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Recent Trainings

Lincoln County Leadership Training

4-Day Leadership Training for Principals and Assistant Principals

Lincoln County began a four day training for their 24 principals and 31 assistant principals this fall.  This training, presented by Dr. Terri Yates and Dr. Stan Hill, addresses the leadership of teams, developing accountability in a team, measuring and adjusting a team, and authenticity.  Principals and Assistant Principals work together to complete a leadership project within their school to apply what they learn throughout the sessions. 


 

Anderson 5 School District - Anderson, SC

Anderson 5 School District  - 3 - Day Case Writing Workshop

30 teachers from the Anderson 5 school district participated in a three-day case writing workshop in August 2018.  This training taught participants how to write their own problem and project-based learning resources and provided time for collaboration and feedback from facilitators and peers. The training included instruction on case development, including setting up the instructional purpose and structure of the problem. Problem and Project-Based Learning outlines and templates were provided to assist in the writing of problems and projects. 

Midway Elementary School - Lexington, SC

Midway Elementary School - 3-Day Inquiry Institute 

27 teachers from Midway Elementary School in Lexington School District 1 in Lexington, SC participated in the 3-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  


 

 

 

STEM Acceleration Workshop

STEM Acceleration Workshop in conjunction with Carolina Biological - June 18th and 19th, 2018

The first annual STEM Acceleration workshop took place on June 18th and 19th, 2018 at the Wake Forest School of Medicine's Bowman Gray Center for Medical Education.  Twenty-five teachers participated in the two-day workshop where they learned about engaging and innovative methodology and were given resources to improve the implementation of a STEM culture in their classrooms.  

On Day One, teachers were introduced to CERTL's Inquiry-Based Learning model and explored instructional standards as a foundation for effective STEM teaching methods.  Teachers also participated as students in a Problem-Based Learning case for a firsthand understanding of the authentic inquiry atmosphere that their students will experience in the classroom.  

During Day Two, teachers were able to experience two of the STEM Challenge Kits that Carolina Biological has to offer.  The first was the STEM Challenge Circulatory System kit, where teachers learned how biology and engineering intersect to create a two-chambered heart prototype.  While exploring the second kit, teachers were introduced to concepts related to 3-D Art and Human Vision.  


 

 

 

 

 

 

Chapel Hill - Carrboro City Schools

Chapel Hill - Carrboro City Schools - 3-Day Inquiry Institute 

39 Instructional Coaches and Math and Science Specialists from Chapel-Hill Carrboro City Schools participated in the 3-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  

Northside Elementary School - 3-Day Inquiry Institute

20 teachers from Chapel-Hill Carrboro City Schools participated in the 3-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  

 

Koontz Elementary School - Salisbury, NC

Koontz Elementary School - 3-Day Inquiry Institute 

25 teachers from Koontz Elementary School in Rowan-Salisbury Schools participated in the 3-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  


Davidson County Leadership Training

4-Day Leadership Training for Principals and Assistant Principals

Davidson County completed a four-day training for their principals and assistant principals this spring.  This training, presented by Dr. Terri Yates and Dr. Stan Hill, addresses the leadership of teams, developing accountability in a team, measuring and adjusting a team, and authenticity.  Principals and Assistant Principals work together to complete a leadership project within their school to apply what they learn throughout the sessions. 


 

 

EPSCoR - Newberry, SC

Wake/UTD PBL and EPSCoR's 5-Day Inquiry Institute for Newberry County Schools

Wake/UTD PBL partnered with the Established Program to Stimulate Competitive Research (EPSCoR) in South Carolina to bring a five-day Inquiry-Based Learning Institute to  27 teachers from Newberry County Schools.  The program spanned an entire school year with implementation coaching at key points throughout the year.  The three outcomes of the program were: 

  1. Teachers will acquire the skills necessary to implement Inquiry-Based Learning strategies in the classroom
  2. Teachers will design IBL experiences that leverage content and skills associated with EPSCoR site research, such as the focus of advanced materials in South Carolina
  3. Enable Wake/UTD PBL to define a structure that is applicable to other EPSCoR sites within South Carolina.  The structure will be based around common practices and language that supports the collaboration of EPSCoR sites within K - 12 campuses and districts. 

