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Introduction to Project Based Learning for Glendale Spanish

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Natalie Morosi

on 17 February 2014

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Transcript of Introduction to Project Based Learning for Glendale Spanish

Introduction to Project Based Learning
Essential Elements continued
3. In-Depth Inquiry- PBL involves an extended process of asking questions and using resources to develop answers.
4. Driving Questions (DQ)- Open-ended, succinct questions that focus student projects.
5. Need to Know- Information that students must know in order to understand and thoroughly answer the DQ.
6. Voice and Choice- Flexibility within projects for students to make choices about how they approach the inquiry process and present their final projects.
7. Revision and Reflection- There are multiple opportunities for students to receive feedback on their projects and make beneficial revisions.

How can we help? What do YOU need to successfully implement PBL?
Project Based Learning? A definition from the Buck Institute for Education:
"PBL is a systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks."
Essential Elements of PBL
1.Significant Content
PBL is about more than "hands-on activities" or fluff projects.
Projects are central to the curriculum-- they are the main course, not the dessert.
Projects are standards based and integrate numerous academic disciplines.
2. 21st Century Skills:
Critical thinking
Specific Peer Review
Common Mistakes with Peer Review
Sample Student Project #1: What significant content and 21st century skills are evident in this project?
Presentation by Natalie Morosi
And we'll close with one more project from a local school...
One More Essential Element
8. Public Audience- Projects culminate with an opportunity for children to share with an audience outside of their classroom, or even outside of their school.
A few ideas:
another grade level
students' parents
community members
experts in the community in a field related to the project's content
government employees
Spanish-speaking audience
Sample Student Project #2: Analyze for all Essential Elements
Glendale Spanish Immersion Elementary
Planning Forms
Resources for Project Ideas
Majority of presentation content based on:
Hallermann, S., Larmer, J., & Mergendoller, J. R. (2011).
PBL in the
elementary grades: Step-by-step guidance, tools, and tips for standards-focused K-5 projects.
Novato, CA: Buck Institute for Education.

Additional resources:
The Cognition and Technology Group at Vanderbilt University. (1990).
Anchored instruction and its relationship to situated cognition.
Educational researcher 19 (6)
: 2-10.
Brown, J., Collins, A. & Duguid, P. (1989). Situated cognition and the
culture of learning.
Educational researcher 18 (1)
: 32-42.
Wolf, D., Bixby, J., Glenn, J., & Gardner, H. (1991). To use their minds
well: Investigating new forms of student assessment.
Review of research in education 17
: 31-74.
Videos and planning forms from included websites.

Third Grade
Tree House Project
Project Overview: http://images.bie.org/uploads/useful_stuff/Project_Overview_FINAL2013.pdf
Project Assessment Map: http://images.bie.org/uploads/useful_stuff/Project_Assessment_Map_Writable.pdf
Project Calendar: http://images.bie.org/uploads/useful_stuff/Project_Calendar.pdf
Rubrics: http://www.bie.org/tools/freebies/cat/rubrics AND Rubistar

• Buck Institute for Education: http://www.bie.org/project_search
• Epals collaborative projects: http://www.epals.com
• http://wveis.k12.wv.us/teach21/public/project/MainMenu.cfm?tsele1=2
• https://www.nextlesson.org

Bringing it all together:
"When people learn new information in the context of meaningful activities, they are more likely to perceive the new information as a tool rather than as an arbitrary set of procedures or facts."
-The Cognition and Technology Group at Vanderbilt University,
"Archetypal school activity is very different from what we have in mind when we talk of authentic activity, because it is very different from what authentic practitioners do. When authentic activities are transferred to the classroom, their context is inevitable transmuted; they become classroom tasks and part of the school culture. Classroom procedures,as a result, are then applied to what have become classroom tasks. The system of learning and using (and, of course, testing) there after remains hermetically sealed within the self-confirming culture of the school. Consequently, contrary to the aim of schooling, success within this culture often has little bearing on performance elsewhere."
-Brown, J., Collins, A. & Duguid, P., 1989
"At present, we have a national curriculum-a course of study that
yields low-level basic skills for a large and diverse population of students."
"Many of the aspects of what we need to teach beyond basic skills can be captured if we imagine thinking as a performance"
"Learning at all levels involves sustained performances of thought and collaborative interactions of multiple minds and tools."
-Wolf, D., Bixby, J., Glenn, J., & Gardner, H., 1991
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