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21st Century Learning Approach

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K Dvorak

on 26 July 2013

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Transcript of 21st Century Learning Approach

Project-Based Learning
What is Project-Based Learning?
Designing a Lesson
Research Question
Does project-based learning
develop 21st century skills
in our students?

Presented by:
Erica Colby
Kathy Dvorak
Jill Harskamp
Erin Jacobson
Catherine Voss

Are we preparing our students
for the future?
What real-world skills do you have? | United Federation of Teachers. (2013, May 2). United Federation of Teachers. Retrieved June 27, 2013, from http://www.uft.org/editorial-cartoons/what-real-world-skills-do-you-have
Buck Institute for Education. (n.d.). Buck Institute for Education. Retrieved June 27, 2013, from http://www.bie.org/videos/video/project_based_learning
Begin with the end in mind
Use benchmarks and standards
Search the web for successful projects
Map the community for ideas
Model projects on problems people face in the work place
Create projects that focus on local and national events
"Project Based Learning." Project Based Learning. N.p., n.d. Web. 27 June 2013. <http://pbl-online.org/pathway2.html>.
students solving realistic, real-world problems
students having greater control over their own learning
students working cooperatively and collaboratively to solve problems
teachers working as coaches and facilitators
Why Project-Based Learning?
Research shows that students who participate in problem-based learning have better retention of knowledge and an improved attitude toward school and learning.
What's the difference between project-based and problem-based learning?

Students learn through the process
of investigating and solving a problem. This approach is also inquiry-based, just like project-based learning . The major difference is that students do not produce a project to demonstrate the learning.
According to a study done by Barron & Darling-Hammond (2008), a growing body of research has shown the following:
• Students learn more deeply when they can apply classroom-gathered
knowledge to real-world problems, and when they take part in projects
that require sustained engagement and collaboration.
• Active learning practices have a more significant impact on student performance than any other variable, including student background and
prior achievement.
• Students are most successful when they are taught how to learn as well as what to learn.
Project-Based Learning vs. Problem-Based Learning
Students work together to solve a real-world problem. The problems often cross curriculum and offer students the ability to develop collaborative skills through group work. Students then produce a project (visual, oral, written, multimedia, etc.) to show their learning. Often students are able to choose the type of medium they will use to demonstrate their learning.
Designing a Lesson
Craft a Driving Question
Question should drive the project
Capture the theme or idea
Allow students to develop content skills to assist in answering the question
Not be easily answered or solved
Designing a Lesson
Plan the Assessment
Work backwards to align projects with outcomes
Establish criteria for each standard
Use rubrics
Assessment should address collaboration, communication, and problem solving skills
Feedback should be fair, timely, and useful to students

Designing a Lesson
Map the Project
Begin by organizing tasks and activities
Prepare students by allowing practice of crucial project skills before the project begins
Decide how to introduce the project in an engaging way
Gather materials and resources
Utilize a storyboard or project map
Designing a Lesson
Manage the Process
Teacher becomes a coach or guide
Create project teams
Set goals with students
Manage and enforce deadlines
Clarify all aspects of projects
Evaluate the success of the project
Celebrate with students
Project-Based Learning Builds 21st Century Skills
According to the American Educational Research Association:
"Teachers who use PBL report more teaching and assessment of 21st-century skills. That means students in PBL classrooms are spending more time learning about important content through experiences that emphasize critical thinking, collaboration, creativity, and communication."
21st Century Skills
Critical Thinking
Problem Solving
Communication and Collaboration
Creativity and Innovation
Flexibility and Adaptability
Initiative and Self-direction
Social and Cross-cultural Interaction
Productivity and Accountability
Leadership and Responsibility
Digital Literacy
Learning Experiences in PBL Classrooms
Students compare information from different sources before completing an assignment
Students draw their own conclusions based on analysis of numbers, facts, or relevant information
Students try to solve complex problems or answer questions that have no single correct solution
Students give feedback to peers or assess other students' work
Students convey their ideas using media other than a written paper (such as posters, blogs, or videos)
Students answer questions in front of an audience
Students generate their own ideas about how to confront a problem
Example: PBL building 21st Skills
Project Overview: California Propositions Public Service Announcement
The Metropolitan Arts and Technology High School San Francisco, California
Effective Project Learning
Project outcomes are tied to curriculum and learning goals
Driving questions and problems lead students to the central concepts or principles of the topic or subject area
Student investigations and research involve inquiry and knowledge building
Students are responsible for designing and managing much of their own learning
Projects are based on authentic, real-world problems and questions that students care about
To complete these characteristics it is helpful to use
Step One: Research Best Practices
Step Two: Select Student Groups
Step Three: Train Teachers in
Project-Based Teaching Methods
Step Four: Administer Assessment of
21st Century Skills
Step Five:
Teach using Project-Based Lesson Plans
Step Six: Re- Administer Assessment
Step Seven: Analyze Results
- Literature Search
- Seek out Experts
- Observe Skilled
• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving
and Decision Making
• Digital Citizenship
• Technology Operations
and Concepts

21st Century Skills Assessment. Retrieved June 25, 2013, from http://www.learning.com/docs/21csa/21st-CSA-Overview.pdf
- control group
- experimental

Castle, J. (n.d.). Real World Projects for the Fourth Grade | eHow. eHow | How to Videos, Articles & More - Discover the expert in you.. Retrieved June 30, 2013, from http://www.ehow.com/info_8497995_real-world-projects-fourth-grade.html
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, California: Jossey-Bass.

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for the digital age. 21st Century Fluency Project Inc.

Pearson Foundation. (2009, July 17). California propositions public service announcements project [Video File]. Retrieved from www.youtube.com/watch?v=cSoWWEL6Wa0&feature=player_detailpage

Boss, S. (2012, May 2). How project-based learning builds 21st century skills. Retrieved from
Vega, V. (2012). What works in education: Project-based learning research review. The George Lucas Educational Foundation. Retrieved from http://www.edutopia.org/pbl-research-learning-outcomes#definition

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. San Fransisco, CA: The George Lucas Foundation. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Gerdes, D. (2012). Introduction to problem-based learning: What is pbl?. Aurora, IL: Illinois Mathematics and Science Academy. Retrieved from http://pbln.imsa.edu/model/intro/
Torp, L. & Sage, S. (2002). Problems as possibilities: Pbl for k-16 education. Alexandria, VA: ASCD. p. 16.
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