Participants received the foundational piece of the IBL training, the 5 Standards for Inquiry-Based Learning, and continued their training with the implementation of Problem and Project-Based Learning and coaching with Wake/UTD PBL staff.  Teachers were then trained to write their own Problem and Project-Based Learning cases that aligned with South Carolina content standards and with the pure science efforts that serve as the foundation of EPSCoR.  

Oakboro Choice STEM School - Oakboro, NC

Oakboro Choice STEM School - 4-Day Inquiry Institute 

16 teachers from Oakboro Choice STEM School in Stanly County Schools participated in the 4-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  Teachers also learned how to write their own problem and project-based learning resources and provided time for collaboration and feedback from facilitators and peers. The portion of the training included instruction on case development, including setting up the instructional purpose and structure of the problem. Problem and Project-Based Learning outlines and templates were provided to assist in the writing of problems and projects. 


 

 

 

 

New Town Elementary School - Waxhaw, NC

New Town Elementary School - 5-Day Inquiry Institute

40 teachers from New Town Elementary School in Union County Schools participated in the 5-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  Teachers also learned how to write their own problem and project-based learning resources and provided time for collaboration and feedback from facilitators and peers. The portion of the training included instruction on case development, including setting up the instructional purpose and structure of the problem. Problem and Project-Based Learning outlines and templates were provided to assist in the writing of problems and projects. 


 

 

 

 

Cuthbertson Middle School - Waxhaw, NC

Cuthbertson Middle School - 5-Day Inquiry Institute 

65 teachers from Cuthbertson Middle School in Union County Schools participated in the 5-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.   Teachers also learned how to write their own problem and project-based learning resources and provided time for collaboration and feedback from facilitators and peers. The portion of the training included instruction on case development, including setting up the instructional purpose and structure of the problem. Problem and Project-Based Learning outlines and templates were provided to assist in the writing of problems and projects. 

Vienna Elementary School - Pfafftown, NC

Vienna Elementary - 4-Day Inquiry Institute

10 teachers from Vienna Elementary School in Winston Salem/Forsyth County Schools participated in the 4-day Inquiry-Based Learning institute.  The training included the theory and best practice of inquiry-based learning, focusing on the implementation and management of problem and project-based learning.  The components of the training included the Five Standards of Inquiry-Based Learning Instruction as the foundational piece, a problem-based learning experience, a project-based learning experience, and facilitated planning time.  Teachers also learned how to write their own problem and project-based learning resources and provided time for collaboration and feedback from facilitators and peers. The portion of the training included instruction on case development, including setting up the instructional purpose and structure of the problem. Problem and Project-Based Learning outlines and templates were provided to assist in the writing of problems and projects. 


 

MAPSS Year 3

Math and PBL for Student Success Institute - July 24th - August 4th, 2017

In it's third and final year, the Math and Problem and Project-Based Learning for Student Success incorporated two different cohorts of teachers to take part in its two week institute.  The first cohort, The Design Group, was made up of 27 teachers from Year One and Year Two of the MAPSS grant who had already taken part in the institute.  They were recruited for an intensive case writing and design institute where they were charged with writing new Problem and Project-Based Learning Math cases for North Carolina's Department of Public Instruction.  The second cohort of teachers, the Foundations Group, was made up of 43 teachers from 10 different counties who experienced Inquiry-Based activities including Problem and Project-Based Learning, content deepening, and leadership training with Dr. Larry Coble.  During the second week of the institute teachers were able to implement all they had learned by implementing a PBL with students participating in CERTL's STEM Camp.  Participants will receive ongoing coaching support throughout the school year.  

Here's what the participants had to say about their experience:

"I am very excited about implementing this in my classroom.  I see many ways it will be beneficial for all children.  I also believe it will raise test scores, as well as making children better problem solvers."

"Participating in the problem in the role of a student was very beneficial.  That experience and the conversation with leaders afterwards helped me form my deepest understandings so far."

"The Math content from Steven [Wake Forest University Math Faculty] was great.  He showed me some great things for my class but also that a high level teacher can bring it down to a lower level."

"I really felt collaborating with other people for the PBL's were very helpful.  I really liked sharing out ideas after having a group of one.  Reflecting in your journal about how you were feeling as a learner was really great."

"The leadership information helped me understand more of how I teach and the way I acquire information."

