9 Hooks and 6 Powerful Ways to Deliver Them for a Bulls-Eye PBL Launch

10 03 2016

It’s an educational holy grail to have a classroom full of engaged students, telling us what they want to study and hitting all the marks that we know they need to in order to be ready for their futures. We dream of being able to walking a classroom where we ask, “Hey y’all! What do you want to learn this semester?” and we’re met with a clamor of student-generated thoughts and ideas coming straight from the students’ passions! And lo and behold, those thoughts and ideas all have perfect handles on which we would then hang our Social Studies and Science and Math, and Reading, and Writing and … standards! Wow! What a wonderful world this would be.

*snap back to reality*

Does this ever really happen? Is there such a magical, captivating classroom? A splendid and supernatural school?

"What do you know?" hook

“What do you know?” hook

Actually, yes, I think this — or a very close approximation — can and does happen in pockets around the US. But is it the norm? Can we expect it to ever be the norm? Weeellll…we can hope, but I’m not sure we can expect it to be happening in every classroom with every teacher any time soon.

So then if you’re a normal teacher who teaches normal kids (whatever that means) and especially if you’re new to PBL, you know you aren’t going to just hand them your challenge. You know we want to grab their attentions first to warm them up to the challenge or question ahead. And that means that you’re going to want to kickstart your PBL units at first. And yes, these units might also have to smell a little bit like school in places because if you’re normal, you probably have certain academic standards and expectations to uphold in your classroom, right? Yep. Me too.

A question I get from teachers is how to vary those kickstarts, or PBL launches, those moments where we hook the kids’ interests; where we create a story, scenario, challenge, or question that begs to be answered. We want a variety of ways to grab kids’ attention and there’s no better way to figure out what hooks our kids than to look at the media that grabs them daily. Consider their sense of humor. Consider what makes their eyes wide and jaws drop. Consider what evokes various emotions. The one thing you will learn by varying your launches is what makes your kids — and may kids of that age group — get excited. What a wonderful opportunity and a powerful tool for any teacher to have in her pocket.

Below I’ve outlined 9 types of dynamic launches, 6 powerful ways to deliver that compelling launch, and a handful of pro-tips to remember when setting up your launch for your kids.

Questions that lead to a powerful hook:

  1. Is it a movie or video game trailer that shows some exciting action?
  2. Is it a trailer that provides some intriguing scenario or question that we just have to dig into?
  3. Is it a story that pulls at our hearts?
  4. Is it a story that leaves a piece of the puzzle unsolved?
  5. Is it a challenge handed to us from some outside person or entity?
  6. Is someone hiring us for a job?
  7. Are we saving lives?
  8. Are we saving the world?
  9. Is it something that matters?
"Hmmm and what do you think we could do about that?"

“Hmmm and what do you think we could do about that?”

Ways to deliver that hook to create the perfect launch event:

  1. Tell a scenario story yourself. Bonus points if it’s a true story that kids can confirm online. If you’re telling the story, be sure you’re a good story-teller. Get into it! Get silly or dramatic. It’s ok. You know your a nerd, right? All teachers are. And if you’re not a storyteller like that, find a colleague who is and ask them to help. I’m thinking your friendly librarian does this sort of thing all the time with book talks, right?
  2. Find a video online that you know will hook the kids. Be careful — this seems like an easy solution, but the video must be tuned to your kids’ interests as well as your goals for the project. Be sure it’s a bullseye, because a near miss will only cause the kids to roll their eyes and your PBL will fizzle on the launch pad. It’s better to have a little more effort on your part at the beginning, making your own video to ensure a spot-on powerful launch than to take the easy route and create a lukewarm interest.
  3. Invite someone in to tell a story or to provide the challenge. Could it be a total stranger (think education faculty at a nearby university) or could it it be a parent in your school? Or an administrator? Or a colleague at another school? If the hook is interesting and the kids recognize a parent pretending to be the Secretary of the UN or the President of the US, they’ll often forgive you and go along with you just because it was unexpected and funny (true story). Just write a script for that person so they share what you need them to. DO NOT make them make it up themselves or the chances are they’ll go off-mark and the PBL is dead in the water.

    "Gather round as I tell you a story..."

    “Gather round as I tell you a story…”

  4. The story or situation being shared by another person doesn’t have to be in real time. It can be a video. Tell the kids you received the video instead of a livestream because the person … is in another timezone? Or isn’t able to talk in real life for some tasty reason.
  5. Set up a “found scene” and have kids come take a look at it (i.e. crime scene or location-based challenge). Now the hook is getting tangible.
  6. Pro-level launch: get a kid involved in the scenario. Have them play along with you to corroborate the story. Or to even deliver the story. Consider having an older talented student launch a scenario for younger kids. What a great opportunity for both levels!

