21 st Century Educational Technology and Learning

November 9, 2023 · 7:00 am

Artificial Intelligence and Teacher/Educator Productivity with ChatGPT… 10 Real World Ideas!

Hello everyone! It is great to be back at the blog and have a chance to interact with my readers once again. As I present at HECC this week (November 9, 2023) in Indianapolis, Indiana I want to spend a moment bringing some wonderful ideas on AI and ChatGPT your way. Enjoy the read and please know you can contect me anytime at mjgormans@gmail.com or on my X(Twitter) Feed mjgormans. Perhaps you would like to see how I might provide more PD for your school, district, or organization. Please feeel to subscribe to this blog and share with others. Now… enjoy the read and the added AI! – Michael Gorman (21centuryedtech)

By now you have run into the idea of AI (Artificial Intelligence in education. It really is a simple concept. Artificial Intelligence (AI) is like having super-smart computers that can do things that normally only humans can do. It helps us by learning, solving problems, and making decisions, just like we do!

In education, AI can be helpful. It can make learning more personalized for each student. For example, it can figure out what each student needs help with and give them special lessons just for them. It can also give feedback on assignments and tests, like a virtual tutor. AI can understand and talk to us like a friend. It can help us with grading papers, learning new languages, and even do some of the boring administrative tasks like taking attendance.

By using AI, we can also look at lots of data to find patterns and understand how students are doing. This helps us figure out what works best in our teaching and how we can help students improve. Remember, AI is here to assist us, not replace us. It’s like having a really smart helper that makes teaching and learning more fun and effective!

Let’s drill down a little further and see how one AI application called ChatGPT can be used for educator productivity. ChatGPT is an advanced language model developed by OpenAI. It is designed to generate human-like text responses and engage in conversational interactions. ChatGPT can understand and generate responses to a wide range of topics, making it a versatile tool for various applications, including supporting teachers.

Here are a few ways ChatGPT can support teachers:

Answering Questions: Teachers often encounter numerous questions from students, and ChatGPT can provide quick and accurate answers to many of these queries. It can assist in explaining concepts, solving problems, clarifying doubts, or providing general information across different subjects and grade levels.
Planning Lessons: ChatGPT can assist in brainstorming and generating ideas for lesson plans. Teachers can provide a brief outline or specific topics they want to cover, and ChatGPT can suggest activities, resources, or strategies to enhance the learning experience for students.
Generating Learning Materials: Creating worksheets, quizzes, or assignments can be time-consuming for teachers. ChatGPT can help generate relevant and engaging learning materials based on specific requirements or topics. Teachers can specify the format, type of questions, or desired difficulty level, and ChatGPT can provide suitable content.
Language Learning Support: ChatGPT can be a valuable tool for language teachers. It can assist in practicing vocabulary, sentence construction, grammar rules, or even engage in conversational exercises. Students can interact with ChatGPT to improve their language skills in a more interactive and personalized manner.
Providing Feedback: When faced with a large number of assignments or essays to review, teachers can leverage ChatGPT to provide preliminary feedback. While human grading and feedback remain essential, ChatGPT can assist by offering suggestions for improvements, highlighting potential errors, or providing additional context.
Professional Development: Teachers can engage in professional development discussions with ChatGPT to explore new teaching methodologies, classroom management strategies, or to gain insights into educational research and best practices. It can act as a conversational partner, offering suggestions or resources to support their growth as educators.

What does this look like in the everyday world for teachers? Keep in mind that our focus is on teacher productivity and not student use. I thought asking ChatGPT to supply some real world examples for all of us might be a great way to show you the power of AI while also providing you some educational possibilities. Read through this response ChatGPT gave for the following question:

“What are ten ways of using ChatGPT for teacher productivity? Give four real world examples for each. Keep this in teacher friendly language.”

(As you read through the ideas supplied by ChatGPT, note that you can expand on ideas and thoughts with further prompts. This is called prompt engineering and this is where AI ends and our professional role expands even more)

ChatGPT Response:

Lesson planning assistance:
1. Real-world examples:
  1. Ask Chat GPT for ideas on engaging activities for teaching fractions.
  1. Seek suggestions for interactive resources to teach the water cycle.
  1. Request strategies to introduce Shakespearean plays to high school students.
  1. Inquire about differentiation techniques for teaching students with diverse learning styles.
Grading and feedback support:
1. Real-world examples:
  1. Ask Chat GPT to review and provide feedback on student essays or assignments.
  1. Seek guidance on creating a rubric for assessing science experiments.
  1. Request suggestions on providing constructive criticism while grading artwork.
  1. Inquire about effective ways to give feedback to students who struggle with spelling.
Personalized learning recommendations:
1. Real-world examples:
  1. Ask Chat GPT for online resources tailored to individual student needs in math.
  1. Seek book recommendations for advanced readers in elementary school.
  1. Request strategies for supporting English language learners in the classroom.
  1. Inquire about adaptive technology tools for students with special needs.
Classroom management strategies:
1. Real-world examples:
  1. Ask Chat GPT for ideas on fostering a positive classroom culture.
  1. Seek strategies for addressing conflicts among students during group work.
  1. Request tips for managing transitions between activities effectively.
  1. Inquire about techniques to promote active student engagement during lectures.
Professional development guidance:
1. Real-world examples:
  1. Ask Chat GPT for recommendations on educational conferences or workshops.
  1. Seek resources for staying updated on the latest teaching methodologies.
  1. Request suggestions for online courses or certifications to enhance teaching skills.
  1. Inquire about strategies for building a professional learning network (PLN).
Differentiation techniques:
1. Real-world examples:
  1. Ask Chat GPT for ideas on adapting a lesson for students with visual impairments.
  1. Seek strategies to differentiate instruction for gifted and talented students.
  1. Request approaches for supporting struggling readers in a mainstream classroom.
  1. Inquire about modifications for students with attention deficit hyperactivity disorder (ADHD).
Technology integration ideas:
1. Real-world examples:
  1. Ask Chat GPT for suggestions on using educational apps for teaching vocabulary.
  1. Seek recommendations on interactive whiteboard activities for teaching history.
  1. Request tips for incorporating video conferencing tools into remote instruction.
  1. Inquire about creative ways to use social media platforms for classroom engagement.
Parent communication strategies:
1. Real-world examples:
  1. Ask Chat GPT for tips on effective parent-teacher conference conversations.
  1. Seek suggestions for engaging parents in supporting homework completion.
  1. Request strategies for maintaining regular communication with busy parents.
  1. Inquire about techniques to address parental concerns or questions with empathy.
Time management techniques:
1. Real-world examples:
  1. Ask Chat GPT for suggestions on organizing and prioritizing daily tasks.
  1. Seek strategies for efficiently grading and providing timely feedback to students.
  1. Request tips for managing paperwork and administrative responsibilities.
  1. Inquire about techniques to balance lesson planning with personal life commitments.
Professional reflection and self-improvement:
1. Real-world examples:
  1. Ask Chat GPT for prompts to guide reflective journaling about classroom experiences.
  1. Seek recommendations on books or articles to deepen understanding of educational theories.
  1. Request strategies for setting professional goals and tracking progress.
  1. Inquire about ways to seek and incorporate student feedback for instructional improvement.

Remember, while Chat GPT can provide valuable insights and suggestions, it is important to use your professional judgment and adapt the information to suit your specific context and students’ needs. After-all you are the educator… your edits, and thoughts, and ideas are what separates the digital world of AI with the human, professional, and pedagogical practices found in education.

Reminder: You will also want to look at Terms of Use and Privacy Information of ChatGPT for your own knowledge. Keep in mind that the ideas provided are for educator use and not for classroom use by students. Also, remember that it is important to not put personal information into ChatGPT of either you, your students, peers, or others. You should also consult your districts AUP and administration for further guidance and expectations. At the time of this publication ChatGPT is free… please note this may change over time. This will be something you want to keep aware of. I wish you the very best on your AI journey!

Link to ChatGPT – https://chat.openai.com/auth/login

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April 30, 2022 · 12:30 am

Teacher Appreciation Week 2022…It’s True… I Teach Because I Can’t Do Anything Else!

“To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.” ― John Dewey

it is especially important this years to say… Happy 2022 Teacher Appreciation Week! The amazing work that teachers have been doing at meeting student needs has really been apparent during this past year. Keep in mind that educators have been doing this all along! As I extend my best wishes to all educators I wish to share with you one of my favorite annual postings. 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. Most of all, thanks for being one of those over 30,000 visitors a month and over 14,000 subscribers. I would appreciate it if you pass this special post on to others through email , your blog, school newsletter, or a retweet! Help me honor all of those amazing educators!