"I think that I really enjoyed working with other teachers through this experience and struggling with them through this.  This was just an overall amazing experience and I would not begin to know how to pinpoint what was the most beneficial.  Kim was extra helpful in answering all of my extra questions and helping me feel at east through the experience."

"Learning about the 5 Standards, practicing the PBL [with students] and working on better inquiry strategies was most beneficial to me.  It was also very helpful to explore different learning styles and be reminded that my students need/enjoy different types of things."

PTEC Inquiry Institute 2017

PTEC Inquiry Institute - June 26 - 30, 2017 and July 10 - 14, 2017

60 teacher participants from six different school districts experienced a two week inquiry institute that addressed the theory and practice of Inquiry-Based education focused on the implementation and management of Problem and Project-Based Learning in the classroom. Teachers were able to participate in Problem and Project-Based cases while facilitators modeled high-impact strategies that will improve teacher efficacy and improve implementation.  During the second week of the institute the teachers were also able to take part in a leadership training with Dr. Larry Coble.  Participants will receive ongoing coaching support throughout the school year.  

Here's what the participants had to say about their experiences:

"I really enjoyed learning about my own learning style and that I need to accommodate learners of all styles in my classroom."

"I loved the creativity activities that can be used to take a mundane activity and put it into an innovative way of interaction and excitement."

"I am informed and inspired already."

"I've learned a lot and am looking forward to implementing this in my classroom.  I appreciate all of the examples and the access to cases."

"Throughout this workshop I have been able to brainstorm effective ways to implement these strategies in my classroom."

"I found the experience of switching between the role of student and teacher in the same experience was at first unsettling but very helpful as I reflect on the impact of this experience for me and my children.  Thank you for the wisdom."

"Collaborating with other teachers from different schools/districts is amazing!  Working on the cases as a student and discovering what that would look like from that end was very helpful because it made my learning more active."

"I enjoyed learning how to implement the essential standards of inquiry to make my instruction more effective and give students control of their learning."

"I am thankful for the opportunity to try a PBL out and work with a group of other teachers.  It gives me confidence to try it in my classroom."

"The leadership portion was awesome!  It helped me to really think about how I interact with others and how to better lead in my school and classroom.  I also enjoyed the chance to try a PBL case in a safe environment and get feedback."

"I enjoyed learning about different personalities and drives because I think that will help me better reach my students.  Also, playing the role of student and practicing as a teacher was extremely helpful and eye-opening to simple changes I may need to make in my classroom.

Buffalo Public Schools - Buffalo, NY

Buffalo Public Schools - The Research Lab for Bioinformatics & Life Sciences at MST - 4-Day Inquiry Institute

50 teachers participated in a four-day Inquiry Institute that addressed the theory and practice of Inquiry-Based education focused on the implementation and management of Problem and Project-Based Learning in the classroom.  Teachers were able to participate in Problem and Project-Based cases while facilitators modeled high-impact strategies that will improve teacher efficacy and improve implementation.  


Rea View Elementary School - Waxhaw, NC

Rea View Elementary - Four-Day Inquiry Institute 

During the Spring of 2017, Rea View Elementary began a school-wide initiative to bring Problem-Based Learning into their classrooms by training their entire staff with Wake/UTD PBL.  Teachers began their training with an introduction to the 5 Standards of Inquiry-Based Learning that laid the foundation for IBL in their classrooms.  Throughout the next school year, teachers were introduced to the theory and best practice of an Inquiry-Based education.  Teachers were able to participate in Problem and Project-Based cases while the Senior Trainer, Kim Campbell, modeled high-impact strategies that will improve teacher efficacy and implementation.  During this school year, Fall 2017 - Spring 2018, teachers will focus on implementation in the classroom and  receive coaching from Wake/UTD PBL to assist them in this endeavor.  

Anderson 5 School District - Anderson, SC

Anderson 5 School District - Year Two (2016 - 2017) 

After a successful first year of Wake/UTD PBL Training, Anderson School District 5 decided to continue their relationship with Wake/UTD PBL and offer a second year of professional development for their teachers.  The teachers from the first cohort (2016) were able to continue their development with an introduction to Project-Based Learning and the creativity component of inquiry.  A new cohort of 30 teachers (2017) addressed the theory and practice of Inquiry-Based education focusing on the implementation and management of Problem-Based Learning in the classroom.  Both of these institutes were led by four teachers from the first cohort (2016) who went through Wake/UTD PBL's Train the Trainer program.  These four teachers received additional training during the Summer and Fall of 2016 to prepare them to lead the new cohort of teachers as certified Level One Trainers.  

