows for flexibility in the school day. In many cases the actual building and layout  can be helpful in the facilitation of PBL and STEM.

2. Career Planning – The Common Core is all about college and career readiness. While pathways may be discussed in the middle school, sometimes the reality of the class selection pathway is not taken serious until high school. Middle school students should have the opportunity to explore and emerge themselves in various STEM course and have the opportunity to examine these careers. They must see that a career in science may depend on proper math selection. The career and college pathway must be considered in the middle school.

3. The Middle School Student – These students are excited by inquiry, possibilities, exploration, and of course some risk. At the same time, they are seeking connectivity and authenticity in the real world, while making a journey from concrete to abstract thinking. They are discovering a social world while at the same time seeking independence. They need movement and formative experiences. STEM content, with PBL as the vehicle builds on the middle school students’ needs.

4. Middle School Educators – Some may say that this awesome group of educators also has the same high energy. Often this is true… though at the end of the day I felt the students still had more. Many times middle school educators are multi-content trained. They are also skilled at running the balance between elementary and high school needs.

Middle school students who come through a program of PBL and STEM will be ready for the increased rigor and specialization found at the high school. This experience at the high school while sometimes harder to sustain, should not diminish. I have listed some ideas and reflections to help high schools in the process of building STEM and PBL programs. I feel these same ideas can be useful to middle school.

1. Classroom Practice – Examine and reflect on instruction. Gain more experience with STEM, PBL, and the Common Core. You will see connections.

2. Look at Process – Take a moment and reflect how well the school and individuals are doing at teaching both the “What and Why” and also the “How and Apply”. Can students do more then pass a content test? Are they able to succeed on exams that ask them to apply content?

3. Timeline – What is your timeline? Take slow yet methodical steps! As you progress be sure to reflect and revise through assessment. Be sure to celebrate success.

4. Commonality – Look for common concepts. This can include common time for collaboration, common standards taught/reinforced between two courses, and of course investigate the Common Core.

5. Replicate – Look for something cool to replicate. It might be a unit found on line, or it could be a concept brought back from another school or conference. Understand that it may have to be remixed to accommodate needs of the individual school community.

6. Extra- Curricular – Examine the extra-curricular program. Are there STEM based programs that students are excited to come to? Does it cover standards already in the school? Are there new possibilities?

7. Start Small – Begin with one PBL project or one STEM idea in one class. One teacher can promote STEM by connecting to several standards in another curricular area. Look for solutions to team interdisciplinary outcomes in planning time, even if it cannot happen in the classroom.

8. PLN – Build and network with Professional Leaning Networks/Communities both in and outside the school. Share, collaborate, and plan across the hallway and/or across the miles.

9. Culture – A culture of PBL and the interconnecting of disciplines (STEM) does not happen at the start line. Students and teachers must establish mutual respect, understanding, vocabulary, and expectations. The building of a culture based on authentic learning is a process and not always an end goal.

10. Community – Include the community in the process and the learning. The community can bring about authenticity while providing rich, valuable, and unique resources.

* Next three posts… Over 50 STEM and PBL based online resources. Sign Up and please give a Retweet!

Thank you for joining me and if you have an idea that you feel is important please leave a comment or pass it on to me in an email. I hope you found this information something you can use in your school and to share with other educators.  As always , I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on to someone who will benefit.   To ensure you do not miss a future valuable post or other resource covering PBL, Digital Curriculum, STEM, 21^st century learning, and technology integration please sign up for21centuryedtech by email or RSS. Have a great week… enjoy the Discussion! – Mike (http://21centuryedtech.wordpress.com/)

Part 1…. Connecting It All…. A STEM, PBL, Common Core Series… A Goldmine of Resources

Welcome to a series that is must read for any PBL or STEM educator.  It will include information to reflect and build upon as you consider both PBL and STEM.  Best of all, it will finish with over 50 amazing resources you will want to investigate.  First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21^st century learning, and technology integration please sign up for 21centuryedtech by email or RSS.  As always,  I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Quick Note Please feel free to join me for a free webinar this Wednesday at  (4/24) at 3:00 PM EDT entitled STEM PBL in  Middle School.  This is being presented through BIE (BUCK Institute), who are leaders in PBL across the globe. Hope to see you there! I have been getting a lot of requests asking if I will make a visit to your school, organization, or conference. Please be aware that I am available to assist you in providing professional development and presentations. I have had the opportunity to network in person across the country and invite your inquiry at my booking information page and at mjgormans@gmail.com.