Sign up and retweet… – Mike Gorman (21centuryedtech)

Teacher Appreciation Week 2022…It’s True… I Teach Because I Can’t Do Anything Else! (21centuryedtech.wordpress.com)

OK, so it’s true! I have spent over 43 years in education because I cannot do anything else! Today, I travel around the country providing professional development involving all sorts of exciting educational possibilities. In those school districts I do my best to provide learning experiences for students and educators just as I have always done in the classroom. The idea of not being able to do anything else actually is something I have learned in the last ten years, 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! I would really appreciate you taking the time to share! Most of all enjoy the week and know that you are appreciated! – Mike Gorman

“To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.” ― John Dewey

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 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 enjoy even more 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 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 in becoming the very best at what they do! As I continue my journey I have expanded my teaching horizon and understand that a genuine educator, whether being a teacher, administrator, or educational leader, continue to teach and inspire others because they really can’t do anything else.

Historical Look – Both Political and Educational leaders started discussions for a day to honor our teachers in 1944. Finally in 1953, Eleanor Roosevelt persuaded the 81st Congress to proclaim National Teachers’ Day. Remember this is a day to not just recognize teachers of today… but all of those teachers that made such an impact in all of our educations.

Quick Notes – Opportunities and resources you may want to be aware of for Teacher Appreciation Week. Teacher Appreciation Week is May 2 – 6, 2022… the actual day is Tuesday, May 3, 2022. Let a teacher know… or if you are a teacher… how about a colleague or past teacher you had!

PTO Teacher Appreciation Resources – Popular ideas, pintables, clip art, and planning tools to help you celebrate your teachers in May (and all throughout the year).

7 Meaningful Ways to to Celebrate Teacher Appreciation Week – Take a look at these ideas and take a moment to recognize those special teachers.

Waterford.org – 50 ways to help celebrate teacher appreciation week.

National PTA – During Teacher Appreciation Month, we will honor them for going beyond the call of duty to make a positive impact on our children’s learning and development.

Donors Choose – Check out these donation possibilities that will help teachers as they help students.

Booking Info – Look for contact information at the Booking Site. I have a distance learning workshop and session entitled “STEM is a Verb”. In fact… the Workshop is also a Verb! I also have a new 1 hour workshop “Preparing for PBL”. It really promotes that 4C Classroom. Perhaps you wish to investigate PBL in the eLearning and Blended Classroom. These can also be built into a 1/2 day or full day session and are very interactive! Schools have loved it! Talk with me about your winter, spring and summer… or even fall planning for 2022. You can also contact me at mjgormans@gmail.com.

A big shout out to all educators on a very special week! 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)

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March 24, 2022 · 1:03 am

A Classroom Lesson Never Taught… Plus 20 Basketball Classroom Links for NCAA 2022

As you might know I am a big time fan of Project Based learning. In this post I provide a mix of educational ideas pressing full court toward the NCAA Basketball Tournament. I also have some great educational basketball lesson possibilities. Please enjoy and share this special story through a retweet or email. I am sure you will understand my thoughts in regards to PBL as defined by the PBLWorks BIE (BUCK Institute). Please let me share this special story and dream about educational transformation possibilities based on authenticity, relevance, and student centered learning. First, please take a moment to subscribe to this blog by RSS or email and join me on twitter at mjgormans .

Also, please explore my Booking Info. I would like to bring practical and affordable PBL, STEM, and Standards Based Technology Workshops to your school of conference. You see… we really must learn to put into practice some of the best lessons never taught! Have an exciting tournament and a wonderful week! – Mike Gorman (21centuryedtech)

A Classroom Lesson Never Taught : Welcome to my PBL Reflection… it really is a good read… but if you want the links right away… scroll down

It was twenty minutes before the first school bell would ring, signifying the beginning of another day of learning. Students were beginning to enter and fill the classroom. There was air of extreme excitement as the teacher looked from nook to corner. It was a typical room filled with students, desks, chairs, and a few computers. This morning seemed to be different from the others. The teacher stood perplexed, in awe of an amazing event that was beginning to unfold. Students were using computers and printers to produce what appeared to be a complicated worksheet. Some kids were on the floor while others were seated at tables eagerly filling the paper out! Their eyes were filled with inquiry and enthusiasm as they completed the graphical sheet from top to bottom! It was definitely a worksheet experience like no other the teacher had ever witnessed! Upon closer inspection the teacher realized the students had searched for and found the new NCAA Basketball Brackets.

The teacher watched students engaged in a true spirit of collaboration, as they learned from each other some interesting facts about various college teams. Geography was a main topic, as students discovered using Google Maps, the location of various universities. The teacher could hear students compare and contrast strengths and weakness of the various competitors, while others children used mathematics to perform some comparative scoring. There was a massive research symposium, as students looked on the internet to find out what the experts of the newly found science of “Bracketology” thought! Some students sought out other students ready to present their reasoning for their selections and amazingly showcased their persuasion skills. Any observer would have been amazed by the critical thinking, creativity, and reflections that the students were able to share. It appeared that that the students were in control of this very special time before education would begin. They had created their own learning experience before the bell rang. Their was engagement based on their interest in the real world. It was much like watching a game of neighborhood baseball long before the advent of sanctioned coaches, leagues and teams.

The twenty minutes were soon past as the bell rang, and announced yet another day of learning. The students obietiently put away their Brackets Papers, while the room came to a silent halt. Students left their collaborative groups and sat in their individual seats lined up in precision rows. They pulled out a worksheet, some only half filled out, assigned from the day before. The teacher initiated a well thought out lecture entitled ” Making Predictions Using Compare and Contrast”. As he described predictions as they have been made through observing math sequences, the students appeared to listen as they took notes. After all, this was an important standard to be repeated for a test. What a change the bell had made. The March of Madness was over. It was now a time to learn?

20 Basketball Links

Live Interactive Bracket – Watch the NCAA live interactive bracket for this year’s tournament. Note that this page also contains a printable bracket. Joining after season has started? Then download partially filled bracket… perhaps you need to start over!

NCAA Big Dance Basics – Take a look and get ideas from the STEM site eGFI. You will get hooked as your read their statement: “ From long-shot “Cinderella” teams to “field goal” averages, “giant killers” and “bracketology,” the NCAA Div. 1 men’s college basketball championship has generated a host of pet terms and traditions since it first tipped off in 1939”. This is a 2013 article …but still filled with great thoughts and ideas.

The Art of the Free Throw – It really is about STEM! Take a look at this eGFI article and video that really goes through the math and science of a free throw.

Basketball Physics – People have creating bracket to figure out who will be the best team in college basketball. With all this basketball on people’s minds, it’s a good time to look at some of the physics, math, and art behind the most exciting sport in March.

Science of Basketball – Basketball is considered the first sport that completely originated in the United States. It was invented in December of 1891 when Dr. James Naismith nailed up some peach baskets in a gym. Basketballs today are designed to bounce around the court and soar in an orange arc from your hands into the basket. But were they always like this? Why do they have those bumps on them?

Penny Basketball – A site that poses a lesson that involves penny basketball. Best of all, students learn how to make sense of the data they collect.

Basketball For Better Verse – This lesson from Education World provide students the opportunity to look at various basketball poems and the publish their own.

The Team at Home – Another lesson from Education World that allows students to locate an NCAA basketball tournament team on a map, research the relationship of the team’s name and mascot to the history and geography of the college. This is a great social studies lesson.

Who’s Number 1? Investigating the Math of Rankings – In this amazing lesson, students explore the use of quantitative ratings by examining how Division I college basketball teams are ranked, and how specific mathematical decisions can and do have significant consequences.

March Madness… Reading for information Lesson Plan – This is brought to you by Bright Hub Education. It contains a creative lesson plan that helps kids prepare for the reading proficiency test. It’s a great way to use the NCAA tournament to practice reading for information.

Thinking About The Future… A Poem of Possibilities – This resource from Read Write Think focuses on the poem “Ex-Basketball Player” by John Updike, analyzing the details and the format of the poem. From there students are then introduced to a writing assignment in which they write a poem about themselves in five years.