 

Lakeshore Elementary School - Mooresville, NC

Lakeshore Elementary School - Spring 2016 - Spring 2018

During the Spring of 2016, Lakeshore Elementary began a school-wide initiative to bring Problem-Based Learning into their classrooms by training their entire staff with Wake/UTD PBL.  Teachers began their training with an introduction to the 5 Standards of Inquiry-Based Learning that laid the foundation for IBL in their classrooms.  Throughout the next school year, teachers were introduced to the theory and best practice of an Inquiry-Based education while building a valuable connection to their preexisting STEAM curriculum.  Teachers were able to participate in Problem and Project-Based cases while the Senior Trainer, Kim Campbell, modeled high-impact strategies that will improve teacher efficacy and implementation.  The final year, Fall 2017 - Spring 2018, will focus on implementation in the classroom and teachers will receive coaching from Wake/UTD PBL to assist them in this endeavor.  

Here's what the participants had to say about their experiences:

"The presenter [Kim Campbell] always gives great input on how to adapt lessons.  She shares previous knowledge of what works well and even what doesn't.  She shares her experiences and ideas, and we can all take something away with us.  It is great learning from someone who has done this before and someone who currently teachers." 

"It [Comparing Approaches] helped me be aware of how I usually choose to teach and how I need to get out of my box to change it up.  Thanks."  

"Absolutely the best way to learn for me!"

"I liked how we were walked through the steps and we were able to participate to get the understanding from a student's point of view."

Davidson County 2016 - 2017

The second year of training in Davidson County included a continuation of Year One's efforts for two of the groups, the Principal Academy of Leadership (PAL) and the Curriculum Leadership Development Program (CLDP).  

The Principal Academy of Leadership (PAL) was conducted by Dr. Larry Coble and Dr. Stan Hill for approximately 36 principals and 24 district leaders.  The participants received two days of professional development around the "District Transformational Leadership Inventory" and The Hidden Leader.  The principals also received six days of professional development from The Hidden Leader:  Leadership Lessons on the Potential Within (13 Powers) and Leading vs. Managing.  Four of those principals also went on to receive Leadership Development for Early Career Principals which included three days of professional development.  

The Curriculum Leadership Development Program (CLDP) was led by Dr. Joe Ferrara and included four different cohorts, two continuing on from Year One and two new cohorts.  The two cohorts continuing from Year One were the Teaching Cohort 1 and the Coaching Cohort 1.  Teaching Cohort 1 consisted of 7 participants who received 4 days of professional development from Dr. Stan Hill around increasing their capacity to implement, design, and assess IBL.  These teachers also entered into our Train the Trainer program.  This cohort also received professional development around Case Writing and designed templates for the writing of Davidson County specific Problem and Project-Based Learning cases.  Coaching Cohort 1 consisted of 8 participants who attended 3 days of professional development with Dr. Stan Hill and Dr. Joe Ferrara which included co-facilitating and designing the Inquiry Foundations piece for Teacher Cohort 2 (2016-2017) and providing coaching support to teachers in Teacher Cohort 1 (2015-2016). The two new cohorts for the 2016 - 2017 school year were Teacher Cohort 2 and Coaching Cohort 2.  Teacher Cohort 2 consisted of 36 participants who attended 4 days of professional development with Dr. Stan Hill and Dr. Joe Ferrara around the Inquiry-Based Learning foundational elements, along with 1.5 days around managing IBL instruction and a design workshop.  Participants received lifetime access to the Wake/UTD PBL online repository of Problem and Project-Based Learning cases.  The Coaching Cohort 2 consisted of 15 participants who received coaching certification from Dr. Joe Ferrara.  

A new component of the Davidson County Project in Year Two was the addition of the Instructional Leadership Support for Campus Administrators cohort which consisted of approximately 30 assistant principals.  They received 3 days of professional development from Dr. Terri Yates and Dr. Stan Hill which focused on Managing vs. Leading and Motivation, Giving and Receiving Feedback, and Rigor, Assessment, and a Culture of High Expectations.  

