PBI Global: Two Lessons in 3 Moments

By Marie Himes & Andrea Gambino

Lesson 2 Compelling Question: How do PBI Global coaches support students

during this learning process?
Objectives:
Become familiar with the PBI Global process
Build competency using WeChat and Quip
Develop understanding of how to support students during the PBI Global process
Preparing Learners
(5 minutes) Compelling or Not? Given 4 pairs of compelling questions, determine which question from
each pair is more compelling and why.
(10 minutes) Compelling Question Revision Work in small groups to improve the researchability of the
following question: How do countries work together through athletics?
Interacting with Text/Concept
Credible Sources
U.S.China Consultation on People-to-People Exchange Fact Sheet from the U.S. Department
of State
PBI Global Spring 2016 Team 4
o Claims Sheet (Draft 1/Final)
(15 minutes) Finding Evidence In small groups read the Fact Sheet and determine what evidence to
include on the Evidence, Reasoning, & Claim Graphic Organizer based on the compelling question;
then explain your reasoning in the second column; based on your evidence and reasoning, develop a
claim. Debrief
(5 minutes) Save the Last Word for Me In small groups, one person reads each question, and then
group members respond, leaving the question asker to respond last. Questions: (1) What additional
evidence do students need to more strongly support this claim? (2) How would you guide students
toward finding and utilizing additional evidence in support of this claim? (3) Why might students benefit
from creating an annotated bibliography during the Gather & Analyze Sources phase of PBI Global?
(15 minutes) Claims Sheet Analysis In small groups, participants analyze how students claims,
evidence, & reasoning developed overtime. Each group will focus on one claim and its supporting
evidence and reasoning. Groups will record their answers in the Claims Sheet Analysis Graphic
Organizer.
Extending Understanding
(10 minutes) Digital Product Evaluation Watch PBI Global Spring 2016 Team 4 Prezi; evaluate the
students digital product using the PBI Global: Global Interactions Rubric

(10 minutes) Before, During, After (BDA): PBI Global Coach Roles & Responsibilities Coaches
determine if each role or responsibility takes place before, during, or after the PBI Global process.

T H E W IL L IA M & ID A

F R ID A Y IN S T IT U T E
F O R E D U C A T IO N A L IN N O V A T IO N

Activity 1: Compelling or not?

1. Where are there present volcanic hazards? OR
How do communities prepare for volcanic emergencies?
2. How is the slope of a line calculated? OR
Why is the measurement of slope an important landscape
metric?
3. How does free trade impact developing countries? OR
Why is free trade good?
4. Why have Shakespeares plays continued to be popular in
contemporary societies? OR
With which Shakespearean character do most teenagers
identify?

Evidence, Reasoning, & Claim Graphic Organizer

Compelling Question: How do the US and China cooperate internationally on competitive athletics?
Evidence

Reasoning

Claim

(Facts, observations, data, statistics)

(General rule or assumption that most

people accept as common sense)

(Based on evidence and reasoning)

Ways to begin writing of reasoning:

Ways to begin writing a claim:

When people

Generally,

______ is probably

Most people

In most cases,

______ is most likely

Usually,

As a rule,

Claims Sheet Analysis Graphic Organizer

Claim __ :
Observations from Claims
Sheet Draft 1

Observations from Final Claims

Sheet

Conclusions

Reasoning

Names: ______________________________

Team: ______

Due Date: _____________

PBI Global: Global Interactions Rubric

STUDENTS WILL:
1. Read __ texts representing the theme Global Interactions: Yesterday, Today, and Tomorrow
(China and US focus).
2. In groups of 8-10, create an inquiry question based on thematic and/or cultural observations
inspired by the readings and begin research.
3. Design and develop an 8-minute Prezi based on research findings and the process.

ADDITIONAL REQUIREMENTS:
1. Work with peers in cooperative groups.
2. Create a PBI Global product that uses web 2.0 tools, visual techniques, editing/transitions,
audio (music and dialogue), and creativity/originality.
3. Use multiple sources of feedback based on the evaluation rubric; revise your digital presentation
accordingly.
(D) Below
(C) Approaches
(B) Meets
(A) Exceeds
Expectations
Expectations
Expectations
Expectations

Compelling
Question

/10 pts
Intellectual
Quality

/40 pts
Aesthetic
and
Technical
Quality

/40 pts
Effort
/10 pts
Total
/100 pts

__ Inquiry is limited and is

incomplete or
confusing.
__ Inquiry is not developed
from a unique cultural
observation.
__ The purpose is unclear
and undeveloped.
__ Connection to texts
analyzed is missing.