PBS Learning Media Basketball Lab – In this video from DragonflyTV, Jai and Jonathan investigate why some basketball shots go in and why others do not. They design an experiment involving three different players, all taking shots from the same position on a gym floor, and use a video camera to help them track and graph the arc of the shots as the ball approaches the hoop. Analysis of the collected data reveals that shots with a higher arc are successful more of the time.

Smithsonian March Madness – This is a wonderful exhibit from teh Smithsonian. Examine the multitude of March Madness articles.

James Naismith… Inventor of the Game of Basketball – This is another awesome activity from Read Write Think. Students look at the original rules of basketball, allowing a perfect opportunity for students to practice their expository reading and writing skills. Best of all, students end up with some their own innovation as they put together their own hand out to explain a game.

Should LeBron James Mow His Own Lawn? – Discover this lesson that explores absolute advantage, comparative advantage, specialization and trade with an example using professional basketball player LeBron James.

What were the Original Rules of Basketball? Compare/contrast them with current rules. What rules would you add/take away or change? Use this website for your research.

PBS Learning Media Basketball Lessons and Video – Take a look at these amazing basketball resources that are free from PBS Learning Media. You will find wondeful multimedia and ideas for your project!

Math In Basketball – This is a fantastic lesson plan from Get the Math. Using video segments and web interactives, students engage in an exploration of mathematics, specifically reasoning and sense making, to solve real world problems. Best of all, students focus on understanding the Big Ideas of Algebra: patterns, relationships, equivalence, and linearity.

PBL, Physics, Basketball, and Inquiring Minds – Check out this PBL unit with math and basketball.

Where Will it Go? – This is a lesson plan aimed at lower elementary allowing student prediction of where a ball will go when bounced. This is a perfect opportunity to use any ball… or perhaps a basketball?

Thanks for joining me on another reflection of 21st Century Learning! Please take a moment and follow me on Twitter (@mjgormans), I will return the favor and we will learn from one another. Again take a moment to subscribe this blog by email or RSS. Read below to see some upcoming articles and if you liked this article there is a button below for a retweet! As you follow the NCAA Basketball Tournament make sure the real winner is your facilitation of 21st century educational transformation! Put the kids in center court! – Mike

Booking Info – It is time to think about your school or conference needs. Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country in real person and virtually delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Look for contact information at the Booking Site.

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February 23, 2022 · 10:43 pm

STEM… STEAM… Tech… Makers: Connecting Project Based Learning (PBL)

Welcome to a post that brings STEM, STEAM, and Maker Space together with Project Based Learning and proper technology integration in the classroom. You will discover multiple free resources in this post along with some great ideas for finding student success. Before reading, please take a moment to subscribe by email or RSS and also give me a follow on Twitter at mjgormans. I promise you will find some great information coming your way in the posts that follow…So sign up now and please pass this on with a retweet. – Mike Gorman (https://21centuryedtech.wordpress.com/)

Booking Info – Please contact me (mjgormans@gmail.com) if you are interested in affordable and practical PD that can make an impact right away!. I do come to schools and conferences to share over 40 years of education experiences from my classroom and district office experience to working with hundreds of schools across the nation. I also teach a PBL Masters Class online at Wilkes University. My resume includes services for for ISTE, BIE (PBLWorks), Discovery Education, Wilkes, FETC, Alan November Consulting, and Tech and Learning Magazine. I provide independent consultation and professional development across the country both in person and online.

STEM, STEAM, Makers: Connecting Project Based Learning (PBL)

““Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material. ‎”– John Dewey

The above quote from John Dewey is one that often reminds me of the way STEM, PBL, and technology come together in a wonderful manner. STEM (or STEAM) includes those all-important content standards from the areas of science, technology, engineering, and math. While emphasizing these areas is important we must go beyond thinking of STEM content. In the first part of Dewey’s quote we explore the concept of arrangement in the idea of

“…. arrangement of subject matter which makes it most effective in use …”

How often are many of the STEM related subjects taught in isolation of other subject areas? Perhaps Algebra is better taught with Physics, or Geometry is included in an Engineering course of study. Think of how genuine meaning could be facilitated as connections are made between the content areas. In fact, there are so many other subject areas that could be used to magnify learning in the STEM areas including language arts, the fine arts, and social studies. Are our schools providing a delivery of subject matter that allows for this effective use during the course of a school day? Have schools streamlined their schedules to allow subjects to be connected allowing for increased productivity? It is important that we examine the arrangement of the STEM subjects in relationship to each other and the other important content areas. True STEM calls for educators to be intentional about this arrangement.

Let’s take a closer look at Dewey’s quote and his idea of a method. Note that he starts with the idea of a method in an arrangement, and then states,

“Never is method something outside of the material.”.

The idea of method reminds us that STEM must go beyond content. In fact, it must include effective processes for learning. STEM must go outside of learning isolated content, Instead, it must focus on content standards along with proper pedagogy. This requires going beyond STEM activities and simple inquiry. When working with STEM schools I often suggest that they investigate PBL (Project Based Learning) and include it as their pedagogy or process. PBL provides an important process and pedagogy that allows for the integrated delivery of this content. PBL provides students the important need to know and inquiry, which allows for higher level learning. Technology integration provides tools to drive this process. PBL also demands that students not just repeat, but also understand STEM concepts in depth while making relationships to real world applications. It is no longer acceptable to just find the answer to a math equation. Students must be able to apply their STEM skills to the real world. PBL, with its emphasis on authenticity, connections, inquiry, and process, is able to provide these disciplines a necessary pedagogy. It allows students to own their learning while promoting the inquiry of science, resourcefulness of technology, design principles found in engineering, and application of math.

As we look at the entire quote once again,

“Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material. ‎”,

it becomes evident that the influx of technology plays an important role. Keep in mind the role effective use of technology provides in facilitating the concept Dewey suggests in the concept of method, material, and arrangement of subject matter. Today’s technology provides both an opportunity for students to learn and inquire, as well as to produce, publish, and connect to the real world. It is the technology integration that provides the ability to amplify the content of STEM and the process of PBL. Through this amplification our students become engaged and can enter a flow, allowing for authentic and exciting learning opportunities. While the computer is important, one must think beyond the device! Imagine what John Dewey would do with all of the technological possibilities of today!

I do hope you can begin to see why we must go beyond the STEM content and understand how it relates to all subject areas. It must be integrated in a way that makes sense and is both productive and effective. STEM goes beyond concepts, theories, and factoids of information. It also goes beyond activities and inquiry experiences. It must contain a process that makes all of this understandable and comprehended while providing authentic learning experiences that connect to the real world. Educational use of technology must take it far beyond a land, passion, and adventure that Dewey may never have dreamed of. Follow me in the coming series as I explore resources that can help make this exciting journey of STEM learning possible. Explore the PBL based resources below and remember,

““Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material. ‎”– John Dewey

PBL Project Resources
BIE Tools – PBL Project Search – Here you will find a collection of 450 proven lesson plans to set any PBL desire into action. Look at the database but also click on the home tab to view the entire site.
Learning Reviews – This website claims to connect kids to learning on the web. It really connects kids to awesome, engaging, rigorous, and relevant projects. It points to numerous websites on the internet that house some great PBL possibilities. Be sure to check out all of the subjects and grade levels.
Here are more than 30 websites with free PBL examples, guidance, rubrics, and templates. To see project-based learning lessons sorted by subject go to:

Others

Project Foundry – Great collection of PBL resources, projects, and ideas
Edutopia –This link brings you to a wonderful PBL treasure chest of ideas, resources, and research.
High Tech High School– Selection of PBL projects from High Tech High in San Diego, California
Envision Schools Project Exchange – Collection of projects from Envision School
CIESE – There are a number of projects in the site, not all are active, but they do provide some great ideas.
iEarn – Another favorite based on UN Sustainability Goals. Take a look for collaboration ideas.
Take Action Science Project Blog – Follow this wonderful blogger on some great PBL ideas.
eGFI – An awesome STEM site filled with some great PBL ideas. Subscribe to the free newsletter.

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! – Michael Gorman (21centuryedtech)

Booking Info – Check out my Booking Page… Please contact me soon (mjgormans@gmail.com) if you have an interest. I am finding my calendar becoming full but still have some dates through 2022.