MAPSS Expansion

Math and PBL for Student Success Expansion Institute - August 1 - August 12, 2016

39 teacher participants from six different districts experienced Inquiry-Based activities including Problem and Project-Based Learning, content deepening, and leadership training with Dr. Larry Coble.  During the second week of the institute teachers were able to implement all they had learned through an interactive PBL Student Camps within their districts.  Participants will receive ongoing coaching support throughout the school year.  MAPSS Year One Participants helped lead portions of the training as well as assist in the PBL Student Camp Day.

Here's what the participants had to say about their MAPSS Expansion experience:

"I am excited about the wealth of knowledge that I have gained during this workshop.  I am ready to implement many of the components with my students."

"I liked how a teacher who has implemented IBL/PBL in her classroom was here to share her thoughts and experiences.  It was helpful that we were also led through a Problem and Project-Based scenario so we can see the difference in the two and how it somewhat looks in a classroom."

"All presenters are highly effective and make good use of our time.  I appreciate the laid back atmosphere."

"I have learned a great deal of information that I believe will directly affect my instruction and my students' content knowledge!"

"It amazes me just how much I've gained and will take away from each day as I reflect on the experiences I've had this week."

"Looking at and working with the Problems and Projects were most beneficial to me because I could actually begin to understand the process for making these successful in my classroom."

"Being taken through a problem and project were beneficial parts of the workshop.  Having the chance to be led through a problem and a project in-depth were beneficial because it enable me to see my role as the facilitator in the classroom and what I want my students to be achieving out of the Problem and Project-Based Learning content."

"Actually reading through the already created problems and planning with other teachers while preparing for our Problem-Based lesson with kids [for the Student Camp Day was beneficial]."

"Planning for the Student Camp Day with a teacher who has already gone through this workshop was extremely beneficial.  Also, having different presenters for both Problem and Project-Based Learning was beneficial to see different styles and methods.  Being involved in both one after the other helped me to see the difference and compare when they would work in my classroom and with what content and standards."

"Learning a more interactive, question-based approach to teaching [was beneficial].  Learning the 5 Standards was the most beneficial because those will be able to provide the basis for my classroom.  Being able to be a part of the problem and project as a student was beneficial to understanding what my students are going to go through."

"I truly enjoyed the discussions and experiences based around the differences between Problem and Project-Based, as well as how to effectively implement this in my own classroom."

"I really enjoyed the more hands-on activities where I was the student because it helped me to understand my role as an educator in this style of teaching."

"[The leadership portion of the training was] very insightful.  I really enjoyed learning about myself and my colleagues.  I think this should be mandatory district-wide!"

"Dr. Coble left me with the curiosity and motivation to continue to further understand myself as a leader while taking these tools back to my school and using this information when planning during grade level and during school improvement team meetings.  It was very helpful to get insight into others' personalities and why sometimes there is a clash."

"After having the Student Camp Day, I feel I am more prepared to take this back to my classroom.  I have already been thinking of ways to implement it and what it would look like."

"I am so glad to be a part of this training.  It has changed my perception of PBL 180 degrees.  The instructors were great!!! Thank you!"

"I am glad there was someone here from the MAPSS Year One group to share her experiences with PBL in her classroom.  I also liked how she led us through a Project-Based lesson and told us what she did in her classroom."

"I feel the leadership component, planning with my peers, and the student experience were the most beneficial aspect of the training."

"The Leadership training was very engaging and included helpful information from a knowledgeable source."

"Working with the students at the Student Camp Day and seeing how the students responded [was most beneficial].  It will make the transition in my classroom go smoother."

"Learning how to effectively work with/deal with folks with different styles and approaches [was most beneficial].  We often identify our own styles and approaches, but rarely address how to use this knowledge to improve."

"I really enjoyed the leadership portion of the training, as I am always looking for more ways to take on leadership roles in my school.  I thought that the camp experience with the students was extremely beneficial.  I thought that being able to see other teachers participate in the experience, as well as being able to try it myself was the most beneficial part."

"Working with Year One MAPSS participants was beneficial during Week Two of the workshop.  Having the opportunity to hear from someone who has gone through the process and has implemented Problem and Project-Based Learning experiences in their classroom has helped me see and come up with ways that I can incorporate this learning into my own classroom."

