B  E  L  I  E  V  E


FEBRUARY 26, 2020




  • Standards- Deconstruction
  • Backwards design-
  • Assessment measure mastery
  • DOK Levels
  • Cornerstone Skills
  • Design- Voice and choice
  • Always bring Data & student work



  • PBL does not always have to cover an extended period of time, it can be a one lesson session



  • PBL should not be an event – as that approach needs to be embedded in our regular lessons as that is just “good teaching practices”
  • Be sure and bring your lesson plans today so we can see how we could turn a lesson into a mini-PBL.
  • Let’s have a Pulse Check on progress on your PBL due next month- do you need support?


  • Anything can be a PBL -PART 2
    • Materials- Lesson plans, computer, texts or references
    • Today you can choose a lesson and we will create ways to move it to a PBL
    • Working in pairs, have each pair take one of your lessons to analyze and reflect
    • Bouncing ideas off one another-come up with a strategy to make that lesson a mini-PBL
    • Individually write down how you would teach the mini-PBL
    • Return to pairs, and share your lesson ideas for a mini-PBL
    • Polish your lesson.
    • Share your mini-PBL with the group
    • Tell how more lessons can be moved to higher order in this manner
    • Reflect on the role of a mini-PBL in your classes
  • Where are you with your mini-PBL to share at our March 25th meeting?


  • October 1, 2019
  • October 23, 2019
  • December 11, 2019
  • January 29, 2020
  • February 26, 2020
  • March 25, 2020
  • April 29,2020



A few points on all PBL learning:

First THINK:

  • What standards are you addressing?
  • What does the data say about their entering behavior?
  • How will you know when they master it?- how to assess?
  • What activities can students do that will help them master the standard?
  • How can you facilitate the learning?

Next DESIGN your lesson / PBL

  • Have a strong driving question
  • Have supporting Essential Questions already developed ahead of time
  • Hone your questioning techniques
  • Look to incorporate multiple content areas / cross-curricular
  • Always list ALL the skills that are embedded in the PBL (no matter how big or small it is), remember primary, secondary and tertiary skills along with cornerstone, life/career and content skills
  • Think about the process.  Consider the process we went through at our last meeting with the Foreign Currency activity.  One of the things I want you to consider pushing with the teachers is having students generate questions. Often teachers are too quick to look for answers and the same hold true for our students- they look to come up with answers as opposed to considering the importance of the questions
  • Look over the templates we have used to guide your work as you design the lesson.

Writing is our norm

  • Think of how you can incorporate WRITING into your lessons– including your PBLs…
  • Use the SRSD / TIDE initiative to get proper writing skills to become our norm



  • Our goal is to begin to embed “PBL=Style” activities in our daily lessons.
  • On our March 25th SUCCESS day -you are asked to bring an example of a mini-PBL that you have completed in your classes. Include all the components of a PBL in this, along with assessment tools, rubrics, student work samples, etc.   This mini-PBL can have the overarching school-wide theme of going green, conservation, recycling, etc.
  • IF you need support contact George- (call/text- 304-673-8634)