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January 23, 2022 · 2:47 pm

Project Based Learning Done Right … 10 Misconceptions: Plus… 10 Resources to Raise Your PBL Bar

I wanted to take a moment to share some of the thoughts I often hear from educators as I travel the country providing PBL Professional Development. I really believe it might be a helpful read for those wanting to make that PBL possibility in their school or district. Before continuing, I would appreciate having you take a moment to subscribe to this Blog by RSS or email and follow me at (mjgormans). Taking that moment ensures that we can continue to network, something that is very magical to me. Also, please share this post with others and even provide a re-tweet. Last, please check my Booking Page to see how I could be part of your school PD or Conference plans. I have some great posts coming your way involving PBL, STEM, Tech Integration and Makers. Most of all, thanks for being one of those over 30,000 visitors a month and over 14,000 subscribers. I would appreciate it if you pass this special post on to others through email , your blog, school newsletter, or a retweet! Help me honor all of those amazing educators!

Project Based Learning Done Right … 10 Misconceptions: Plus… 10 Resources to Raise the PBL Bar (https://21centuryedtech.wordpress.com/)

As I travel from state to state providing professional development in regards to Project Based Learning I see a confusion as to what Project Based Learning really is. Comments I constantly hear are phrases such as:

I already do PBL by incorporating a project at the end of the unit for learning.
I tried PBL and I just did not have time to cover the standards.
The problem with PBL is that projects cannot teach the standards.
My students just cannot get engaged in PBL.
I don’t think I can replace traditional teaching with PBL
PBL Projects last too long.
I cannot design cross-curricular projects because I only teach one subject.
I cannot fill my year with PBL
Our school does not have the technology to support PBL
PBL does not provide the rigor students need in order to be college/career ready.

These are all misconceptions in the area of Project Based Learning. Let’s take a look at these ten areas, and also how we as educators can use PBL as a vehicle for authentic student-centered learning. I am sure you will find the reading and resources valuable. Keep in mind that some resources go to PBLWorks which may require a free registration. You will be excited to explore all the resources in the PBLWorks Community.

I already do PBL by a project at the end of each unit for learning. – This might be the most common misconception that I hear. In this statement, we need to examine the definition of PBL. The pedagogy of PBL is exactly as is states, Project…. Based… Learning! The project is the foundation for the learning experience. This is quite a contrast to what I see as turning the letters of PBL around to LBP… Learning… Before… Projects. Please understand that while LBP has its place, such as learning reinforcement and performance/portfolio assessment, it is not PBL. The concept behind PBL is to have the learning occur throughout the project in a careful scaffolding manner. Through intentional and careful facilitation by the teacher, the project is used as the teaching/learning tool. Check out this video that explains scaffolding in PBL. Note how the planning for the project is front loaded, complete with project products, learning targets (standards), lessons, and assessment. It really does not require much additional planning, as it requires deliberate planning and design before the start of the project. A good starting place is to take a past project that might be closer to LBP and seeing how it might be re-engineered to become closer to real PBL.
I tried PBL and I just did not have time to cover the standards. – This is an understandable problem and can have for several reasons. First, if the teacher is involved in LBP (Learning Before Project) imagine the teaching time followed by students’ project construction time. In this scenario, it is very possible that time could run out. Second, please understand that with PBL teachers sometimes get very enthusiastic as students experience the inquiry process to uncover the standards. (Please note the difference between teachers covering and students uncovering.” This sometimes makes the project become larger than expected in either the planning stage or project stage. One PBL rule I always emphasize is that the project timeline should equal the number of standards taught. It is important that PBL when done right, is standards-based, including content and process skills. It is important that the teacher set a timeline and stay with it. While the pedagogy of PBL may take a little longer, remember to keep time in mind. Last, realize that not every unit has to be PBL based. In some math and even science areas, the content standards may actually be best delivered through PrBL (Problem Based Learning). The question is not as open and the process is somewhat abbreviated. Take a look at a look at possible differences here provided by John Larmer at BIE.
The problem with PBL is that projects cannot teach the standards. – This misconception once again comes from the idea of projects being completed after the learning. In PBL the lessons, learning targets, and assessment… all represent scaffolding inside the overall project. Standards go beyond learning to actual understanding, as students go through a cycle of learning. These experiences are student-centric with an emphasis on doing. John Dewey stated: “You can have facts without thinking but you can’t have thinking without facts”. The process skills, often referred to as the 4C’s or 21^st Century Skills, are not only facilitated… but are also assessed. Students experience authentic learning and understanding by the doing, already found in the verbs of most standards. A wonderful resource for the 21st-century skills can be found at P21, the Foundation for 21^st Century Learning. Last, keep in mind that the project really isn’t teaching, it is the teacher facilitating and guiding the learning opportunity that the project provides. I like to think of it as true student centered learning!
My students just cannot get engaged in PBL. – Just because students are taking part in a project, does not guarantee engagement. One way to make sure that PBL is effective is to study the Gold Elements as highlighted by the PBLWorks (BIE). You can read about them at this link. It is really only when a project contains all of these elements that a project becomes powerful. Perhaps the most important element in our students’ eyes is that of authenticity. It is important that students see the purpose of what they are doing, as they learn. One of the best areas to base a project on is to cross reference standards with local news and current events. It is also important that students own the learning, and PBL allows for this student ownership. A very first attempt on a project may also require some teacher critique and reflection. Last, culture is the foundation for effective PBL. It is important that teachers build a culture that includes relationship, caring, excitement along with an emphasis on process over product.
I don’t think I can replace traditional teaching with PBL – First, it is hard to define traditional teaching. As educators reflect they will see many things they have always done fit into the mapping of PBL. At the same time, there is still a need for a lecture or a really good story, perhaps after an exploration. Students still may have to read a chapter in a book or an article of their choosing. There is still a place for summative assessment that appears as a test or a performance task. This should follow important formative assessment, including even a possible quiz or checkup. Rubrics perhaps become even more important and student input could become invaluable. There is still a place for homework and it is inspiring to see students start asking for it, and even making their own as they get in the flow of a project. A teacher does not have to make up new ideas for projects. Learn how to adjust past projects and even explore ideas on the internet. Take a moment to check this database of projects from PBLWorks (BIE) to explore some more.
Projects in PBL last too long – This can actually be true! On the other hand, there is no rule that states that projects have to go week in and week out. They can actually be as short as a couple weeks depending on schedule set up. In fact, when starting out, I suggest that teachers begin their adventure with smaller projects. Watch for jumping into a project with too many ideas and the over planning that comes with this. Make sure that the project is based on standards and these standards are carefully aligned from the opening entry event to final assessment. Do not spend significantly more time on a project than might be used in the traditional delivery. If there is the temptation to grow the project, make sure that additional standards are part of the growth. Discover more about project length from Al Solis at this wonderful post on PBL timing.
I cannot design cross-curricular projects because I only teach one subject. – Keep in mind that PBL does not have to cross disciplines, nor does it require teaming. PBL can be part of a single subject classroom. In fact, I often suggest keeping it to one discipline for teachers first starting the PBL path. It is much easier since one can plan on their own and teaming does not have to occur. If possible and appropriate, it is always helpful to show some of the obvious connections to other disciplines and the outside world. If a group of teachers wants to cross curriculum it is important to make the cross meaningful. It is essential to realize the difference between Interdisciplinary and Trans-disciplinary Learning. Trans-disciplinary uses a PBL approach by providing a driving question that is answered through multidisciplinary studies. This is an amazing approach and a powerful final goal as schools reform pedagogy, learning spaces, and daily schedule. Take a look at this video from the University of Pittsburg to learn more about a Trans-disciplinary approach and why the question really is the center of the learning.. While it is important to make connections outside of one curriculum, as a teacher learns PBL this can be done within the constraints of a single classroom. As teachers become proficient with the process there will be a natural desire to take the next step as both an individual and a group of educators in a building.
I cannot fill my year with PBL – A year does not have to be filled with PBL, although lessons should begin to take on and reflect a few of the Gold Standards. There are some schools that are built on a total PBL culture, and because of that will have projects from the start to the finish of a school year. Read more about the New Tech Model which incorporates a whole school PBL approach. On the other hand, many schools have teachers practicing PBL and may not see this practice as “door to door” PBL all year. In a traditional school setting, I suggest teachers try possibly one or two projects the first year they try to extend their teaching into a PBL environment. It is important to take small steps and to not feel that these projects have to be large. It may take a while to feel comfortable in handing the control and responsibility of learning to the students. There may even be a need to check student understanding and learning through traditional means. Understand that students are also experiencing a change and could feel some frustration and uneasy feelings as they progress. As a classroom enters a PBL culture there will be a new understanding involving the learning that takes place, even if students are not part of a project every day. The individual elements of PBL (Gold Standards) will begin to take hold throughout the daily learning experience.
Our school does not have the technology to support PBL – I think it is important to define technology before going any further. Many educators think that the introduction of digital technology with computers and devices began the idea of technology integration in the classroom. We must all be reminded that technology represents the tools for doing! Students have been “doing” in various classrooms throughout and beyond the past one hundred years, and more! They have been using tools such as pencils, paint, markers, rulers, compasses, and so much more. If one looks at the era of Dewey it is apparent that PBL was being incorporated long before the first digital device. I often remind teachers that allowing students to make and create does not necessitate digital technology. What is necessary is for a teacher to understand that real learning and understanding demands that students be a part of an active learning experience where they have a sense of ownership. Keep in mind that today’s digital technology allows for an amplification of this learning experience. It promotes new possibilities and avenues never before available. With this in mind, it must be understood that rich and powerful PBL is, and always has been possible without digital technology. You can learn more at my past article in Tech & Learning Magazine linking four technology indicators to PBL.
PBL does not provide the rigor students need in order to be college/career ready. – From my experience, I have actually found the contrary. Rigor should not be defined as “more work”, but instead should involve work that incorporates deep and engaged learning opportunities. Often, true rigor can be difficult to incorporate without authenticity and true student buy-in. Watch students in a classroom that are truly in the “flow of learning” and you will also find rigor. With rigor comes perseverance, student self-regulation, passion, and a deeper understanding of the content. As students are engaged in projects, the never ending inquiry and the sense of creating and solving with a real purpose develops a culture that promotes a drive for success. Perhaps we also need to look at the idea of “College and Career” ready. I think it should be stated the opposite…. “Career and College” ready. If we start thinking of career possibilities, the important 21st-century skills become more apparent. PBL often allows students to discover their passion. This newly found passion will produce a rigor that drives and prepares students for next path, whether it be college or a different amazing post K12 experience. Take a moment to explore this article on rigor from Edutopia. As rigor is truly defined, one can see that PBL is a perfect fit