"Getting to implement the process with students was very beneficial.  I also appreciated the opportunity to watch other teachers work through their problems with students."



Immaculata Catholic School - Durham, NC

Immaculata Catholic School Three-Day Inquiry Institute - August 15 - 17, 2016

13 teachers participated in a three-day Inquiry Institute that addressed the theory and practice of Inquiry-Based education focused on the implementation and management of Problem and Project-Based Learning in the classroom.  Teachers were able to participate in Problem and Project-Based cases while facilitators modeled high-impact strategies that will improve teacher efficacy and improve implementation.  

Here's what the participants had to say about their experiences:

"I found [the 5 Standards of Authentic Instruction] very helpful and easily applicable to many different scenarios."

"The Comparing Approaches was especially helpful in our approach and how to understand how students feel."

"The hands-on activities and the gift of the bundles (PBL cases) were most beneficial."

"I loved practicing the problems."

"The blending of A, B, and C approaches and the Problem-Based and Project-Based Inquiry really opened my eyes to the idea that it is okay to let students struggle more than I have allowed in the past.  The struggle pushes the student and assists them in owning the problem/project.

"Participating in [PBL] activities [was most beneficial] as it will help me understand what my students are experiencing."

"Thank you. This was a great workshop and made the definition of PBL and Inquiry understandable.  Loved learning about the A, B, C styles.  That was eye opening."


 

PTEC Inquiry Institute 2016

PTEC Inquiry Institute - July 25 - August 5, 2016

69 teacher participants from nine different school districts experienced Inquiry-Based activities including Problem and Project-Based Learning, content deepening, and leadership training with Dr. Larry Coble.  During the second week of the institute teachers were able to implement all they had learned through an interactive PBL Camp with students from the participating districts.  Participants will receive ongoing coaching support throughout the school year.  

Here's what the participants had to say about their PTEC Inquiry Institute experience:

"The course was well organized and provided practical content and resources for me to apply the Problem and Project-Based Learning this year to improve student success.  I appreciated the collaboration piece of the workshop.  I learned a lot from my colleagues."

"I can't wait for the Fall Session.  I'm excited about implementing these strategies.  All presenters were pleasant and approachable, thanks!"

"I have enjoyed the workshop.  I look forward to what this year has in store as we begin to plan and eventually implement IBL lessons and learning experiences."

"I've used Inquiry-Based Learning some in my classroom but this workshop really taught me how to intentionally target the content to insure student mastery and use the 5 Standards to increase thinking skills and support."

"This model is amazing!  I am very excited to incorporate this in my classroom.  I feel like I finally have a structure that will help me balance progressive/conceptual with traditional."

"One of the best parts of this is that all students can be successful in this kind of classroom.  The most exciting part!"

"I enjoyed breaking down my standards and listening to Amanda [MAPSS Year One teacher] talk about how the process worked in her classroom.  The real-world application was very beneficial.  

"The part of the workshop that was most beneficial was the exploring and knowing and doing in the classroom.  It helped me to organize thinking skills, standards, and ideas when planning for Problem/Project-Based Learning."

"The facilitated planning time and going through the Inquiry-Based Learning activities were the best because we could actually go through the activities and hear how they were implemented and how it worked."

"Hearing from teachers who have implemented this at their grade level was very beneficial.  It is always great to hear information from someone in the trenches who doesn't mind sharing their failures and their successes."

"The most beneficial part of the workshop was when we got to work with the problems ourselves and ask questions as we manipulated it for [the Student Camp Day].  That provided so much insight to what we were being taught."

"The thorough exploration of the 5 Standards of Authentic Instruction was most beneficial to me.  This will irrevocably change the way I plan for all students in my classes."

"I really enjoyed Dr. Coble's training and insights that contributed to a very well rounded leadership presentation."

"I think [the leadership portion] was amazing, especially as a team leader.  I hope that more teachers can get the opportunity to do this training."

"[The Student Camp day] was a very valuable experience.  I need that practical, first person experience to understand how the lessons flow and how students react to PBL. Wonderful!"

"The Student Camp Day was integral in my understanding of how to integrate this into my classroom."

