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Project Based Learning

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Sharyl Lynn Fujii

on 25 January 2013

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Transcript of Project Based Learning

Why Use PBL? Project Based Learning Defined PBL Carousel TPT What Does Research Say? Misconceptions of PBL Presented By: Heather, Kathy, & Sharyl Lynn Project Based Learning PD Morning Message
Good morning teachers,
Please read the article: "8 Essential Elements of Project Based Learning." Silent Activity -9 random participants

-Audience participation

-Task: Now that you have read the article, line-up in the order of the 8 essential elements of PBL Agenda Resource Buck Institute of Education (BIE) Materials PBL binder
Handouts 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)

-Implement SY 13-14 in 2nd or 3rd quarter

-If a project is rushed and essential elements are missed, students won't learn as much or as well Driving Question How do we design and implement an effective project based learning plan that is aligned to Common Core? Team Norms = "The What" = "The How" Does not solve problems of Engagement Entry Event -Check your binder

-If you have a pink construction paper, you have been selected to be a random participant

-Please read your part when I call your number “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 What are we as teachers doing? Common Core State Standards
College and Career Ready
Shifts in ELA/Math
Mathematical Practices
Complex Targets
PBL 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 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
*Emedded in PBL
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)
*Content maybe the same, components may overlap, but the process is different from when Gold Seal Lessons were developed to the implementation of CCSS. "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. Laturnau (2001): PBL engages students in
real-world activities Embodies selected standards, giving students a reason to achieve them Driving Question stimulates interest and energizes instruction Culminating tasks are designed to build students' background knowledge, understanding, and results in applied learning Includes technology Evaluative criteria are shared with students at the beginning, students are provided exemplars Focuses on achievement not covering all the material "There is a significant difference 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." 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) Do we need one?
Whiteboard, wall, cabinets, display board
Keeps students informed of where they are going. -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 -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 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. Getting Started 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, or natural phenomenon A problem-solving situation (real or fictitious scenario) A challenge to create a piece of writing, multimedia, or work of art A challenge to develop a plan or produce an event Places to Start the Wheels Turning 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 extent 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 do people do 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 design. 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
Critical Thinking/
Problem Solving Major Products
Presentation Align major products with standards and use them as assessment tools.

Make the major products as authentic as possible.

Have individual products and/or assessments in addition to team created products Presenting to an Audience Presentations of student work to a public audience is one of the essential features of PBL and connects to the CCSS expectations of public speaking. Consider these potential audience for students: other students at school
other adults at school
other adults who visit the school
people in the community; Friends of Waimalu, PTO Driving Question Engaging for students


Aligned with learning goals 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. For Teacher Guides planning and re-frames content standards, captures and communicates the purpose of the project, initiates and focuses on inquiry For Student Guides project work, creates interest, and/or sense of challenge, reminds them why we're doing this today Characteristics of
Driving Questions Ask yourself:
1. Will my students understand it? Will they find it interesting?
2. Does it require in-depth inquiry and higher-level thinking to answer it? Is it open-ended?
3. To answer it, will my students need to learn the important content and skills I've targeted? *If you can Google the answer to a DQ in less than 10 minutes, you probably should refine your DQ? 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? Rather say, how can we plan a new playground? It's still going to require geometry and measurement. The standards and content are clearly identified in the question. Examples of
Driving Question 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 congruency and similarity along with measurement and ratio 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. 16-24
Driving Question: Pg. 25-32
Content Standards: Curriculum Overview

Next Steps:
1. Use CO to select science/social studies standards and Math/ELA standard
2. Determine project idea
3. Driving question
4. Habits of Mind
5. 21st Century Skills

Habits of Mind handout
21st century learning handout
Standards Toolkit (HCPSIII)
Common Core Website Planning the Details Now that you have your project, it's time for the details. The Flow of a Project A Well-Balanced Assessment Plan Assessing content-area knowledge, skills, and conceptual understanding

Assess the important stuff

Assessing 21st century skills Assessing content-area knowledge Still use traditional methods from determining if students are learning the knowledge, skills, and concepts you've targeted in your projects. Assess the Important Stuff When you assess student work, put more weight on key learning goals. Usually content knowledge and conceptual understanding should count for a lot more than now neat the writing is or how colorful it looks Assessing 21st Century Skills Begin with a clear set of learning goals and decide how students will demonstrate their skills.
Teach the skills and give students opportunities to practice.
Then assess their skills using more than one piece of evidence. Reading Activity Task: Read pages 37-44

Guiding Questions

-What are some ways you can integrate technology?

-What kind of support would you need in order to integrate technology?

-How will you integrate literacy throughout the day? Creating Rubrics Major Product
Presentation Literacy in
your Project Ron Berger: It's not simply that this work entails lots of reading and writing, but that we explicitly teach reading and writing skills formally during the work. Rather than limit the time available for literacy skills, this approach builds literacy instruction all day long. Integration
Literacy, Literature Circles, & Technology Entry Event Purpose: To spark student interest and create curiosity. Begin with the inquiry process Have a discussion about an issue of interest
Visit websites
Show a video
Invite a guest speaker Reading Activity Task: Read pages 47-57

Guiding Questions:

-What could be an Entry Event for your PBL plan?
-How can a Project Calendar help you and your students?
-How can you involve parents in your PBL plan?
-How will you form your student teams? Project Calendar Use your Teaching and Learning Guide to create a calendar showing what will happen each day. Teaching & Learning Guide Create a list of knowledge and skills students will need in order to create their project and make presentations

Plan backwards by thinking of learning experiences you will need to provide

Decide how students will learn each the knowledge and skills *Writing the Project Teaching and Learning Guide prior to creating the Project Calendar helps to align everything Parent Involvement Part of our Academic Plan
-Help child at home
-Parents can be audience on presentation day Before moving on ... Major product
Presentation Audience
Entry Event
Resources Needed
Reflection Managing your Project After Entry Event ...build on the momentum to begin the inquiry with the following steps:

1. Share the Driving Question with students

2. Tell students about the culminating products and presentations

3. Conduct a discussion to generate questions and ideas the students are wondering about related to the topic, Driving Question, and their task.