 

Important tips to remember about designing your launch:

  • Keep the launch short. And “short” is relative. Sometimes a 30 second video is all that’s needed. But more likely, we’re looking at 2-7 minutes as a ball-park figure. Long enough for them to sink their teeth in. Short enough to leave them wanting more. And if you’re using a guest, do NOT let him/her ramble on. This is where pre-planning and even possibly you writing their script is very useful!
  • Keep the stakes to failure high. We want to succeed. We have to succeed. Will there be mistakes along the way? Yep! But ultimately, what we come up with has to be the very best we can make it!
  • Keep the launch scenario interesting to the kids — not necessarily interesting to us. We’re nerds. We LOVE our subject areas and think that there are really interesting parts all over it. But do the kids love our subject as much as we do? Look at it through your kids’ point of view. If it’s not interesting to them, start again. Spoiler alert: sometimes we have to be a bit immature (can we say middle school boy?) and way outside the box to capture their minds and bring them back to us.
  • The launch event must cause a need to know in the kids. They are compelled to want to dig in. They can’t help themselves! “Let me at it!”
  • Do something different each time you launch a project. Novelty attracts and holds attention. If you get into a rhythm of predictability, the kids’ interest will wane.
  • If you use a guest to launch, be sure to provide a script for them in advance and quickly release them from further questioning by saying to them (in front of the kids) that you know they’re very busy people and that you received their memo with all the extra details in your email. Thank your guest for their time and let them go quickly so you can answer the kids’ additional questions from the “memo you received” from the guest. In actuality, you wrote the script and the details, but the kids won’t know that. And if they do know that, laugh and ask them to go along with you. They usually will if the launch event has been fun.
  • Lastly, your launches will get better the more you do them. Try out many different ways to grab the kids’ interest and see what works for you and for them. Above all else, keep trying!

And now you have them launched, it’s time to help them set the expectations to ensure high quality work because they know it matters! But that’s another post for another time… 😉

What are some of your favorite ways to launch kids into their learning?





Do You Know What You’re Looking For?

22 12 2015

Often, I get to do walk-throughs with Principals who are looking for guidance with supporting their teachers who are trying to embrace Project, Problem, or Passion-Based Learning. I say I get to do this often, but I don’t think it’s often enough because in nearly every single workshop I give, I hear the same general fears from teachers who have bought in to PBL.

They beg me.

“Would you please tell my administrator that this is what s/he should be looking for? I keep getting dinged on ______.”

Sometimes it’s that they’re literally off-script from the colleague down the hall or across town. Sometimes it’s because they’re not using the lesson plan template that all teachers K12 are required to use in the district. Sometimes they’re not posting the learning objectives on the wall each day, effectively uncovering the mystery (read as: learning) for the kids before they even get to dig in to the day’s work.

IMG_7688

Working with teachers and students together are always the best days!

But before you get too excited about me bashing the PBL-newbie administrator, I also get to see walk with terrific administrators to visit teachers who are absolutely dead-sure they’re fostering a PBL setting for their kids when in fact, they are not. I hear the voices of too many teachers echoing the same things:

“Yeah, we do PBL. We’ll start the project right after I teach them the basics because I want them to have a good foundation so they don’t struggle or fail. And then we’ll practice the standards. And then after I know all the kids have the learning in place, we’ll start this project. I’ll give them lots of checklists so I can be sure every single kid is getting the exact same learning experience, because there are things they just not able to “discover.” But of course all the kids can take my — I mean their  project as far as they want to. And yes, I ask the kids questions to guide their learning. Of course. What teacher doesn’t? Besides, the kids don’t like it when I ask them things that are too abstract or that they don’t have an answer to. Because parents. Because college.” 

Right. That’s not PBL. It’s maybe fun. And it’s maybe something your kids do well. It might be “doing projects,” but baby, it ain’t PBL.

And so I’ve decided to borrow an idea from McRel’s Power Walkthrough and change it up to fit the specific — and flexible — needs of the PBL classroom.

Not familiar with the Classroom Instruction that Works walk through advice? Check out the first minute or so of the following video:

 

Let me be clear: I’m a big fan of administration getting into classrooms on a regular basis. I’m also a fan of the administrator being the a curriculum and learning leader for the community. So toward that end, I have fully bought into the 5-minute walkthrough concept. Go in often. Look. Take observations. Then talk with the teacher.

But I’m also a fan of curriculum coaches doing the same thing.

And I’m also a fan of colleagues observing each other, especially in a PBL community. And especially cross-curricular colleagues. Let’s get into one another’s rooms, for a purpose, with an objective tool to help guide the conversations that will drive our own professional learning — and application — deeper.

So toward that end, I’ve created a PBL walkthrough Google Form based on my past 10 years of experience as a PBL teacher and consultant/keynote, working to support budding PBL students and educators across the globe with the LifePractice PBL curriculum.