__ Inquiry is either
somewhat limited or too
open ended.
__ Inquiry is not clearly
linked to a unique
cultural observation.
__ Purpose is unclearly
presented.
__ Connection to texts
analyzed is confusing or
unclear.
__ Project is unclearly
__ Project is somewhat
supported with
supported with research
research.
including 3+ sources.
__ Attempts to synthesize __ Attempts to synthesize
and construct unclear
and construct clear
ideas from research
ideas from research
gathered.
gathered.
__ Minimal attempt to cite __ Attempts to cite
research; works cited is
research; works cited is
incomplete and flawed.
flawed.
__ Ideas are unclear and
__ At times, Ideas are
incorrectly or
unclear and/or
inappropriately
awkwardly expressed;
expressed for general
may be inappropriate for
audience.
general audience.
__ Audio is unclear with
__ Audio is unclear with
inappropriately chosen
unrelated music.
music.
__ Images are of
__ Images are of low
inconsistent quality.
quality or unsuitably
__ Transitions are
chosen.
inconsistent.
__ Transitions are
__ Includes a title unclearly
awkward and rough.
related to inquiry
__ Doesnt include a title.
purpose.

__ Inquiry is well developed

and answerable.
__ Inquiry is derived from a
unique cultural
observation.
__ Purpose is clearly
presented.
__ Connection to texts
analyzed is clear.

__ Mistakes made detract

from content and
purpose.
__ Assignment is missing
2+ key components.

__ Mistakes made dont

detract from content.
__ Includes all
requirements.

__ Mistakes made detract

from content.
__ Assignment is missing
1-2 key components.

Additional Comments:

__ Project is supported with

good research including
3+ sources.
__ Synthesizes and
constructs clear ideas
from research gathered.
__ Research is fully and
correctly cited with a
works cited.
__ Ideas are clear,
complete, and
appropriate for a
general audience.
__ Audio is clear with
appropriate music.
__ Images are of good
quality and well chosen.
__ Transitions are
consistent with a clear
rhythm.
__ Includes a clear title
related to inquiry
purpose.

__ Inquiry is thought provoking,

well developed, and
answerable.
__ Inquiry derives from a
unique and compelling
cultural observation.
__ Purpose is clearly and
eloquently presented.
__ Connection to texts
analyzed is clear and brings
added insight.
__ Project is clearly supported
with thorough and insightful
research including 3+
sources.
__ Thoroughly synthesizes and
constructs clear ideas from
research gathered.
__ Research is fully and
correctly cited with a works
cited.
__ Ideas are clear, complete,
and persuasively expressed
for a general audience.
__ Audio is clear with music
that stirs an appropriate
emotional response.
__ Images are appropriate,
varied, and stir an emotiona
response.
__ Transitions are varied and
consistent with a creative
and clear rhythm.
__ Includes a clear title that
thoughtfully relates to and
enhances the purpose of
inquiry.
__ Carefully edited with few
mistakes.
__ Includes all requirements
and exceeds expectations.

PBI Global Coach Roles and Responsibilities

Before

During

After

PBI Global Coach Roles and Responsibilities, continued

Facilitate team rehearsals for showcase

Identify and share credible sources
Provide students with feedback on claims sheet, digital product, and
showcase presentation
Set up team group chats on WeChat
Assist students in planning and creating the teams digital product
Check in regularly on teams progress and send reminders
Support students in revising claims sheet and digital product
Use and be able to explain how to use WeChat and Quip
Support students in source analysis (creation of annotated
bibliography)
Understand and be able to explain the PBI Global process
Celebrate student success
Facilitate the assignment of student roles (who is researching which
claim; who is making sure the team is meeting deadlines; who is the
technology lead; who is the claims sheet formatting lead)
Support students in synthesizing evidence and reasoning paragraphs
(creation of claims sheet)

Assist with compelling question design

Develop mentor relationship with student team