Garfield High School 11th Grade
From Pblwiki
Garfield PBL 2009
The Lion's Roar
December edition Media:The_Lion's_Roar_no._3.pdf
October-November edition Media: The_Lion's_Roar_no._2 (2).pdf
September edition Media: The_Lion's_Roar_Final_9-09.pdf
Good Times in Bad Times
Contents |
Team Members
| Name | Subject | Link to Teacher Pages | ||
|---|---|---|---|---|
| Arlyn Hacket | Culinary Arts | |||
| Dan Peña | English | |||
| Camille Fowler | Biology |
Projects Past and Present
Our project is a collaboration between three teachers representing the biology, culinary arts, and language arts departments. Together our shared focus is to teach our students those skills necessary to pursue and obtain a career in hospitality, tourism, and recreation. With Good Times in Bad Times our students will have the opportunity to plan and work along side industry professionals to host the Thanksgiving at The Prado fundraiser. We will emphasize "green" and eco-friendly business practices such as sustainable seafood, eating and preparing locally produced foods, conservation, and energy efficiency.
Garfield 2009-2010 Good Times in Bad Times
Garfield '08-'09: Eating Words - Wording Eats
Curriculum Map
Project Journal
Summer Institute Update
Prompt: Beyond the project, how will your PBL Summer Institute experience impact your classroom during the 2009-2010 academic year?
The curriculum is the project. Once you’ve gotten that in your mind it’s difficult to think of any other approach to teaching. The Project Based Learning experience has produced a mindset for taking the students out of the classroom into the real world of work, research, development, creativity and problem solving. For us, everything we teach has to be identifiable as something a student can use in a possible career. When a student asks, “How will I ever use this in real life?” we have to commend the student for the question and then proceed to show the connection. Projects provide a sense of accomplishment that is meatier and more satisfying than seeing a grade on a test paper. Beyond this specific project we are defining our curriculum as a series of little projects that bring tangibility to learning.
Camille Fowler
Dan Peña
Arlyn Hackett
First Quarter Update
1. What challenges did you encounter while trying to launch the project?
• Student buy-in, motivation, and accountability have all been challenging. Living up to "the project is the curriculum" has also proved to be difficult.
2. How did you overcome the challenges?
• We are in the midst of resolving these challenges. As the date of the Prado draws near, stakeholders have a renewed sense of urgency. Preparation for the big day trumps all.
3. What revisions have you made to the project since the Summer Institute?
• We were overly ambitious in trying to include a large number of students in the project. We are working to a school-wide event. We need to move in that direction more slowly than we had imagined. We have scaled down this aspect of the project.
4. What is it like working with your PBL team?
• A project this size, with so many moving parts, would be impossible without a team effort. Working with the PBL team has been a godsend. Having a group of committed individuals pulling in the same direction is refreshing.
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
• The plan has not changed. We are still working towards the Prado. Many of the component lessons and subordinate activities have been modified.
6. How have the students responded to the project?
• The students are seeing more and more relevance as the Prado approaches.
Second Quarter Update
1. What are you doing to address the diverse needs of your students (differentiated instruction, learning styles, assessments)?
We are constantly modifying lesson plans and curriculum models to fit our diverse and ever-changing population.
2. Of the 6 A’s, which one has been the most challenging to incorporate into the project?
Active Exploration has been the hardest to incorporate.
2A. What are you doing to solve that challenge?
Since our project was done in November we are busy working on other projects that will give our students the opportunity to "actively explore" their interests. We are pursuing more "field-based activities" for our students.
3. What do students say has been the most difficult part of the project so far?
Our students would say that commitment and communication have been the most difficult aspects of the project. Some students had a difficult time committing to activities beyond the school day. Other students had trouble communicating what their desired role in the project should be.
4. As a team, what surprises have you encountered?
We were surprised by a number of students who stepped up and showed real leadership and dedication towards the project.
Third Quarter Update
Insert Blog Entry
Final Update
Teacher Reflection
Student Reflection
