Partnering with our  Community
​           By:  Lyndsay Huisman, Erin Carmody, Jeff McClintic, and Jenny Shaughnessy

Project at a Glance:

This project asks middle school students to uncover ways to build partnerships between Adapted Physical Education classes, their peers, and the community.  The project spans several months.

Driving Question:

How can we build a partnership between Adapted PE classes, their peers, and the community?        

Standards:
  • CCSS.ELA - LITERACY. SL 7.1 & 7.4
  • Physical Education - S4.1.7; S4.3.7; S4.4.7; S4.5.7; S5.3.7; S5.6.7
  • Skills4Success - Communication, Flexibility & Adaptability, and Global Thinking & Collaboration
Team / Culture Building:
  • Teams will be based on strengths and weaknesses with a balance between grade groups.  Culture is built through classes and then within teams through activities.​
Entry Event:
  • Launch with Carnival/Challenges in Adapted PE class.  Teams come to participate and join in on the carnival/challenges!  Potential for Dance Party Friday, too!​
Stakeholders:
  • Adapted PE Class & Directed Study/Guided Academics Classes
  • ASD/CI Teachers
  • PE Teachesr
  • Administrators
  • Parents
  • Community Members/Organizations
Empathy Building:
Inquiry / Need to Knows:
  • Invite a panel of guest speakers (Community, Guest Speaker, Students, etc) for students to interview.
  • Classroom Observation 
  • Create a Stakeholders Map
Incubation:
  • Snow Ball Fight Activity - write idea and throw across the room; read someone else’s idea
  • Brainstorm Breakdowns: Categories (styles of activity) & Games​
Solution Building:
  • Teams will use the NUF test throughout the design process to determine what ideas work best for their team.
  • Poster Session - Individuals within mini-teams will create posters highlighting their ideas for a Gallery Walk.
  • Gallery Walk - All student teams present a poster to present in the Gallery Walk for feedback. Followed by feedback and the  Dot Voting the protocol.
Critique and Revision: 
  • Rose, Bud, and Thorn - Going Well, Growing, & Struggle will provide feedback for revision.
  • Creative Sequence Process Bar - Visual of the creative sequence and teams put a clothespin where they’re at in the process as they move through or back into the process.
  • Maitre’d - Small groups share  an experience, project, investigation or any other aspects of learning by utilizing the Maitre D’ Protocol.
  • ​The solution should meet the NUF Test at least to be considered moving forward.
Authentic Audience:
  • Adapted PE Class & Directed Study/Guided Academics Classes
  • ASD/CI Teachers
  • PE Teachesr
  • Administrators
  • Parents
  • Community Members/Organizations
Final Presentation:
  • ​Practice with other student groups at least once or twice before Adapted PE on their final solution.  
  • Voice and Choice: Allowing for multiple solutions (selecting environment, equipment, etc.)​
Click here for teacher's full plan.

​Reflection and Feedback:
  • Grades for individual parts of the process (effort based in DS or GA)
  • Group Presentation Score - using 21st Century Skills rubric


Click here for the  teacher's Journey through PBL on Padlet.


Meet the Educator:
Erin Carmody, Lyndsay Huisman, and Jeff McClintic teach at Lakeshore Middle School, Jenny Shaughnessy teaches at White Pines Intermediate School in Grand Haven MI.
​     "PBL and Design Thinking unlocks a student's inner creativity and thinking outside the box!" ~ Erin Carmody

     "PBL has added so much to my teaching tool belt. My students love the real life application as well." ~ Lyndsey Huisman

     "PBL is a great way for students, community and teachers to come together and create something special. The design thinking process really makes students and teachers think and process what they are doing before just jumping into a project." ~ Jenny Shaughnessy
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