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Project Based Learning PD

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Sharyl Lynn Fujii

on 17 January 2013

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Transcript of Project Based Learning PD

Welcome to the Journey Project Based Learning PD Project Based Learning PD INTRODUCTION Presented By: Heather, Kathy, & Sharyl Lynn 9 volunteers

Audience participation is o.k. but remember...
this is a silent activity

Task:
Now that you have read the article "8 Essentials for Project Based Learning," volunteers need to line-up in order based on the 8 essentials of PBL Activity: Silent Line-Up Housekeeping Entry Event: Team Norms References & Resources Buck Institute for Education

Project Based Learning Binder

Handouts Total Participation Technique (TPT) Day time and Night time Partner Day Night -Check back of your binder
-If you have an insert you are a random participant
-Please read your part when I call your number
-Purpose of Entry Event Historical Overview Quadrant D (Quad D)
-International Center for Leadership in Education (ICLE)
-Rigor and Relevance Framework (R & R)
-Highest level or rigor and relevance and most desirable in terms
of instruction and assessment
-Application model and knowledge taxonomy
Gold Seal Lesson (GSL)
-Successful Practices Network (SPN)
-Lesson created around a motivating theme, activity, or project
-Essential skills
-Performance Task (different from complex/SBAC) First Project...Modest is Best -2 weeks duration

-1 content area (integrated with ELA/Math)

-Limited complexity and number of student product (one individual and one group)

-If a project is rushed and essential elements are missed, students won't learn as much or as well PBL Background "Education is not preparation for life; education is life itself"
-John Dewey

Problem based learning emerged more than half a century ago as a practical teaching strategy mainly used in medicine to solve problems and do simulations which mimicked real life. What is PBL? An instructional approach built upon authentic learning activities that engage student interest and motivation. Students go through an extended process of inquiry in response to a complex question, problem, or challenge. These rigorous projects generally reflect the type of learning and work people do in the everyday world outside the classroom while holding students accountable for their learning while teaching them 21st century skills. -Waimalu CNA (2012) Why use PBL? -Effectively teaches content knowledge and skills
-Builds deeper understanding of concepts
-School curriculum is more engaging and meaningful to students
-One of the best ways to prepare students for the demands of life, citizenship, and work in today's world Misconceptions of PBL PBL is not: the dessert
PBL: is the main course A project is central to the curriculum and drives your instruction; it is not a "fun activity" or "applied learning" you let students do after a traditionally taught unit. PBL is both a curriculum organizer and an instructional method. Misconceptions of PBL PBL is not : a string of activities tied together under a theme, concept, time period, culture geographic area, etc.
PBL is: set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, or meeting a challenge For example, an inter-disciplinary unit on the Renaissance in which students build a model of a machine based on a Da Vinci drawing, write and present a report on a famous artist, and perform a costumed drama about a historical event is not necessarily PBL. These activities could be a part of a PBL unit if together they helped students develop and present an answer to a central question such as "Was the Renaissance just a rebirth, or a whole new baby?" In this case, the unit was "activity based" but did not require rigorous inquiry into a central question. Misconceptions of PBL PBL is not: the same as "making something" or "hands-on learning" or "doing an activity."
PBL is: often focused on creating physical artifacts but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion, and oral presentation. It's not truly PBL if students are simply making a collage about a novel, constructing a model of the pyramids, analyzing water samples from a lake, or measuring and calculating the geometry of buildings. These artifacts and activities could be part of a rigorous project if they help students meet a complex challenge and develop and present an answer to a central question. PBL Misconceptions PBL is not: For elementary students, fluent English speakers, or those who have learning disabilities.
PBL is: Is can be done by all grade levels Teachers need to make adaptations based on students' needs. Projects are effective for English Language Learners because reading and writing is purposeful and connected to personally meaningful experiences. Students with disabilities use the same support strategies during a project as you would use in other situations such as differentiation, modeling, providing more time, and scaffolding. Projects are done in small groups where teachers have opportunities to meet individual student needs and everyone feels included. What Does Research Say? -Effective in increasing academic achievement
-Increases students' motivation to learn
-Improve retention of knowledge over time
-Improves mastery of 21st century skills
-Effective with lower-achieving students
-Helps students see how school connects to the outside world by making learning relevant and meaningful
-Promotes flexibility in school day structure Teacher's Role in PBL Role: Project Manager Responsible for providing structured lessons, facilitating the inquiry process, and guiding students through the process of creating products. In PBL, you still need to perform your main job of teaching basic reading, writing, and math skills. PBL motivates and provides opportunities for children to learn, but is not intended to be a time out from teaching the basics. Develop an Idea 8 essential elements
1. Significant content
2. 21st century skills
3. In-Depth inquiry
4. Driving question
5. Need to know
6. Voice and choice
7. Revision and reflection
8. Public audience Common Kinds of Projects Exploration of a philosophical question "What is a healthy community?" An investigation of a historical event, time period of natural phenomenon A problem-solving situation (real or fictitious scenario) A challenge to develop a plan or produce an event A challenge to create a piece of writing, multimedia, or work of art Places to Start the Wheels Turning The Standards for the subjects you teach Social Studies Standards (1st grade): The students understand the concepts of goods and services. The student is expected to: identify examples of goods and services in the home, school, and community; identify ways people exchange goods and services. Potential Project: Students interview their parents and visit various businesses near the school to find out what and how they buy and sell, make a map showing local business locations, then create and operate a "flea market" in their classrooms. Issues Many community residents are not recycling. Potential Projects: Students analyze numerical data on the extend of recycling, plan and conduct a campaign, including public service announcements, presentation and displays at public places to increase participation in a community recycling program. What people do in the world outside of school... Farmers grow crops based on climate, soil, resources needed, and economics Potential Project: Students study the requirements for successful plant growth as they plan, plant, and grow an organic garden. Civil engineers design bridges to make them safe Potential Projects: Students use math and physical science concepts to design their own popsicle bridge, tests its strength by suspending weights, and try to increase its strength by modifying the deisgn. PBL Background -In an article written by Dr. Laturnau (2001):
-PBL engaged students in real-world activities
-Embodies selected standards, giving students a reason to achieve them
-Driving Question to stimulate interest and energize instruction
-Culminating tasks are designed to build students' background knowledge, deepen their understanding, and results in applied learning
-Includes technology
-Evaluative criteria are shared with students at the beginning; students are provided exemplars
-Significant different between activity-based instruction, in which activities are the means and ends, and project-based activities, where activities are the means and standards are the ends.
-Focuses on achievement, not covering all the material Deciding on the Scope of the Project What requirements do you live with?
What time frame do you operate in?
What resources are available to you? 21st Century Skills Collaboration
Communication
Critical Thinking/Problem Solving Driving Question Engaging for students