The STEM and PBL Series

• Part 1…. Connecting It All…. A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 2… Secondary Ideas To Build With…. A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 3…  17  Challenges and Competitions ….A  STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 4…  23 Formative Digital Resources ….A STEM, PBL, Common Core Series… A Goldmine of Resources
• Part 5… 14 Amazing Project Sites…. A STEM, PBL, Common Core Series… A Goldmine of Resources

Part 1…. Connecting It All…. A STEM, PBL, Common Core Series… A Goldmine of Resources

What is STEM?

As most of us know, STEM includes the integration of the curricular areas of Science, Technology, Math, Engineering, and Technology. In prior education, and in many places today, learning is distributed  in separate components. In other words each subject, while related, is taught in individual rooms, time slots, and in accordance to its unique curriculum  While it may be difficult to instantly restructure to a STEM infrastructure, we must begin to find ways to connect and find meaning for students in the STEM area of study.

Some educators, including myself, like to include the Arts and call it STEAM. This promotes the creativity and innovation that are important in the STEM field. I also feel that the Common Core will bring about a strong call for literacy. This opens up the area of Language Arts and STEM. Let’s not forget that the STEM fields have a big social impact… so why not include Social Studies areas? As we begin integrating the subjects, encouraging innovation, promoting authentic learning in a real world, and integrating disciplines we must look at PBL (Project Based Learning) as a vehicle to make it  happen. Project Based Learning promotes an active learning experience through which a project facilitates student learning. Of course this requires careful educator management and knowledge. You can read about some of these ideas in other posts at 21centuryedtech.

STEM and PBL… A Connection!

Yes there is a connection and it can be seen as we discover the Eight Elements of PBL as stated by BIE (BUCK Institute)… a world leader in PBL. Let’s take a moment to examine these Eight Elements and focus on the STEM Connection.

1. Significant Content – It is the delivery and student understanding of content that is so important. Not just the “What and Why”… but also the “Apply and How”. While students will need to demonstrate content knowledge, the Common Core and new science standards suggest understanding and real world application of content. STEM and its integration of subjects is the content. Please read an article I have titled 10 Way To Ensure Significant Content in this past post at 21centuryedtech.

2. Twenty First Century Skills – While this is a phrase that seems to be used quite a bit, it  important these skills are incorporated and assessed. These skills really are not taught, but are integrated as part of the PBL process. Sometimes referred to as the 4 C’s, (Critical Thinking, Communication, Collaboration, and Creativity) they are essential to the STEM disciplines, and it is the integration that develops and  amplifies these skills.

3. In Depth Inquiry – This is so important, but is often one of the hardest concepts to promote. In short blocks of times,  kept in separate quarters, students are often given pre-loaded questions that are “Google-able”. In depth inquiry is a convergent/divergent process that brings about new questions from prior questions. The STEM fields, and our future, rely on our students’ ability to answer questions with new questions. This  allows their learning to spiral into areas of higher cognition.

4. The Driving Question – The Driving Question is at the heart of PBL. It is not a restatement of an Essential Question”, but instead drives learning and inquiry with a student “Need to Know”. The world is ready for STEM minds that are filled with Driving Questions that will investigate our future potential and possibilities. Please read an article I have dedicated to Driving Questions in this past post at 21centuryedtech.

5. A Need to Know – As stated in the Driving Question, this “Need to Know” is the sense of engagement that is essential to student learning. It answers the question, “Why do we need to learn this?”, as it uncovers the standards. The STEM curriculum is built on a “Need to Know” and PBL allows for an authentic action plan based on knowledge that is uncovered.

6. Voice and Choice – Students must have a voice and choice in their learning. This does not always mandate a choice on content, since this is often predetermined. It does allow for a voice and choice in method of learning, product outcomes , and an audience.  STEM provides ample opportunities for this and I will cover many of these opportunities in future posts.