Once again you can see, it might just take a few tweaks to do PBL well! Enjoy the links and discover ways to connect even more to Project Based Learning. As you begin the process, take small steps. Projects do not have to go week in and week out. They can actually be just a week or two depending on your schedule. Keep in mind that PBL does not have to cross disciplines although trans-disciplinary projects can be powerful. A year does not have to be filled with PBL, although lessons should begin to take on and reflect a few of the PBL Gold Standards. Allowing students to do… demands the use of technology, although it does not have to be digital. PBL promotes student-centered learning, that allows for passion, which plants the seed for rigor. I will highlight some of these ideas plus more in some upcoming posts.

Booking Info – Check out my Booking Page… Please contact me soon (mjgormans@gmail.com) if you have an interest. I am finding my calendar becoming full but still have some dates through 2022.

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January 16, 2022 · 1:16 pm

PBL and Content … 15 Ideas To Make Sure Project Based Learning Supports The Curricular Standards

Welcome to 2022 and the start of some Project Based Learning posts I wish to bring your way. I believe that as we work on helping students understand the content standards, PBL provides teachers with the how. I do hope you enjoy this content driven article. 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 30,000 visitors a month and over 14,000 subscribers. Also, remember that I can come to your conference or school district and provide engaging authentic, practical, and purposeful professional development . See booking info and please contact me anytime at (mjgormans@gmail.com). Thanks so much. Michael Gorman (21centuryedtech).

Booking Info… Yes… I do come to schools and conferences to share over 40 years of education experiences from my classroom and district office experience to working with hundreds of schools across the nation. I also teach a PBL Masters Class online at Wilkes University. When not providing Services for BIE (PBLWorks), Discovery Education, Wilkes, FETC, Alan November Consulting, and Tech and Learning Magazine… I provide independent consultation and professional development across the country. Check out my Booking Page and email me at mjgormans@gmail.com

15 Ideas To Ensure That Project Based Learning Is Grounded In Content And Standards

It is important that Project Based Learning provides students with wonderful opportunities that allow them to take part in a culture focused on rich activities and experiences. It promotes those important 21st-century skills while balancing this acquisition with important content knowledge and standards. The lessons and activities are intentional, aligned, and mapped to curricular standards. The standards and skills are constantly assessed in a variety of ways involving numerous stakeholders. Most of all, there is an alignment between standards, skills, and assessment. By incorporating these indicators teachers are ensured that they have provided a project process that is built on standards and proper skill acquisition. The four areas that serve as indicators for grounding PBL in standards are below.

1. Curricular Content
2. 21st Century Skills
3. Formative and Summative Learning Opportunities
4. Intentional, Aligned, Varied, and Constant Assessment

In this post, I would like to focus on the curricular content and standards that are one of the foundations of PBL. As I travel the country I will often hear teachers state that there is not the time for PBL because of the demands of the curricular content and standards. I understand this concern and the sincere desire that amazing teachers have in trying to prepare students for a successful future. I do wonder about the difference between knowing standards and understanding standards, but I will save that for a future post.

First, I do agree that students do have the need to learn and understand base curriculum that focuses on important content standards. These are also those same skills that are many times tested on the standardized test, end of course assessment, and other high stake tests such as ACT, SAT, and AP. PBL, when done right, allows teachers to focus on and facilitate important content and standards. So what is PBL done right? Let’s take a moment to investigate and reflect.

I have heard many interpretations of Project Based Learning. Often I hear a description that suggests that the teacher delivers the content and students follow up with an inspiring and engaging cumulative project. While this involves student doing a project, it really is not PBL. I call this teaching and then having students do a project. Resources from BIE/BUCK (now PBLWorks) describe this as a “dessert project”. This comes from the idea that first there is the teaching… and then a sweet project for dessert. While this can be useful and can reinforce some learning, it is not truly Project Based Learning. In fact, I would like to give this practice its own acronym, LBP (Learning Before Projects). I can understand how we as educators might not have time for this encore or dessert style or approach. PBL, however, is not an afterthought!

In true Project Based Learning the project uncovers and facilitates the learning of significant content. In PBL, there is a balance of learning that occurs throughout the project’s duration. It is this combination that allows for quality and rigor while helping students see the connection of content to the real world. It is important to understand that the ongoing project itself, through careful teacher planning, must facilitate the learning. Furthermore, it is essential that a PBL unit is designed with proper scaffolding or mapping that includes both learning activities and effective ongoing assessment. In fact, some of these activities might actually be existing lessons that a teacher has always used. It is even possible and probable that part of the scaffold will include readings, lectures, and even a worksheet, although it is important to keep a balance using all of Bloom’s levels. While assessment is varied, there is nothing wrong with including a summative test. After all, our students will be facing these for awhile as they continue their educational careers. It is important to note that because the project is used as a base and point of reference throughout the learning, the element of time becomes much more productive than what might occur in LBP (Learning Before Projects). Through this process, the learning, understanding, and application of significant content standards will become an important outcome. PBL provides the rigor of learning new content along with the engagement apparent in a student-centered program based on deeper learning. The content becomes the “what” while PBL is the “how”. Below you will find twelve ideas to keep in mind in order to ensure that a PBL unit contains those important content standards.

The entry event or launch should show a relationship to the Driving/Investigative Question promoting a “need to know” of the standards and content.
The entry event serves as a link between student prior knowledge and what students are about to learn.
The Driving/Investigative Question should allow students to uncover the curriculum standards in a student friendly and understandable manner.
Student inquiry in the project allows for motivation, engagement and ownership of the learning and the standards. The inquiry allows for the cycle of learning in the project.
PBL shoud get students beyond the nouns in the standards allowing real life practice of those verbs that are also in the standards.
Any PBL planning sheets and activities for students should line up with the standards and content in the curricular area being studied and assessed.
The project should be ongoing and made up of activities and lessons that facilitate the learning of significant content.
Formative learning activities and assessments that teach and reinforce the significant content should be mapped and occur throughout the timeline of the project.
While innovative and student-centered learning is encouraged, the scaffolding of the project can still include traditional lecture, tests, and textbook readings that promote significant content. Yes… rich engaging lectures can be used!
The PBL map should include a wide range of Bloom’s levels and deeper learning opportunities. While digital technology can amplify the experience, it is not always necessary. This map should see alignment in standards, driving question, lessons and assessments, and most important… final product.
There should be rubrics developed that evaluate student learning outcomes and rubrics should be aligned with the significant content and student performance. Students and their peers should also be part of the evaluation process.
The final project should not only emphasize the content standard verbs (21st century skills) but should show the learning and understanding of significant content at he highest levels.
The final project should demonstrate student understanding and learning of the standards and content. At the same time it should provide an answer to the Driving /Investigative Question providing students the “why”.
Since learning is embedded throughout the project, consider the number of standards when determining the length of the project. There should be a balance and productivity in the learning experience.
Remind students the importance of learning about and understanding the content standards throughout the project. This can be facilitated by providing important formative and summative assessment that ensures accountability while connecting the learning to real life.