Open-ended

Aligned with learning goals If you can Google the answer to a DQ in less than 10 minutes, you probably should refine your DQ What is a Driving Question? A driving question organizes all the various activities in a project by stating its purpose. For students, the driving question captures the heart of the project in clear and compelling language, giving them a springboard and direction. For the teacher, the driving question helps maintain consistency, guide lesson planning, and build activities which help students answer it. Effective Driving Questions A DQ doesn't need to state the learning goals but should be aligned to what content student should and be able to do. What content, knowledge and skills will students be learning? How can we use geometry and measurement to design a new playground? The standards and content are clearly identified in the question. Rather say, how can we plan a new playground? It's still going to require geometry and measurement. Examples of Driving Questions From...Sounds like a teacher How does the author use voice and perspective in The House on Mango Street to reflect on her childhood and community? To: Engaging for students How does our childhood contribute to the development of western civilization? Examples of Driving Questions From: Aligned to learning goals...but too obviously How do architects use geometric principles such as congruent and similarity along with measurement and radio to design structure? To: Aligned to learning goals...without stating them How can we design a school of the future? Tubric Activity Before Moving on to the Next Chapter Refer to the following:
Project Idea: Pg. 16-25
Driving Question: Pg. 26-32
Content Standards: Curriculum Overview

Next Steps:
1. Use CO to select science/social studies standards and Math/ELA standard
2. Determine project idea

Resources:
Habits of Mind handout
21st century learning handout Planning the Details Now that you have your project, it's time for the details. Launch Project:
Entry Event & DQ The Flow of a Project Build knowledge & skills to answer DQ Develop and revise products that answer DQ Present products that answer DQ Feedback Balanced Assessment Plan Content-Area
Important Stuff
21st Century Skills Creating Rubrics Major product
Collaboration
Presentation Integration Literacy & Lit Circles
Technology Total Participation Technique (TPT) Day Task: Read pg. 36-42. What are some ways you can integrate technology? What kind of support would you need in order to integrate technology? Entry Event Purpose:
To spark student interest and create curiosity
Begin inquiry process Have a discussion about an issue of interest
Visit websites
Show a video
Invite a guest speaker Before Moving On.... Major Product: group and individual
Presentation Audience
Entry Event: Pg. 44-45
Assessment: Formative and Summative
Create Rubrics: Product, Collaboration and Presentation
Resources Needed
Reflection Methods Questions to think about?
How will you assess early in the project, during the project, and end of the project?
How will you integrate technology?
What will be your parent involvement component? Project Teaching & Learning Guide
Project Calendar Night Task: Review pg. 48-56 & Useful Stuff in the back. Agenda Getting Started Creating a Culture of Inquiry in your classroom Managing Your Project An important feature of PBL is inquiry. It's more than giving students a list of questions to answer by checking their textbooks.