7. Revision and Reflection – This is the foundation for building rigor which  seems to be such an important concept in today’s educational setting. Revision and reflection promotes a practice of quality. It allows the entire learning community to participate including community mentors, educators, and student peers. STEM relies on a formative learning experience that is a part of revision and reflection. It is the tinkering, remixing, and practice that is essential in both the PBL and STEM learning environment.

8. Public Audience – It is important that student’s work go beyond the class bulletin board, the home refrigerator, and the teacher grade book. Engagement and rigor will increase as students are given an audience beyond their school and classroom. STEM subjects have the natural foundation to promote a public audience. Many times the audience can be seen in fairs, challenges, and competitions.

As you can see, there really is a connection between STEM and PBL through the examination of the Eight Essential Elements found in Project Based Learning. John Dewey said, “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” It is this practice that is at the very center of PBL and STEM. As we all begin to look at the new science standards and the Common Core it can be seen that PBL facilitates in STEM the “Apply and How’. Of course the final result will also be “What and Why”…  and we can save that for the test.

Thank you for joining me and if you have an idea that you feel is important please leave a comment or pass it on to me in an email. I hope you found this information something you can use in your school and to share with other educators.  As always , I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on to someone who will benefit.   To ensure you do not miss a future valuable post or other resource covering PBL, Digital Curriculum, STEM, 21^st century learning, and technology integration please sign up for21centuryedtech by email or RSS. Have a great week… enjoy the Discussion! – Mike (http://21centuryedtech.wordpress.com/)

Promote Digital Citizenship….10 Ideas For Rich Academic Student Discussions On The Internet

Welcome to what I feel is a needed discussion in today’s classroom.  I know these ideas on digital citizenship involving proper online communication will help you facilitate rich and meaningful academic discussions using the internet. First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21^st century learning, and technology integration please sign up for 21centuryedtech by email or RSS. As always,  I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Quick Note Please feel free to join me for a free webinar Wednesday at  (4/24) at 3:00 PM EDT entitled STEM PBL in  Middle School.  This is being presented through BIE (BUCK Institute), who are leaders in PBL across the globe. Hope to see you there! I have been getting a lot of requests asking if I will make a visit to your school, organization, or conference. Please be aware that I am available to assist you in providing professional development and presentations. I have had the opportunity to network in person across the country and invite your inquiry at my booking information page and at mjgormans@gmail.com.

Promote Digital Citizenship… 10 Ideas For Rich Academic Student Discussion On the Internet

By Michael Gorman at  (http://21centuryedtech.wordpress.com)

You are perhaps aware that more and more classrooms are opening their doors to student discussion online. This happens in the virtual online classroom, but also in the blended classroom. As you might know, the blended classroom is one where students and teacher meet in a traditional school but use the internet to open the classroom walls to the community, region, country, and world. There are many services that provide student discussion forums that can facilitate student online interaction.  Some well known ones include, Edmodo, My Big Campus, and Moodle.

When using online discussions with student be sure to keep your point of emphasis aimed at the content standards, 21st century skills, while moving up Blooms higher levels. Questions can be convergent for formative purposes, but also divergent to promote inquiry. Remember that the use of multimedia can promote academic standards while facilitating real and meaningful discussion. The teacher should model proper digital citizenship, constantly monitor student communication, and also provide responses  to various discussion threads. Equally important, the teacher should be aware and follow the District AUP (Acceptable Use Policy) and any website terms of use.

When first joining the world of student online discussions it can be often noted that the student conversation is not always highly academic and sometimes lacks rigorous thought. After all,  students have already learned to digitally communicate using social media and they transfer this past practice to the academic classroom. It is important that teachers facilitate proper online communication while promoting digital citizenship. Through proper guidance and digital education any classroom can discover the rich and meaningful opportunities that an online discussion can provide. Please feel free to use these ten ideas below and share with others.

1. Keep discussions to Bloom’s higher level topics including creating, evaluating, and synthesizing.

2. Use discussion as a formative assessment for checking both individual and group understanding. This does not mean it always has to be graded for accuracy… but more as a way for the teacher to plan. Many times in this method, the question maybe lower on Blooms Scale to show remembering and understanding.