"Learning about my strengths and weaknesses and how to best communicate with my colleagues who have different drives and personalities was most beneficial because it will allow us to all work together more effectively."


 

Anderson 5 School District - Anderson, SC

Year One:  Two Day Inquiry Institute - June 6 - 7, 2016

30 teachers (Middle and High School) participated in a two day Inquiry Institute that addressed the theory and practice of Inquiry-Based education focusing on the implementation and management of Problem and Project-Based Learning in the classroom.  Teachers were able to participate in Problem and Project-Based cases while facilitators modeled high-impact strategies that will improve teacher efficacy and improve implementation. 

Here's what the participants had to say about their experiences:  

"Whenever people mention Problem or Project-Based Learning, I didn't have a great idea or definition of what they were - now I do and I am really excited to implement and/or tweak what I already do.  Thank you for your time, knowledge, and energy."

"I really enjoyed this training.  I am definitely equipped to start doing this in my classroom.  The resources are fantastic!!"

"I felt that the instructors did an amazing job of keeping us engaged and well-informed."

"I am so excited to implement this material.  I think it will be so beneficial to my students."

"I can't wait to sit down and plan my year using your materials."

"The information related to the 5 Standards was very helpful in better understanding how to set up parameters for future PBLs.  I also really enjoyed seeing all the examples of the problems and projects.  These will both benefit me with planning for next year."

"The most beneficial part of the workshop was the actual PBL we worked through together.  The best way to prepare teachers to use these resources is by allowing them to test them out."


 



 

MAPSS Year Two

Math and PBL for Student Success Institute - June 20 - July 1, 2016

69 teacher participants from five different counties experienced Inquiry-Based activities including Problem and Project-Based Learning, content deepening, and leadership training with Dr. Larry Coble.  During the second week of the institute teachers were able to implement all they had learned through interactive PBL Student Camps within their districts.  Participants will receive ongoing coaching support throughout the school year.  MAPSS Year One Participants helped lead portions of the training as well as assist in the PBL Student Camp Day.  

Here's what the participants had to say about their MAPSS experience:  

"I now know what Problem and Project-Based Learning look like in the classroom and I am so excited to get started."

"I am excited about the Inquiry-Based ideology of guiding my students to learning."

"I am looking forward to using these strategies in my classroom next year!"

"Thoroughly enjoyed the math part and it made me think of the questioning portion of my lessons.  Always asking the whys!"

"I appreciated the multiple means for asking questions - posting on Edmodo, post-it notes, [the instructors'] availability in class or after to ask.  I felt comfortable asking questions and that they [the instructors] were supportive of our needs as educators.  I especially liked hearing first hand from Amanda's [Year One MAPSS teacher] in class experiences."

"I now have strategies to use to make my students think deeper and use higher-order thinking skills."

"Engaging with my peers to solve Problem and Project-Based cases helped me understand the process and helped me view it from a standpoint of what my students will experience."

"I enjoyed gaining access to new material.  I liked learning about the 5 Standards and how to view my lessons within that lens."

"I have thoroughly enjoyed the hands-on experiences with the actual Problem and Project-Based cases as well as the time spent with my grade bands to intentionally plan resources I can use."

"I have enjoyed being a learner this week.  Even though some of our activities were on an adult-level, I have enjoyed getting to be a student again and see what it is like.  It really knocked me to my level when activities would frustrate me, confuse me, and make me happy to find a solution in the end.  It really made me put myself in my students' shoes.  I also have loved the projects and problems we have gotten to experience.  It is so helpful to BE a part of it, rather than just hear about it."  

"Learning about the version of Inquiry-Based Learning that is taught through this program seems much more relevant than IBL I have learned in the past."

"Dr. Larry Coble did a great job.  I definitely learned a lot about myself including my personality and leadership styles."

"I felt that [the leadership portion] of the training was very effective and enlightening.  I enjoyed this portion very much."

"It was great to be able to do a practice run with a small group of students so I will know what to expect in my classroom."

"The leadership portion of the Week 2 Workshop was beneficial because it helped me understand how I can lead in my school and the ways that we work together with people.  It was also beneficial to be able to practice/walk through a PBL experience in a school setting to get an idea of what it will be like in the classroom."

