Learning to "Hustle"
Published on Nov 22, 2015
Implementation plan and tips for the project based learning unit - "The Lemonade Hustle"
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PRESENTATION OUTLINE
Learning to "Hustle"
Implementation plan and tips for "The Lemonade Hustle"
Inspiration (The Why)
- Why statistics?
- Why Excel (or spreadsheets)
- Why PBL?
- Timeline: several weeks, a couple months before
Why statistics?
Sit down with team and look at the course pacing guide to see that statistical analysis and thought is in your course standards, and you're probably not addressing them as you need to.
Even as a math teacher - which do you use more in your day to day work, Algebra, or Statistics?
Why Excel?
If you've never had to use Excel, you've maybe never really USED Excel. The eye-opener for me was a field-trip type experience where I saw EVERY WORKSTATION at a large energy utility running Excel for a few different purposes. Bringing in a professional via video-conferencing or real life will be good for your team to get a broader scope of why your students need it
Why PBL?
Jumping into project based learning is a leap that is best embarked upon with a friend (or two or three), and requires some faith in the mission to carry you through some of the fear.
Showing the "Why PBL" video from Buck Institute is a good opener, and encouraging a twitter search of "#pblchat" will give teachers "role models" to look to and more training resources
Sit down with team and look at the course pacing guide to see that statistical analysis and thought is in your course standards, and you're probably not addressing them as you need to.
Even as a math teacher - which do you use more in your day to day work, Algebra, or Statistics?
Why Excel?
If you've never had to use Excel, you've maybe never really USED Excel. The eye-opener for me was a field-trip type experience where I saw EVERY WORKSTATION at a large energy utility running Excel for a few different purposes. Bringing in a professional via video-conferencing or real life will be good for your team to get a broader scope of why your students need it
Why PBL?
Jumping into project based learning is a leap that is best embarked upon with a friend (or two or three), and requires some faith in the mission to carry you through some of the fear.
Showing the "Why PBL" video from Buck Institute is a good opener, and encouraging a twitter search of "#pblchat" will give teachers "role models" to look to and more training resources
Photo by cesarharada.com
Perspiration (The Groundwork)
- Playing the game
- Using the template
- Learning JUST before/with the students
- Developing formative assessments
- Timeline: weeks before an ongoing
This ins and outs of this project were really hashed out while we played the game and then attempted to recreate in Excel what we thought we wanted to ask of our students.
You don't need an expert knowledge of Excel or business terms, but you need a working definition for yourself so you can explain the concept to kids and support special-needs learners in performing to your accomodations.
Its strongly encouraged that teachers view the Excel tutorial YouTube playlist before students encounter the problems.
You don't need an expert knowledge of Excel or business terms, but you need a working definition for yourself so you can explain the concept to kids and support special-needs learners in performing to your accomodations.
Its strongly encouraged that teachers view the Excel tutorial YouTube playlist before students encounter the problems.
Photo by sciencesque
Collaboration (The What Now)
- Anticipating hang-ups and questions
- Developing new tools as needed (Using formative data to identify areas for intervention)
- Inter and intrapersonal reflection
- Revision for next iteration (data and experience)
- Timeline: ongoing and after learning
REFLECTION, REFLECTION, REFLECTION!
This project got better and better the more we shared our thoughts opening about what was and was not working.
When we noticed students were struggling in knowing EXACTLY what was expected of them, we took time to refine job expectations and the scoring rubric.
"What did WE do well/can do different?"
"What did I do well/can do different?"
This project got better and better the more we shared our thoughts opening about what was and was not working.
When we noticed students were struggling in knowing EXACTLY what was expected of them, we took time to refine job expectations and the scoring rubric.
"What did WE do well/can do different?"
"What did I do well/can do different?"
Photo by 'PixelPlacebo'
OTHER CONSIDERATIONS
- GAFE vs MS Office
- Is paper okay?
- Tech standards vs content standards
- How will you differentiate this work? (tech skills, soft skills
I was planning all along when I was leading the writing of this project to use GAFE for the spreadsheet and doc collaboration amongst the teams, but my co-teachers ended up using Office b/c that's where they were comfortable in leading the students
Sometimes, paper is best for the job - when students are uncomfortable in content, lend comfort in tool
some students walked away from this project w/o mastering content standards, but blamed technology on their failure. tech skills are important, but your JOB is teaching the math
Sorting out group work w/ a bevy of absences is where GAFE really wins this project (or any long-term project) wasted days from "_____ isn't here and has the file" will KILL the momentum
Sometimes, paper is best for the job - when students are uncomfortable in content, lend comfort in tool
some students walked away from this project w/o mastering content standards, but blamed technology on their failure. tech skills are important, but your JOB is teaching the math
Sorting out group work w/ a bevy of absences is where GAFE really wins this project (or any long-term project) wasted days from "_____ isn't here and has the file" will KILL the momentum
Photo by amira_a