A couple words first:

  1. In order to get the best experience with the form, both the observer and observed will want to be fully PBL trained. If you don’t have a common understanding of why and what it looks like, the conversations could really go off the rails.
  2.  If you’re wondering why I didn’t include _____ (fill in topic of your choice), look again. It might be there, included within another concept — hence, the need for high-quality PBL training (more than a 1-day drive-by). I’ve designed the form to be brief. A snapshot. After all, you’re in there for only 5 or so minutes. It’s not an evaluation. It’s meant to capture a snapshot and then spark further discussion.
    Full disclosure, this is my 3rd attempt at a comprehensive walk-through form. The previous two got to be so cumbersome, I had to cut them loose. I think I found a good combo here.
  3. This is intended to be used on a mobile device with grades 3-12+. I believe that PBL works well at a primary level. It simply looks a little different. If you’re interested in a primary-level PBL walkthrough form, please let me know in the comments.
  4. I would expect that the observer would make his/her own copy and collect the data into a spreadsheet. If the info needs to be sent to the teacher, a quick screen-capture of the form before submitting could be sent before hitting “submit.” (thanks for that idea, Kevin Case!)

My last words of encouragement here:

There are many, multiple ways to do Project/Problem/Passion-Based Learning right. Don’t get stuck in tunnel-view as you’re visiting classrooms. Are the students learning by doing? By answering a big question? By solving a big problem? Then they’re doing PBL.

Please take a look at the LifePractice PBL Google Form here

Contact me if you like it and want your own copy of the editable form.

And please, if I am missing something, please leave a comment and let me know!


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  Her book, LifePractice Learning, is coming out soon! 

Screen Shot 2015-12-21 at 2.42.52 PM

Sharing PBL is my mission.





15 Common PBL Mistakes | mistake #15: a strategy that’s THE panacea

27 01 2015

I have the best job in the world. On a regular basis, I’m given the extraordinary fortune to talk with teachers who are embarking on a PBL journey with their students. To dig into the smaller, everyday details of how to make this type of learning environment work. To answer the tough questions about sustainability, rigor, behavior management and then take the questioner further…that’s like chocolate to me! I can’t get enough.

Over the years of starting my own PBL school and learning in a baptismal fire, I’ve been able to find a way to talk with new or reluctant teachers about their concerns. Additionally, there are things that excited, energetic teachers might want to consider as they take their first steps into the PBL fire as well.

In the next month or so, I’ll be publishing a regular series to include 15 common mistakes that educators make and some solutions they might consider. Here’s the next one in the series:

Mistake #15:
Think that PBL is another strategy, when applied, will solve all problems.

Problem: Have you heard educators say any of the following?

“This too, shall pass.”

“I’ve seen all sorts of things come and go. And if I wait long enough, this pendulum will swing the other way again. All I have to do is keep in the middle with my head down and I won’t get hit.”

“Just tell me what to do and I’ll be sure I’m doing it when they come visit my room.”

Each of these represent a professional who has been “strategy-ed” to apathy. And it’s also represents a professional who has found a way to become ritually compliant. Interestingly enough, many of our students have the same attitude toward their learning. Why? Because this is all we’ve asked for in the past. Just do what I ask you to do and that’s all I’ll ask for. We’ve done this to them.

Solution: When we believe that teachers teach how they are taught, we begin to rethink what professional learning might look like. How do we begin to mimic what we’d like to see teachers doing in their classrooms? How do we value them as individuals? How do we help them find their own learning, their own passions? How can we create a need and a value in their eyes in order for them to see a need to contribute to the greater Good? How do we stop blaming them and reexamine our own practices? Again, it will take some teachers longer than others, but if we continue to treat them as individuals with unique (and valuable) skills, the ones who want to do the right thing by kids will come around. And I believe there are more of those teachers than we might imagine.

Want to learn more about Project/Problem Based Learning and how to support it?


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  





15 Common PBL Mistakes | mistake #14: compare apples to oranges

20 01 2015

I have the best job in the world. On a regular basis, I’m given the extraordinary fortune to talk with teachers who are embarking on a PBL journey with their students. To dig into the smaller, everyday details of how to make this type of learning environment work. To answer the tough questions about sustainability, rigor, behavior management and then take the questioner further…that’s like chocolate to me! I can’t get enough.

Over the years of starting my own PBL school and learning in a baptismal fire, I’ve been able to find a way to talk with new or reluctant teachers about their concerns. Additionally, there are things that excited, energetic teachers might want to consider as they take their first steps into the PBL fire as well.

In the next month or so, I’ll be publishing a regular series to include 15 common mistakes that educators make and some solutions they might consider. Here’s the next one in the series:

Mistake #14:
Compare new PBL innovations with research lessons collected in traditional environments.

Problem: We hear the phrase “research based” each year in every professional learning session. There’s a lot to be desired in following proven strategies. However, if we’re going to try a new approach or strategy inside a school doing something beyond what a traditional school usually does, we might want to look more closely at what “research based” means in this new environment. A strategy that is proven effective (or not) in a traditional classroom might have radically different results in an innovative environment. Then again, it might work well.

Solution: Before we put all our eggs in the “research based’ basket, we might want to look deeper at the strategy, the methodology for the research, and then consider our community. Can we create small, pilot groups to try out an idea first? And before we allow people to say we’re not “research based,” we might consider creating and collecting our own action research to track the viability and process of our shifts.

Want to learn more about Project/Problem Based Learning and how to support it?


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  








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