The acquisition of content knowledge that has been deemed important by society is one of the key functions of education. Project Based Learning honors this by immersing students in the important content standards while providing that needed foundation. In a world that is seeing content multiply at an exponential rate, it is also important to help students become seekers of knowledge and lifetime self-learners. Along with those additional 21st century skills, PBL provides the avenue to both build the content foundation while activating the natural ability to learn.

Thank you for joining me and I hope you found this information something you can use in your school and useful 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, 21st-century learning, and technology integration please sign up for 21centuryedtech by email or RSS. Have a great week… enjoy the Websites! – Mike (https://21centuryedtech.wordpress.com/

Booking Info – It is time to think about your school or conference needs. Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Check out my Booking Page. Please contact me soon if you have an interest. My 2019 calendar is filling fast. In fact, it might be time to begin thinking about next January and 2020! Look for contact information at the Booking Site.

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December 23, 2021 · 2:05 pm

Authentic Project Based Learning, Santa Believes in PBL… How about You?

Did you know that Santa believes in Project Based Learning? It’s true… in fact, I have worked quite hard at finding evidence that supports this conclusion. Upon further reflection, it occurred to me that not only does Santa believe in PBL, he practices many of its positive attributes at his workshop. By now you are thinking… what is this connection? Let me explain my reasoning by giving you an overview some of the essential elements in PBL. Of course, I will attempt to show you how I believe Santa has put these elements into his practice. Before continuing, I would appreciate having you take a moment to subscribe to this Blog by RSS or email and follow me at (mjgormans). Taking that moment ensures that we can continue to network, something that is very magical to me. Also, please share this post with others and even provide a re-tweet. Last, please check my Booking Page to see how I could be part of your school PD or Conference plans. May your holiday be filled with magic! – Mike Gorman (https://21centuryedtech.wordpress.com/)

Booking Info – Look for contact information at the Booking Site. I have a distance learning workshop and session entitled “STEM is a Verb”. In fact… the Workshop is also a Verb! I also have a new 1 hour workshop “Preparing for PBL”. It really promotes that 4C Classroom. Perhaps you wish to investigate PBL in the eLearning and Blended Classroom in another practical workshop. All of these and more can also be built into a 1/2 day or full day session, and are very interactive! Schools have loved it! Talk with me about your winter, spring and summer… or even fall planning for 2022. You can also contact me at mjgormans@gmail.com. Happy holidays!

Note – If you missed my Santa believes in teachers article… check it out here and share it!

Authentic Project Based Learning, Santa Believes in PBL… Do You? – Mike Gorman https://21centuryedtech.wordpress.com

It all started on a recent visit I had the pleasure of taking to the North Pole. It was actually a once in a lifetime experience, one that I will always remember. While I promised Santa I would not divulge secrets I discovered, he did hand me a manuscript and gave me a wink. I could see the amazing sparkle in his eyes as he waited for me to discover a power he was already aware of. I looked at the cover of this torn and faded, yet delightful looking, old book. I could tell it had been constantly used due to the lack of North Pole magical dust on its soon to be engaging pages. I spent the next few hours looking through a wonderful collection of written journals. This manuscript was entitled “The Santa Projects”. How did he know my yearning to learn more about projects? I then remembered that, of course, I was sitting in front of Santa. He probably had quite a database of everything I had ever dreamed of or desired from my very first teddy bear. Here was a compilation of all of the important projects ever done at this amazing place… at the top of the world. Here were the projects that Santa had brought to his entire staff in order to engage, motivate, educate, and provide means of collaboration and communication. The first project caught my eye. I couldn’t help but smile as I read each of Santa’s journal entries. Allow me to share one of his projects with you.

The Santa Projects –

Project Name – Mission Possible…. The Big Delivery

Need To Know – (An outstanding project is based on a student need to know. It is this desire that promotes engagement and excitement in children. It provides the motivation for learning significant content.) Santa Notes – It will be important to communicate with all of the elves and various staff my desire to travel the world in one night delivering toys to all of the good girls and boys. We will have a meeting, record everything in Santa Docs, based on what we will need to know to make this mission possible. As we answer these important questions I will mark them off our collaborative list. I anticipate a few questions such as, “Given that the earth is rotating… how many hours do we really have for our trip?”

The Driving Question – (The Driving Question is the key to any effective PBL project. This question must be direct and open a student-centric understanding of what is to be eventually accomplished and learned. While giving the students a sense of mission, it is proactive and open-ended.) Santa Notes – After working with various teams we have decided that a good driving question could be as follows: How can we devise a plan to deliver presents to all the good children in the world in one night? I know this will be exciting for the elves and I am sure the reindeer will be clamoring to get their hoofs into it. I am certain our journey to finding this answer will not only raise more questions but will also provide the rigor my staff thrives on.

Voice and Choice – (An effective project must allow for all students to have a voice and a choice. This might allow students to pick an area of study or may give a selection of various final products to demonstrate learning. This voice and choice allow the project to have individual meaning and relevance to each student.) Santa Notes – I must allow all of the workers at the North Pole to participate in a meaningful way while holding them accountable to the Driving Question. Who knows what contribution each group and individual might be able to come up with. In fact, I have already heard that my engineers are drawing a picture of a sleigh. Not sure I know why, but maybe I will learn from them.

21st Century Skills – (Students must be allowed to use skills that are authentic and provide real world opportunities. Teachers must provide learning opportunities and facilitate important skills including collaboration, communication, and critical thinking. It is important to also assess these skills as part of PBL.) Santa Notes – I plan to utilize team building activities to help facilitate project success. At the North Pole, we must realize that in order to pull off this miracle it will involve a collective wisdom from the entire crowd. We will use modern North Pole technology including Santa Docs, Twinkler, and Elfmodo to collaborate. In fact, I noticed the elves are already building a new system “The Magic Net”. It is supposed to connect the North Pole with the entire world of children’s desires. I am not sure why, but I am sure I will learn from them.

Inquiry and Innovation – A good PBL study will allow students to not just come up with answers… but also discover new and amazing questions. This will allow students to think outside the box as they remix, create, and innovate. It assures a final product that shows the learning that was acquired from the initial Driving Question.) Santa Notes – Everyone at the workshop is finding out that there is not an easy answer to our Driving Question. It seems we are getting more questions than answers right now. I have encouraged our staff to use Santapedia and NorthPoleOogle but they say it does not always give the answer… again more questions. I have told everyone to tinker… something they have experience with at the toy shop. They did come up with a new gift they called Tinkertoys which could be a hit. I had to get them back on track. Outside, I have noticed the reindeer jumping from the fir trees and one is even playing with a red light bulb. I know it seems very hectic… but I do feel we might be on to something.

Feedback and Revision – (Students must be allowed to obtain feedback through critiques from their teacher, peers, real world mentors, and themselves. Through this, students must learn to reflect and revise to create a better product as they travel a road of formative assessment.) Santa Notes – I am finding myself encouraging all my workers to reflect and critique themselves and others. This is can be more valuable than always using one of my NPARs (North Pole Assessment Rubrics). In fact, I saw the engineer and elves constantly critiquing each other on what they called OBETB (Operation Big Enough Toy Bag). Perhaps if I do a little check with one of my formative assessment rubrics I will find out what that is all about.

