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Eight Essential Elements of PBL

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Susan Bastian

on 25 October 2012

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Transcript of Eight Essential Elements of PBL

Eight Essential Elements
of Project-Based Learning Susan Bastian
St. Joseph School
Sylvania, Ohio Significant Content A Driving Question Student Voice & Choice Inquiry & Innovation Feedback & Revision 21st Century Skills Publicly Presented Product More depth, less breadth
Content is significant to the students
Teacher design ensures focus on knowledge and concepts derived from the standards
Begin with the standards you need to cover
Planning is key! A good driving question captures the heart of the project in clear, compelling language.
Gives students a sense of purpose and challenge.
Ideally students create the driving question, but often, teachers define this.
A project without a DQ is like an essay without a thesis statement. This is a KEY element of PBL!
The more voice & choice, the better!
Students can choose what product to create, what questions to pursue, and how they will work toward their goals
The opportunity to make choices and to express their learning in their own voice helps increase engagement. Simply remembering information is not enough.
To answer a DQ, students must use higher-order thinking skills and learn to work as a team.
Opportunities are given to build skills in collaboration, communication, problem solving, critical thinking, and use of technology.
These skills are EXPLICITLY taught.
These skills are assessed by the teacher as well as students (self-assessment). Students ask questions, search for answers, and arrive at conclusions.
This leads students to construct a NEW idea, interpretation, or product.
Students find classroom work more meaningful when they engage in real inquiry.
Real inquiry is not repackaging information from a teacher or textbook into a new pretty package.
The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives. Formalized process makes it more meaningful.
Use rubrics!
Students should be coached in the use rubrics to self-assess and assess each other.
Outside experts can give feedback that becomes even more meaningful to students.
Students learn that high quality is not the result of a first attempt in the real world.
Students are asked to think about what and how they are learning. Work is more meaningful when it's not done just for the teacher or the class.
When students present their work to a real audience they care more about quality.
When it comes to authenticity, more is better! A Need to Know An Entry Event engages interest and initiates questioning.
An Entry Event can be almost anything: a video, a field trip, a speaker,a lively discussion!
Students are motivated to learn based on their engagement and interest - NOT because "it's going to be on the test" or because "you'll need to know this next year". Information in this Prezi is from articles by John Larmer and John Mergendoller of the Buck Institute for Education, 2010 and 2011. http://bie.org
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