3. A discussion can be graded, although it maybe best to grade for participation. In this manner the teacher may post and then ask students to reply to teacher post with a requirement of so many sentences. There could also be a requirement to comment to stated number of  other student posts. When grading be specific on requirements.

4. A class discussion is not a emulation of social media, it is an academic forum. This should be stated in the discussion question until it becomes acceptable classroom practice. and culture. Some things to keep in mind are the following.

• Proper English grammar
• Complete sentences
• No use of text lingo (example; LOL”
• Any copy and pasted resources or reference should be at least cited by name and link
• Topic should be adhered to, no outside or side bar conversation
• Proper spelling of words
• Thoughts and ideas should be concise and to the point (do not ramble)
• When stating positives and agreements be specific as to reasoning… keep away from Yearbook type comments
• Exercise proper Digital Citizenship (see below)

5. Students should practice proper digital citizenship

• Empathy for others should be practiced with an understanding of  an individual’s writing before commenting
• No use of text lingo (example; LOL)
• Proper peer critique should be emphasized with an emphasis on caring (example… do not be critical, instead use I wonder statements)
• All comments should be academic (See above)
• Do not use personal identifying information
• No plagiarizing… give credit
• There should be no bullying or put downs

6. Mix up media in discussions… do not always have them text based. Use documents, PDF files, movies, music, sound files, Power Points, website links, and images to promote the standards and concepts.

7. Keep on topic… try to provide discussions that will support the standards and 21st skills that you wish to emphasize and that will be assessed.

8. Use a rubric if providing a discussion for understanding. Make sure your students are aware and use the rubric when making any comments or replies. Possibly include the 21st century skills of Communication, Critical Thinking, Collaboration, and Creativity. Do not try to include all, and break these skills down to individual components. Example… instead of Creativity use one component such as divergent thinking.

9. As a teacher be sure to model by practicing what is required, while also commenting on what students write.

10. Encourage students to create their own discussions so they begin to own the process.

Thank you for joining me and if you have an idea that you feel is imporatnt please leave a comment or pass it on to me in an email. I hope you found this information something you can use in your school and to share with other educators.  As always , I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on to someone who will benefit.   To ensure you do not miss a future valuable post or other resource covering PBL, Digital Curriculum, STEM, 21^st century learning, and technology integration please sign up for21centuryedtech by email or RSS. Have a great week… enjoy the Discussion! – Mike (http://21centuryedtech.wordpress.com/)

PBL Series: Driving Questions: Students Uncovering Content… Gateway To The Common Core Inquiry

Welcome to a series of posts devoted to the use of Project Based Learning. I know you will find new information… whether you are an experienced PBL user, or brand new. In this post I address the concept of “Driving Questions”  I know it is a read you will enjoy and share. I have even included some amazing links including some to the BUCK Institute (BIE). They are the international leader in promoting PBL.  To ensure you do not miss one of these valuable posts or other resources covering Web 2.0, STEM, 21^st century learning, and technology integration please sign up for 21centuryedtech by email or RSS. As always,  I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Quick Note – Quick Note – Please feel free to join me for a free webinar this Tuesday (4/09) at 8:00 PM EDT entitled Creativity in the Digital Classroom Hope to see you there! I have been getting a lot of requests asking if I will make a visit to your school, organization, or conference. Please be aware that I am available to assist you in providing professional development and presentations. I have had the opportunity to network in person across the country and invite your inquiry at my booking information page and at mjgormans@gmail.com.

Driving Questions: Uncovering Amazing Content Under Through Inquiry

I really like Diving Questions. In fact, I like them so much more then Essential Questions. You might ask why? I think it just might be my affection for the revised Bloom’s Taxonomy. You may remember that in the revision the different levels were changed into action. In fact, I strongly believe that learning is a verb and is based on action. Take away the word “Question” and Driving is a verb loaded with action. The word “Essential” standing alone is only a word devoted to describing… a colorful but inactive adjective.