4. Explain the project's details (Project Wall) Need to Know
Facilitating Inquiry Collaboration & Managing Student Teams Step 1: Help students understand what good collaboration means.

Step 2: Provide students with tools: contracts and work planning forms.

Step 3: Manage student teams during the project Keep the Driving Question in students' minds Post it
Link it to lessons/activities
Write about it
Revisit at conclusion of project Bloom's Taxonomy for the 21st Century Task: Read pages 74-78
Share insights about what you read with your grade level Develop & Revise products that answer the Driving Question Formative assessments
and setting checkpoints Two purposes:
To find out if students have content knowledge and skills needed to answer DQ and create products

To check the quality and progress of products- from initial stages to final versions- as they develop their answer to the DQ and prepare to present Shared Process
in Assessment Important attribute in PBL is an assessment process which is shared.

Teaches them to be an independent learner and take responsibility for their own work.

Providing feedback (teachers and students)

Refer to Project Teaching and Learning Guide and Project Calender Preparing and Facilitating Presentations to an Audience Task: Read pages 83-87 Reflecting & Perfecting Why Reflect? -Revisit DQ and key concepts in the project helps them sink in deeper
-Students assess how well they collaborated with peers and other 21st century skills
-Discussion with students on the overall project Celebrating Success Student Reflection
Teacher Reflection
Use data to plan for re-teaching and improve project
Saving examples and student work Reflections Useful Stuff Worktime To Do List:
-Create rubrics
-Project Teaching & Learning Guide
-Project Calendar
Stop: 2:30pm
-Grade level sharing of Project Overview

*Please email what your GL has completed Next Steps RCA
-Create Rubrics
-Project Teaching and Learning Guide
-Project Calendar
-Project Wall Where are we going? SY 14-15 SBAC SY 12-13
Plan PBL SY 13-14 -Implement PBL
2nd/3rd quarter
-Reflect & Perfect Sharing
Reflection Special Features of Binder: Tips from the Classroom
K-2 How-To
*Use this Discussion Questions
1. How will you prepare students for their presentation?
2. How can you involve the audience during presentations? (refer to pg. 2) (refer to pg. 2) (refer to pg. 6) (refer to pg. 6) (refer to pg. 6) (refer to pg. 3) (refer to pg. 7) (refer to pg. 8) (refer to pg. 9-10) (refer to pg. 11) (refer to pg. 15) (refer to pg. 15) (refer to pg. 16-17) (refer to pg. 17) (refer to pg. 18) (refer to pg. 19) (refer to pg. 20-21) (refer to pg. 22-23) (refer to pg. 24) (refer to pg. 25) (refer to pg. 26) (refer to pg. 27-28) (refer to pg. 26) (refer to pg. 27) (refer to pg. 29-31) (refer to pg. 29-31) (refer to useful stuff) (refer to pg. 33) (refer to pg. 35) (refer to pg. 36) (refer to pg. 37) (refer to pg. 39) (refer to pg. 40-42) (refer to pg. 43-44) (refer to pg. 45-46) (refer to pg. 47-48) (refer to pg. 49) (refer to pg. 52-53) (refer to pg. 59) (refer to pg. 63) (refer to pg. 64-69) (refer to pg. 70-73) (refer to pg. 79) (refer to pg. 80) (refer to pg. 88) (refer to pg. 89) (refer to pg. 90) (refer to pg. 91-96) Collaboration Critical Thinker Creative My name is Martha. Reflecting on DQ How do we design and implement an effective project based learning plan that is aligned to Common Core? Think. Pair. Share. Whole-Class Projects Work Well Examples
Pizza Shops and the World of Work: Students all pitched in on creating and running one restaurant.
Creatures of Oldham County: The class created one illustrated book, with each student team creating their own chapter about a different animal. K-2
How-to To Team or Not to Team?
If you teach primary students, it often makes sense for the whole class to do a project together. The children might work in teams only for a short, specific task(s) rather than for the duration of the project K-2
How-to K-2
How-to Re-Teach Teamwork Every Time They Do It Young children will need a mini-lesson every time they resume working in teams. Model their task and give clear directions before they get started even if it's the same task as the day before. K-2
How-to Questioning children during presentation Use your judgment when asking young children questions when they present

Give guidelines to audience members

Keep questions short and simple

Focus on knowledge rather than critical thinking skills

If a student is nervous or doesn't understand, don't press too hard K-2
How-to Helping children assess 21st century skills Young students may not be able to evaluate how well they worked on a team or think critically.

Schedule individual time.

Review what it means to be a good team member, critical thinker, and problem solver.

Use a rubric along with evidence. K-2
How-to A simple way to gather feedback Class discussion
Example: "I like" and "I didn't like" to record their thoughts Spotlight Project K: Learn about food groups and assemble pictures for menus they create to explain a healthy Thanksgiving meal, which they present to parents and other students. 1st: Learn about the power of wind while designing, building, and testing model sailboats using recycled materials.

2nd: Try to guess how much food, school supplies, or other kinds of items they could buy with 1000 pennies. Then create shopping lists, visit local stores and websites to compare prices to prepare for a presentation about where they should buy things. (refer to pg. 24) Acronyms
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