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Project Based Learning

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Kim Pruitt

on 9 March 2016

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Transcript of Project Based Learning

The process
Project Based Learning
What is Project Based Learning?
Begin with the end in mind.
*interests of students
*length of project
Where Do I Begin with PBL?

Problem-solving guide
Reflection journal
Reflection essay
Small/Whole Group discussions
Ways in which I assessed throughout the whole PBL process:
The role of the

*incorporate standards
* constructivist philosophy
*encourage risk-taking
*develop and model inquiry
*be flexible
*model the willingness to be a learner
*assessor of learning
Role of students:
-Conductors of
-Peer/self evaluators
Establish the conceptual framework
Determine the guiding question.
Brainstorm the topic:
Problem-solving Research Process Begins:
Design and create final product:
Space Aviation and Missions:
broad topic- students chose their own subtopics
science, reading, English curriculum

Civil Rights:
specific topic chosen by teacher
social studies, reading, English curriculum

specific topic chosen by collaborating teachers (Memphis, PDS, Taiwan)
humanities (global project), math, reading, English

Going Green:
specific topic chosen by teacher
sustainable project (improving our world) not part of 5th grade curriculum
Space Aviation and Missions:
empathy: failed missions, loss of lives, pushing the limits where no man has gone, etc.

Civil Rights: fairness and equality

Bullying: Human Rights, fairness and empathy

Going Green: personal wasting that affects environment
Space Aviation and Missions:
questions developed by the students

Civil Rights:
question was developed by the teacher: What can I learn about the past Civil Right’s struggles to help resolve issues that still exist today?

question was developed by the teacher: What are the negative impacts of bullying in our society and what can I do to prevent it?

Going Green:
question was developed by the teacher: What can we do about PDS waste to help reduce the problems it poses to our world?
Form Collaborative Teams:
During this stage of the process the following can/will occur:
*new questions are formulated and explored
*take a new direction after researching due to new interests or ideas
*try something different or take a new approach because what is
being attempted isn't working
*the experience of failure or difficulty moving forward
*reflection of what has been learned (this solidifies understanding)
*weigh the pros and cons and make a final decision.
The driving question can be is open-ended and challenging; it can be........
abstract- When is war justified?
concrete- Is our water safe to drink?
problem-solving- How can we improve traffic flow around our school?
design challenge- How can we design a recycling bin or composting bin to help eliminate the waste at PDS?
The Big Picture
Rubric: https://docs.google.com/document/d/182UnJunLtEw-UpfSIIAIVsTWHMWvYuwl1sY3fDlboeM/edit
Rubric: https://docs.google.com/document/d/1HxeyXtJ3AOb5eYkwCFcWSW9p39ZwkhplAIy6aFAIDRA/edit

3 types of
What PBL is NOT:
It is not a string of activities that are tied together under a theme or concept. Everything in this case is disjointed and
doesn’t necessarily
work together for
one final
PBL is a set of learning experiences and tasks that guide students in inquiry answering a central question (driving question), solving a problem, or meeting a challenge. It needs to be meaningful to the students and serve a purpose. We have been introduced to design thinking, which is project based learning.
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