Friday, November 9, 2012

Agendas, calendars and scaffolding work ethic

I've had several conversations with principals and teachers recently about the role of agendas in PBL and the ways in which they might be used to help students develop work ethic and the ability to self-start and work more independently. 

A few questions you might consider if this is a relevant focus for you:

To what extent are students “self-starting” in my class?  Where are there additional opportunities for them to do so?  What resources or supports (like a calendar) might give them the tools they need to do this?   

In a given project, what would a “professional work environment” look like for the role or type of problem students are solving?  How might I re-articulate or adjust my classroom organization or expectations to allow the emergence of this sort of environment?

What can you tell about the quality of PBL in a classroom by merely looking at the agenda?  

What are the characteristics or criteria of an effective calendar or agenda that supports student-centered classrooms and problem solving?

How far in advance should a teacher in a PBL classroom be able to effectively post agendas?

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