Public and Authentic Product – (Providing students with a public and authentic audience is crucial in the design of a good PBL learning unit. It brings meaning and provides motivation for a final product that represents the quality and rigor that should be expected. This audience can be face to face or could be virtual using the World Wide Web.) Santa Notes – I am so excited for the workers here at the North Pole. Tomorrow night they will be presenting their plan for Mission Possible…. The Big Delivery to a live audience of the North Pole Geographic Society, Magic Bag Engineers, Animal Aviator Experts, Portable Light Bulb Innovators, The Association of Sleigh Vehicle Workers, and NEXRAD. It will all be available on Santa Vision. Having all of these experts in the audience will ensure that all involved will take great pride in their work while demonstrating what they have learned and have now made possible. I am still puzzled as to why we have invited the Animal Aviator Experts and NEXRAD. Sound like a high flying idea!

Significant Content – (A PBL final outcome should provide evidence that students learned the required content set forth by curricular standards. While the 21st-century skills are important… they should complement and be used as tools for learning this content. The project is the process!) Santa Notes – Wow… while everyone has become better communicators, collaborators, and critical thinkers I see that the important concepts needed to make this project a success have become a reality. All of the workers, elves, and animals understand the important North Pole curricular concepts of magical engineering, animal aviation and linguistics, possibility planning, and bottomless bag technology. Most of all, they have discovered the wonderful skill of miracle manicuring. I really do believe in PBL!

As I was sitting in front of Santa there were two more elements that appeared before me like magic. I read the text as fast as it appeared. He looked at me as he winked and smiled… as if he was about to go up a chimney. I soon realized he had even been aware of some of the new ideas found in the new Gold Standards. Of course, he was aware! I continued to read with delight as I discovered even more amazing magic!

Reflection – (It is this process that demands the important skill of metacognition. It is not until a learner thinks about the learning… that real learning takes place. Educators must allow students time to reflect as they build their own understanding of important content and concepts.) Santa Notes – I have always enjoyed the work of John Dewey… after-all he was always on my good list. I encourage all the workers at the North Pole to reflect on what they learn while as they build and innovate on all the products at the workshop! It is amazing to see all the learning that takes place as we constantly create a wonderful experience for all the boys and girls throughout the world!

Authenticity – ( It is important that students have an authentic learning experience that is meaningful. Allowing students to make a difference to their surroundings and the world outside the classroom is essential. Education must be real and provide the students that important… so what… to learning.) Santa Notes – Authenticity might be one of the most important qualities we promote. After-all like PBL… the North Pole experience is about making it real!

As I handed this precious manuscript back to Santa, I thanked him for confirming my belief in how powerful a project can be. Upon my return, I continued to learn more about Project Based Learning and discovered the power it has for providing authentic and powerful learning experiences for students. This knowledge just might be the very best gift I ever received from Santa. I’m still smiling as I recall the other projects I read about in the wonderful book on my very special visit. Projects with names like the ones you find below.

I Can Get Down the Chimney… How Do I Get Up?
The Big Blizzard… Can We Find a Way to Light the Path?
Conquering the 24 Hour Cookies and Milk Dilemma!
Reindeer… Keeping their Minds to the Ground!
Making and Keeping It Real!

I hope you enjoyed this very special message that Santa shared with me. Please take a moment to share this post with other educators across the world. Please accept my present to you, which is another year of postings, by subscribing by email or RSS and follow me on Twitter (mjgormans). You will also find a treasure of resources covering 21st-century learning, STEM, PBL, and technology integration for the classroom. Again, take a moment to share this blog and even give it a re-tweet so that other educators can experience the magic of PBL. May you find the peace, joy, blessing, and magic of this very special season… and to all a good night! Mike Gorman (https://21centuryedtech.wordpress.com/)

Booking Info – Look for contact information at the Booking Site. I have a distance learning workshop and session entitled “STEM is a Verb”. In fact… the Workshop is also a Verb! i also have a new 1 hour workshop “Preparing for PBL”. It really promotes that 4C Classroom. Perhaps you wish to investigate PBL in the eLearning and Blended Classroom. These can also be builts into a 1/2 day or full day session and are very interactive! Schools have loved it! Talk with me about your winter, spring and summer… or even fall planning for 2022. You can also contact me at mjgormans@gmail.com. Happy holidays!

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December 9, 2021 · 4:05 pm

Ten Reasons Why Teachers Must Be Magic… A Very Special Letter From Santa in 2021!

Welcome to a very magical entry… one that has been a traditional post each holiday season. It is a time of year that I wish to express my gratitude to those wonderful educators that have welcomed me at their schools, webinars, and conferences and also join me at this blog and on twitter through out the year. This past year the magic has really come alive. It has been unbievable what teachers have done for theri students!. Keep in mind Santa does believe.

I would like to share with all of you a very special letter I found under my Christmas Tree many Christmas Eves ago. I have made it a practice to put it away, until just a few weeks before Christmas each year, with the idea of sharing it with educators across the world! Please take a moment to read this very special letter from Santa! He takes a moment to describe the magic that you as an educator make happen every day! While you are at it, I would appreciate that you take a moment to subscribe to this Blog and follow me at on Twitter at (mjgormans). Also, please take just a moment to share this letter by providing a retweet, and feel to copy and distribute (please give reference). In this way you can help spread the magic! My next seasonal post is… PBL at the North Pole. May your holidays be filled with magic! – Mike Gorman (https://21centuryedtech.wordpress.com/)

Booking Info – Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Check out my Booking Page . I have some powerful online interactive workshops and webinars that can be used to engage learning in this new environment. Email me and we can talk about a powerful interactive online workshop for educators that models blended learning best practices. Thanks so much. Michael Gorman (mjgormans@gmail.com).

Ten Reasons Why Teachers Must Be Magic… A Very Special Letter From Santa!…. by Michael Gorman (https://21centuryedtech.wordpress.com) ….Twitter (mjgormans)

Dear Teachers,

I have been meaning to write this letter for a long time! It is a letter that I feel is long overdue and with the elves getting all ready for my long ride, I finally found the time! I have been watching teachers for many years and I am amazed at the work they do. I have come to a conclusion that the teaching profession, like my own, must be filled with bits of magic! Please let me provide ten statements of evidence for my belief.

1. I travel the world one night of the year visiting all the boys and girls of the world. The teaching profession works with every boy and girl all year long. This equates to each teacher fulfilling educational needs for 30 – 200 children each and every school day. Seems like magic to me!

2. I deliver presents to all the boys and girls. From my Toy Repair Shop statistics I find many of these gifts are broken or no longer garner a child’s interest within months! Yet teachers find inner gifts in every child. Teachers nurture these inner gifts until they develop into true presents that will last a lifetime. These kinds of gifts sure seem like magic to me!

3. I keep my naughty and nice list for every child. Some people believe this job is pretty amazing! Yet when I look at the teaching profession, teachers provide a constant evaluation of all their students! Their list covers all the aspects of developing and learning which they report to children’s parents and to the children themselves! This evaluation is based on a wide variety of observations, data, and student performance. Teachers will then use this list to help improve each and every student! Wow, keeping track of every student’s ability and prescribing ways to be successful must really be magic!

4. I leave presents to students who are on the nice list and who believe in me. Teachers work with all children because they believe in every student. Teachers continue to do so, even when students stop believing in the educational system’s ability to help them achieve. That type of persistence has got to be magic!

5. I have operated my workshop using the same technology for hundreds of years and it has worked for me. Then again, I work with children when they are asleep, delivering presents in my own way. Teachers work with children when they are awake and they have spent time learning how to engage children using googles, blogs, phlogs, glogs, prezis, and all these other words I really don’t know! Being able to teach, transform, and accommodate for this new digital generation must really be magic!

6. I have made it a practice to leave coal behind for children who do not make my good list! It seems every year the same children always get the coal. Teachers refuse to leave coal, in fact, they are working hard at leaving no child behind. To work towards a goal of leaving no child behind is a true act of magic!

7. I read the news and I am always so thankful to read all the nice articles about my work. It really does provide me with motivation to keep up my vocation. I read news articles about the education profession and it seems that most articles are unsupportive. Yet, teachers keep working hard at providing success for their students! These teachers must be operating on a little bit of magic!

8. I have thousands of elves, of course the reindeer, and the community of the entire North Pole to assist me. Teachers work every day, many times by themselves, as they provide new opportunities for their students! Carrying that load alone must be much heavier than my bag of toys. It must really be magic!

9. I receive many a thank you and millions of pictures of happy faces as children open their presents each year. Teachers don’t always get a thank you, or may never see the present get eventually opened. When they do, appreciation may come from decades later! A thank you that appears after many years must be the result of pure magic!