"Working through and modifying a problem for the Student Camp Day and then getting to implement it with real students was the most beneficial [portion of the training].  It gave me the confidence I needed to feel comfortable with implementing problems and projects in my own classroom."


 

Davidson County Schools 2015 - 2016

The training in Davidson County included two main cohorts - a Principal Academy of Leadership (PAL) and a Curriculum Leadership Development Program (CLDP).  In the Principal Academy of Leadership training 35 principals from across Davidson County were trained in leadership development with Dr. Larry Coble and instructional leadership development with Dr Ferrara and Dr. Hill.  The Curriculum Leadership Development Program consisted of 30 teachers - 15 high school teachers and 13 central office instructional support staff.  These teachers received training on Establishing Standards for Instruction as well as Inquiry-Based Training, Leadership Training, and Coaching throughout the year.  

Here's what the participants had to say about their experiences:

"I learned so much from this and am so happy to finally have a good grasp on PBL and the 5 Standards.  Thank you!!"

"I really liked the training days where we were creating our own PBL.  Joe and Stan really shine when they are coaching one-on-one."

"All the resources were wonderful.  Thank you for sharing these with us."

"The leadership portion was very beneficial to me.  I feel I have been given many opportunities to grow this year in my leadership role."

"Showing a different, simplified approach to Project-Based Learning was helpful in relation to the PBL that we already do at my high school.  The instructors were very approachable and willing to discuss anything related to education, not just PBL, and seemed to know their subject matter very well."

I really liked the training days where we were creating our own PBL. Joe and Stan really shine when they are coaching one-on-one.


 

MAPSS Year One

Math and PBL for Student Success Institute - July 27 - August 7, 2015

71 teacher participants from five different counties experienced Inquiry-Based activities including Problem and Project-Based Learning, content deepening, and leadership training.  During the second week of the institute teachers were able to implement all they had learned through an interactive PBL Camp with 101 students from the participating counties.  Participants will receive ongoing coaching support throughout the school year.

Here's what the participants had to say about their MAPSS experience:

"I have been to many workshops in my 27 years of teaching and I feel that this really was one of the very best I've been to.  Thank you for all of your hard work, preparation, and dedication!"

"I enjoyed the scaffolding approach of the workshop, and the opportunity to test our methods out on a student group."

"Best professional development I have ever attended.  Excited to continue the PBL journey for years to come!"

"This training was beneficial and I really think I am more prepared to be a better and more effective teacher."

"It was very beneficial to learn about myself and my team members.  I think it will help us build a stronger team next year."

"I enjoyed learning about myself as a leader and finding my strengths and weaknesses.  I feel I can now be a better leader in and out of the classroom.  I also can better see where others who are different from me are coming from."

"I enjoyed the leadership aspect of the workshop and also engaging in Problem-Based Learning as a learner.  I think both will help me to be more successful in implementing PBL in my school."

"For me it was very beneficial to actually see the lessons implemented with the students.  Also, the leadership piece was great for me."

"Leadership helped me gain understanding of myself and team members.  I loved working with the students and to see the positive results of PBL."

"The most beneficial part of the workshop to me was the facilitated planning!  I was able to talk about strategies and implementation with other sixth grade teachers."

"The most beneficial part of the workshop to me was actually working with the students in the PBL.  It gave me an insight to how the ability levels could be different in my classroom and how I will have to differentiate the problem to accommodate all students."

"I liked participating in the problems and transferring from the "teacher hat" to the "student hat" helped me understand the process and see how it will apply in my classroom."

"The most beneficial part of the workshop to me was getting to work with my peers on cases that would be relevant in my classroom!  I really think it is going to be easier to implement and continue to explore the PBL approach knowing I have a support group going through it with me."

"This is one of the two, single most powerful professional development experiences I have had in my 18 years of teaching.  The PBL and Leadership training was most beneficial.  I am so glad that I participated!"


       


Testimonial

"Using PBL in my classroom allows me to encourage my students to trust themselves, question what they think they know, and discover new material without relying on information from me to move them along." - Kimberly Campbell

How Can We Help You

Contact Us:

Mailing Address:
Medical Center Boulevard
Winston Salem, NC 27157

Physical Address:
Bowman Gray Center for Medical Education
475 Vine Street

Winston Salem, NC 27101

Phone: 336.713.2708
Email: wfpbl@wakehealth.edu