Another reason I am fond of “Driving Questions” is that they allow students to work together in the amazing process of divergent thinking. As students bring this process around to identify answers and ideas that finally converge, they are suddenly back on the path to even higher order divergent thinking. It is amazing to watch students become aware that answers can bring on even more questions. Seems to me that it is a lot like moving up Bloom’s Taxonomy.

Of course, I believe that one of the intents of the common core is to provide students the opportunity to take part in real inquiry and research. If the question is Google-able then it probably is not deep inquiry. Now, using advanced Google skills to find answers that create more questions fits the bill for common core skills. Literacy that is built to comprehend, analyze, compare, contrast, and make meaning of nonfiction across the disciplines is essential. Take a look at portions of standards educators must facilitate with students. These really do sound like some great inquiry action that can be found on the super highway of Driving Questions.

• RI9 “Analyze a case in which two or more texts provide conflicting information on the same topic…”
• SL2“Analyze the purpose of information presented in diverse media and formats…”
• W9 “…Draw evidence from literary or informational text to support analysis, reflection, and research…”
• W7 “ Conduct short research projects to answer a question (including self generated question), drawing on several sources and generating additional focused questions that allow for multiple avenues of exploration…”
• W8“Gather relevant information from multiple print and digital sources, using search terms effectively…”
• W1 “…Support claims with logical reasoning and relevant evidence, using accurate, credible sources…”

You can find many of these related ideas at the Common Core State Standards Initiative linked here.

Last,  I like “Driving Questions because there are  so simple, that they can be difficult to construct. Let me explain. The Driving Question in Project Based learning is often the hardest concept to get across to teachers. Even after a workshop devoted to PBL… questions will come across my email asking for help in constructing and refining the Driving Question.

Writing The Driving Question For Student centered Learning In PBL

Why are driving questions so difficult? Perhaps it is the powerful and simple concept they ride upon in a world where teachers have been taught to use so much of their “educationese language” Educators must work at being aware of the important standards in their content area without blurting them out. It is at this point that educators come across that often talked about idea of of uncovering, not covering, the standards.  Educators are so often told to practice this methodology, but are seldom told how to do it.

This is the power of the Driving Question and its importance in PBL. The Driving Question must be simply stated so that students can uncover the content standards themselves. The Driving Question should not give away the contents standards which students may not really care about. It should engage the students and create wonderment through relevancy to their world. It should drive them to “uncover the standards” Through carefully planned PBL the teacher then facilitates this learning experience. The added bonus of building important 21^st century skills is a natural outcome. In order for students to “uncover the standards” they will need to communicate, collaborate, think critically, and provide creative thought.

Resource Links For Learning More About Driving Questions

Please feel free to explore the links below to even better understand the Driving Question. Also on the pages that follow you download the beginnings of my rubric for assessing your DQ. Any feedback you have would be appreciated. Enjoy the Tubric that was created from the awesome people at BIE. That’s right… it is a tube and a rubric designed to create Driving Question. You may even wish to look at the video.

• Article defining concepts of the Driving Question - http://www.jetspost.com/eportfolio/pbl/driving_questions.htm
• BIE and Driving Questions http://www.bie.org/diy/getting_started/writing_a_driving_question/
• Practice with Driving Questions http://pbl-online.org/driving_question/dqexplore/dqexplore1.html
• Take a look at this free Tubric and accompanying video from the institute that is the world leader in PBL… The BUCK Institute (BIE)
• Please feel free to look at my beginning efforts an article with rubric on Driving Questions.

Edutopia Links For DQ

The Right Way to Ask Questions in the Classroomposted by Ben Johnson
How to Write Effective Driving Questions for Project-Based Learningposted by Andrew Miller
How to Refine Driving Questions for Effective Project-Based Learningposted by Andrew Miller
New to PBL – Help with driving question!! Art + Math

Thank you for joining me in this PBL series on “Driving Questions”. I hope you found this formation something you can use in your school and to share with other educators.  As always , I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on to someone who will benefit.   Watch for other posts in this series!  To ensure you do not miss one of these valuable posts or other resources covering PBL, STEM, 21^st century learning, and technology integration please sign up for21centuryedtech by email or RSS. Have a great week… enjoy the Drive To Inquiry! – Mike (http://21centuryedtech.wordpress.com/)