10. I discovered a light in Rudolph brightens up a dark, foggy, or snowy night so that I can deliver joy to all the children across the world. Teachers provide the light that brightens our world in both the darkest night and brightest day! It is the light of learning and knowledge! The ability to keep that light burning bright must take a quite a bit of magic!

You see, I have found that magic does not come easily! It is made possible only by those who work hard and keep believing, and seek what they know is possible! As you can see, there must be a great deal of magic in the education profession! Please continue to keep this magic alive and know that you are all on my good list! After all, I had to learn all that I do from somewhere! So from across the years I know I have many teachers to thank! Last, to all teachers across the world… I really do believe in you!

Thanks for all the magic,

Santa

I hope you enjoyed this very special message from Santa. Please take a moment to share this letter with other educators across the world. Please take the time to provide others this magival message from Santa. It will truly help bring out the magic in our profession! Please accept my present to you, which is another year of postings by subscribing and following me on Twitter (mjgormans). Think about contacting me (Booking Info) to see how I might fit into your conference or school PD plans. (mjgormans@gmail.com)! Again, take a moment to share this blog and even give it a re-tweet so that other educators can experience the magic. Next post… PBL at the North Pole (subscribe now) ! May you find the peace, joy, blessing, and magic of this very special season… and to all a good night! – Mike Gorman (21centuryedtech.wordpress.com)

Booking Info – Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Check out my Booking Page . I have some powerful online interactive workshops and webinars that can be used to engage learning in this new environment. Eamil we and we can talk about a powerful interactive online workshop for educators that models blended learning best practices. Thanks so much. Michael Gorman (mjgormans@gmail.com).

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September 23, 2021 · 10:27 am

Part 2: A Goldmine For Computational Thinking: Over 50 Resources To Teach CT Across The Curriculum

Welcome to Part Two on this series based on Computation Thinking. This second post provides a goldmine of resources to get you started with your students. In the prior post I provided 10 ideas to promote Computational Thinking across the curriculum. You will not want to miss it! 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 Deeper Learning. Most of all, thanks for being one of those over 30,000 visitors a month and over 14,000 subscribers. Also, remember that I can come to your conference or school district and provide engaging authentic, practical, and purposeful professional development . Please note I will be at FETC21 Orlando (January) supporting teachers in PBL and more. See booking info and please contact me anytime at (mjgormans@gmail.com). Thanks so much. Michael Gorman (21centuryedtech).

Part 2: A Goldmine For Computational Thinking: Over 50 Resources To Teach CT Across The Curriculum

The goal of computational thinking is really about getting students to use computer type thinking to solve real world problems. So often we are the users of algorithms, but rarely are we creating them. Facilitating this skill for our students will allow them to innovate, understand, and find purpose. Most of all they will be equiped to fast a world which is constatnly changing. It is from the book The power of Computational Thinking by Paul Curzon and Peter W McOwan we find the following quote:

“The beauty of Algorithms is that steps can be followed without those involved having any idea of what they are doing and why”

I can personally relate with this quote. I found myself many times in school following algorithms of which I had no idea for their meaning. I did pass the ACT because I had answers for which I had no understanding of. We as educators must go that next step, providing students a way to problem sovle and come up with algoritms that provide the solutions.

For this reason, I provide to you some resources I hope you will find valuable. Keep in mind that Computational Thinking can use devices, robots, and computers to support learning. It also is valuable to do some “unplugged” activities that allow students to dive deep into their own thinking leaving the digital object to the side. I have tried to provide resources that support both. Last, the ability to understand the workings of a computer is only half of the algorithm. Keep in mind that human element. How do we find a way to use the power and speed of the computer along with the comprehension and metacognitive ability of the human mind? Enjoy the quote and resources that follow.

“The computer is incredibly fast, accurate, and stupid. Man is incredibily slow, inaccurate, and brilliant. The marriage of the two is a force beyond calculations” – Leo Cherne

Main Site Computational Thinking Resources:

Puzzles for Computational Thinking

Articles, Inormation, Ideas

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September 2, 2021 · 9:54 pm

Part 1: Computational Thinking: 10 Ways To Promote

Welcome to part one on this series based on Computation Thinking. This first post will provide the “what” along with some steps to promote this important practice. The second post will provide a goldmine of resources to get you started with your students. You will not want to miss it! 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 30,000 visitors a month and over 14,000 subscribers. Also, remember that you can contact me for professional development at your school or conference. I have traveled the country bring affordable and practical PD to educators. You can contact me at (mjgormans@gmail.com). Thanks so much. Michael Gorman (21centuryedtech).

Part 1: Computational Thinking: 10 Ways To Promote – Michael Gorman

As you might know, I believe all transformative practices must be based in the standards. These standards must include both content and process standards (4C’s). Too often, I see wonderful activities that engages students… but also see important standards that could have been made authentic to students through deliberate metacognition engaging the mind and the heart.

In this post, I would like to review a thinking processes that can be applied across the curriculum providing a process for authentic understanding of standards. The cognitive process I am referring to is Computational Thinking (CT). This type of thinking is important not just in high stake testing, but also success in that world after school. Perhaps you have come across the idea of computational thinking in education. The best way to describe computational thinking is to look at the way a computer thinks… or at least runs a program. This is actually the most important concept a student learns through coding and developing computer programs. We must keep in mind that it is not the coding that is important… but the thinking process. After all… one can use a computer, but not actually use computational thinking skills. This is the primary reason for learning a computer language, after-all the specific languages will transform and change. The thought process will not.

So, what is this skill set found in Computational Thinking? They are best described as the important steps taken to solve a problem and come up with a solution. As you read these steps think about your own curriculum. Where do you want your students to use computational thinking skills?

Decomposition – This involves the ability for students to look at a problem. and through careful observation students break down a problem or system into smaller, more manageable parts.
Pattern recognition – Now that the problem is broken down students must look for similarities among and within the problem. What patterns can be seen and what does this mean?
Abstraction – At this stage students begin focusing on the valuable information only, ignoring irrelevant detail. It really is time to look at the specific trees while blurring the forest. While determining what is important… how does this relate to a possible solution?
Algorithms – At this point students should be able to develop a step-by-step solution to the problem. They maybe able to also identify rules and procedures to solve the problem

As you can see these abilities are an important part of critical thinking. They allow us to use our human ability to go beyond the computer program. We have long used subroutines of thinking in class such as determining reasons for a civilization’s decline, the twists in a story, the answer to a math story problem, or the use of a dichotomous key. In past practice, we as the teacher often provide the steps necessary to find the answer. What would happen if our students created the algorithm itself, at least part of the time? How might we assess them in this style of thinking that provides deeper understanding. What if our hour of code turned into solving a real problem? What if we brought a Makers Culture into the classroom and facilitated and assessed computational thinking while emphasizing authentic and real understanding of the standards?

“We can have facts without thinking but we cannot have thinking without facts” – John Dewey

I believe John Dewey said it best with the above quote. We must provide our students opportunities to critically think. We must assess them, and they must assess themselves. We must go beyond engaging activities for the sake of engagement. We must engage the mind! As Dewy reminds us, providing students the opportunity to think about and do something with content is what real learning is all about. Best of all, a new and real understanding will be achieved that no standardized test can stand in the way of.

Ten Ideas to Expand Computational Thinking in your Classroom

Take time to embrace the verbs in the standards… doing is learning.
Facilitate and assess the 4C’s… assessment should be by teacher, peers, self, and mentors.
Encourage metacognition and the “Habits of Mind”. We must have moments that we think about thinking.
Promote and assess collaboration as it expands and enriches the understanding of all involved. Realize that this is a foundation for critical thinking.
Embrace, demand, and facilitate rigorous and continuous inquiry.
Think Webb’s DOK and upper Blooms and make sure it is a part of a high percentage of lessons.
Remind students…. algorithms are steps that anyone can follow, not as many understand them and even fewer could write one. They must become the creators of algorithms.
Support students making and using computational thinking to expand standards while connecting to real world and other disciplines.
Support standards by aligning and assessing through student making and thinking.
Provide students important content connected with thinking,,, plus doing and making. With the doing comes computational thinking!

In the next post, I will provide you with a Gold Mine of resources to further investigate Computational Thinking. Please take the time to visit and learn.

Booking Info – Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have delivered hundreds of workshops and presentations. Check out my Booking Page . I have some powerful online interactive workshops and webinars that can be used to engage learning in this new environment. Thanks so much. Michael Gorman (mjgormans@gmail.com).