Inquiry in PBL means students:
-Ask their own questions
-Use a variety of sources to develop not so obvious answers
-Reflect on what they find
-Ask deeper questions- always guided by the DQ Set Up Your Space for PBL -Have tables for student teams or desks that can easily be arranged
-Have computers available in the room
-Carve out space (use your rugs)
-Keep supplies for project work in one location and easily accessible
-Post important documents on the wall such as the Driving Question, Need to Know, Project Calendar, Word/Concept Wall, Team Norms, Sample Products with rubrics
-Use your bean table to meet with team representatives Beginning the Inquiry Process
After the Entry Event After an Entry Event, build on the momentum to begin the inquiry process with the following steps: 1. Share the Driving Question with Students, or have them write it with you.
2. Tell students, in general terms, about the culminating products and presentations.
3. Conduct a discussion to generate questions and ideas the children are wondering about related to the topic, Driving Question, and their task. If you think they are ready, focus students on what they think they will need to know in order to complete the project.
4. Explain the project's logistical details, either orally and/or on a handout. If you have planned to begin the project with teamwork, let students know who they will be working with. If appropriate for your grade level, show students the Project Calendar with target dates, checkpoints, and major events. How to Conduct a "Need to Know" Discussion Creating a "need to know" list helps students get a clear idea of their task at the start of a project, guides them in inquiry, and should be used to check progress along with way. -Have them generate a list with a partner or small group
-Use your SmartBoard and have a student be the recorder to free you to facilitate the discussion
-Do not attempt to reshape students' questions and comments, PBL is built on a culture of inquiry and independent and should be "student owned"
-When you present a lesson, refer to the "need to know" to remind students that they identified it as something that will help them with their project Sample "Need to Know" Lists The 1st graders in Dana's class asked the following questions after the request from their principal for help in creating rules for various places around school:
-How many rules should we make?
-How big should our posters be?
-Who's going to watch our video?
-Are the rules for just us or the whole school?
-What if other kids don't follow the rules?
-Why do we have to make the rules? Building Collaboration Skills and Managing Student Teams Step One: Help students understand what good collaboration means.
Step Two: Provide Students with tools such as contracts and work planning forms (see Useful Stuff)
Step Three: Manage student teams during the project
*Great way to differentiate your instruction based on student needs
*Great way to infuse small group instruction
*Formative checks
*Students must know expectations and have a role within the group
*Collaboration rubric Bloom's Taxonomy for the 21st Century Pg. 72-76
-Addresses critical thinking
-Provides examples
-Student tools
-Websites Formative Checkpoints PBL Formative Purposes:

1. To find out if students have the content knowledge, understanding, and skills they need to answer the Driving Question and create major products.

2. To check the quality and progress of products that students create from initial stages to final versions. As they develop their answer to the Driving Question and prepare to present their work to an audience. Just like you need to go to the dentist for regular check-ups to prevent cavities, formative assessment is one of the most important practice for improving learning. In PBL, it's even more important to check for student understanding and monitor progress. During a multi-week project you need to make sure students are getting it and getting it done. Guide Students in Self-Assessment An important attribute in PBL is the shared assessment process where students and peers can monitor their progress.
To guide students in assessing their project products:
1. Review the criteria (rubric) for evaluating a product or presentation
2. Using an example, model a "think aloud" strategy to show them how to apply the criteria to a product
3. Ask them to mark up the rubric, highlighting or circling words that apply, and/or have them write comments on a form to explain their judgment.
4. Provide students with feedback on their self-evaluations, explaining where you agreed with them or where you did not. Project Calendar -Set deadlines when students should complete each step in the journey
-These checkpoints can be for formative assessments, feedback, and/or reflection
-At checkpoints, students submit artifacts such as notes, drafts, or other written work
-Decide major milestones by working backwards from project's end point.
-See Spotlight Projects for examples Presentations Presentation is one of the most essential components of a project.

-How will students interact with people who see their work?
-Prepare students
-Prepare audience
-Presentation planning form (Useful Stuff)
-Presentation day checklist (Useful Stuff) Reflecting and Perfecting Why Reflect? Taking time to reflect is the last step in the project which is often overlooked.
Reflection helps students retain what they learn because they go over it one more time in their minds, connect to what they already know, and to other topics and ideas.
Revisiting the Driving Question and key concepts helps it sink deeper.
It's important for students to assess how they collaborated with peers and used 21st century skills. Celebrate Success Reflections Student reflection (Self-Reflection on the project form)
Gathering feedback from students about the project
Use data to plan for re-teaching and improve project
Teacher reflection (Teacher's post project review form)
Saving student work samples and project artifacts Useful Stuff Urgency “Lets be clear- we are failing too many of our children. We’re sending them out into a 21st century economy by sending them through the doors of 20th century schools.”
-President Obama “There is a profound disconnect between what students are taught and tested on in most high schools today and how they are expected to learn, versus what the world will demand of them as adults and what motivates them to do their best.”-Tony Wagner, The Global Achievement Gap Urgency Common Core State Standards
College and Career Ready
Shifts in ELA/Math
Mathematical Practices
Complex Targets College Career Citizenship Ready A college, career, and citizenship ready student has the aspirations, knowledge, skills, and habits that will lead to post-secondary opportunities and choices, to successfully attain life goals.
Aiea-Moanalua-Radford Complex
September 2012 Our Driving Question How do we design and implement effective project based learning projects that are aligned to Common Core? = "The What" = "The How" Does not solve problems of Engagement Templates
Samples
Spotlight Projects Where are we now? CCSS
CCR
Data Teams
Inclusion
Intervention blocks
Integration Where do we need to be? A challenge to develop a plan or produce an event
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