PD CSI: Uncover PBL Clues & Eliminate Suspects!
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PD CSI: Uncover PBL Clues & Eliminate Suspects!

Grade 7EnglishMathScienceSocial StudiesHistoryForeign LanguagePhysical EducationHealthTechnologyComputer Science1 days
In this professional development activity, teachers participate in a 'CSI' scenario to solve the mystery of the stolen school mascot, using evidence from various subject areas to understand and apply Project-Based Learning (PBL) principles. Teachers collaborate in subject-area groups to analyze clues, update suspect profiles, and eliminate suspects, addressing common PBL misconceptions. The activity emphasizes cross-curricular collaboration and evidence-based problem-solving, encouraging teachers to reflect on their learning and apply the strategies in their own classrooms. This PD uses a crime scene/mystery scenario to engage teachers in learning about PBL.
Project-Based LearningCross-Curricular CollaborationEvidence-Based Problem-SolvingMysteryTeacher Professional DevelopmentCritical ThinkingInquiry
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.Who stole the school mascot?

Essential Questions

Supporting questions that break down major concepts.
  • How can we use evidence to solve mysteries?
  • How do different subject areas contribute to solving a real-world problem?
  • How does collaboration enhance problem-solving?
  • What makes an effective argument based on evidence?
  • How can we apply problem-solving skills in various contexts?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Teachers will be able to identify the key elements of Project-Based Learning (PBL).
  • Teachers will be able to apply PBL strategies in a cross-curricular context.
  • Teachers will be able to use evidence to solve problems.
  • Teachers will be able to collaborate effectively to solve complex problems.
  • Teachers will be able to construct an argument based on evidence.

Entry Events

Events that will be used to introduce the project to students

The PBL Crime Scene

A local business has been vandalized, and the clues left behind relate to different aspects of PBL (e.g., a misplaced rubric, a student reflection gone astray, a photo of a project). Teachers must analyze the evidence, connect it to PBL principles, and eliminate suspects who lack understanding. The final 'culprit' reveals a common misconception about PBL that the PD will address.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Cross-Curricular Evidence Lab

Teachers rotate through stations representing different subject areas (English, Math, Science, Social Studies), each presenting a new piece of evidence related to the crime. They must collaborate within their groups to analyze the evidence and eliminate suspects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide into subject-area groups.
2. Visit each subject-area station and analyze the presented evidence.
3. Collaborate within your group to interpret the evidence and its implications.
4. Update suspect profiles based on the new evidence.
5. Eliminate suspects based on the collaborative analysis.

Final Product

What students will submit as the final product of the activityUpdated suspect profiles with cross-curricular evidence analysis and a collaborative elimination rationale.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on applying PBL strategies in a cross-curricular context and effective collaboration.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Cross-Curricular Evidence Lab Rubric

Category 1

Evidence Analysis and Collaboration

This category assesses the ability to analyze evidence, collaborate effectively, and provide a rationale for suspect elimination.
Criterion 1

Cross-Curricular Evidence Interpretation

This criterion assesses the ability to accurately interpret and apply cross-curricular evidence to solve the mystery.

Exemplary
4 Points

Demonstrates a sophisticated understanding of how cross-curricular evidence connects to the crime, providing insightful analysis and innovative solutions.

Proficient
3 Points

Demonstrates a thorough understanding of how cross-curricular evidence connects to the crime, providing effective analysis and solutions.

Developing
2 Points

Shows an emerging understanding of how cross-curricular evidence connects to the crime, providing basic analysis and solutions.

Beginning
1 Points

Shows a limited understanding of how cross-curricular evidence connects to the crime, struggling to provide analysis and solutions.

Criterion 2

Collaborative Effectiveness

This criterion assesses the effectiveness of collaboration within the subject-area groups.

Exemplary
4 Points

Exhibits exceptional leadership in collaborative settings, fostering a supportive environment and integrating diverse perspectives seamlessly.

Proficient
3 Points

Contributes effectively to collaboration, sharing insights and working cooperatively with group members.

Developing
2 Points

Participates in collaboration, but may require guidance to fully contribute to group discussions and activities.

Beginning
1 Points

Requires significant support to participate in collaboration, struggling to contribute to group discussions and activities.

Criterion 3

Evidence-Based Elimination Rationale

This criterion assesses the quality of the rationale provided for eliminating suspects based on the evidence.

Exemplary
4 Points

Provides a comprehensive and compelling rationale for eliminating suspects, supported by strong evidence and logical reasoning.

Proficient
3 Points

Provides a clear and logical rationale for eliminating suspects, supported by relevant evidence.

Developing
2 Points

Provides a basic rationale for eliminating suspects, but may lack sufficient evidence or logical reasoning.

Beginning
1 Points

Provides an incomplete or unclear rationale for eliminating suspects, with minimal evidence or logical reasoning.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has this activity changed your understanding of Project-Based Learning (PBL)?

Text
Required
Question 2

To what extent did the cross-curricular approach enhance your ability to solve the central mystery?

Scale
Required
Question 3

Which aspect of the collaborative problem-solving process did you find most challenging, and why?

Multiple choice
Required
Options
Coordination of different subject perspectives
Synthesizing diverse pieces of evidence
Reaching a consensus within the group
Time constraints
Other
Question 4

How might you apply the strategies used in this activity to your own classroom practice?

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Required
Question 5

Reflect on the effectiveness of using a crime scene/mystery scenario to engage teachers in learning about PBL. What are the benefits and drawbacks of this approach?

Text
Required