Not Your Mother’s Projects The 21 st Century Context for CCSS - Focused Project Based Learning.
Post on 17-Dec-2015
216 Views
Preview:
Transcript
Not Your Mother’s Projects
The 21st Century Context
for CCSS - Focused Project Based
Learning
So you don’t have to take notes, you will find this PowerPoint at…
www.formativedifferentiated.com -Jacque Melin’s Website
Sources used to create this PowerPoint:
www.bie.org http://wvde.state.wv.us/teach21/pbl.html http://www.pblu.org/classes http://www.smarterbalanced.org/news/s
marter-balanced-releases-sample-assessment-items-and-performance-tasks/
Your Driving Question…
How can we, as teachers, design and implement effective PBL (units) that are aligned to the Common Core?
What do you need to know…
The What and the How
= the WHAT
= the HOW
Does NOT Solve Problems of
Engagement
What is Project Based Learning?
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.
A Project could be….
An exploration of a philosophical question – “What is a healthy community?”
An investigation of a historical event or a natural phenomenon.
A problem-solving situation – either real or fictitious.
An in-depth examination of a controversial issue.
A challenge to design an artifact, plan or event. A challenge to create a piece of writing,
multimedia or work of art for a particular audience or purpose.
Driving Question
orChallenge
Needto
Know
Inquiry&
Innovation
PubliclyPresented
Product
StudentVoice &Choice
21st CenturySkills
Feedback &
Revision
PBL Essential Elements
Driving Questionor
Challenge
Needto
Know
Inquiry&
Innovation
PublicPerformance
& Product
StudentVoice &Choice
21st CenturySkills
Critique&
Revision
Driving Question
orChallenge
Needto
Know
Inquiry&
Innovation
PubliclyPresented
Product
StudentVoice &Choice
21st CenturySkills
Feedback &
Revision
PBL Essential Elements
PBL is the MAIN COURSE NOT the DESSERT
Your Mother’s Projects
Dessert Project Main Course PBL
Students bring dishes from various countries for a “Food of the World” day, dressing in clothes that represent the culture.
Students answer the questions, “Are we the same as or different from the people in China?” as they create narrated videos, based on information from fiction and nonfiction, movies, and documentaries, and correspondence with pen pals (ePals) at a school in China.
Dessert Project Main Course PBL
During a unit on plants, students grow beans, radishes, carrots, and other plants in containers in the classroom, observing their growth and recording data.
Students plan and install a vegetable garden, deciding what will grow well in their climate and what soil, water, and other materials they will need.
Dessert Project Main Course PBL
Students cut various shapes out of different colors of paper, then label and make mobiles with them.
Students work with the cafeteria staff to improve the flow of students getting their lunches. They gather and record numerical data and use it to present their recommendations.
Dessert Project Main Course PBL
Students write creative stories about animals and collect them into a book, which they illustrate and publish, giving a copy to each family in the class.
Students write on a class blog, drawing from various readings as well as interviews with each other, to express their answers to the question, “What is it like to be 9 years old?”
Those who criticize PBL…
“It’s not focused enoughon content.”
– They
“I can’t use traditional teaching tools!”
– They
“I can’t cover enough material.”
– They
“It’s loud & messy!” – They
“There’s no individualaccountability.”
– They
“I don’t have time and support.”
– They
“My students aren’t ready.”
– They
How?Planning, Assessing, Managing
Driving Question
orChallenge
Needto
Know
Inquiry&
Innovation
PubliclyPresented
Product
StudentVoice &Choice
21st CenturySkills
Feedback &
Revision
PBL Essential Elements
1. Decide the scope of the project2. Select standards3. Develop a project idea4. Decide on culminating projects or
presentations. Craft the Driving Question
Backward Design ProcessBegin with the End in Mind
Planning
LIMITED AMBITIOUS
Duration10-15 contact
hours 40+ contact hours
BreadthOne subject;
few standardsInterdisciplinary;several standards
Technology Basic Extensive
Setting Classroom Community/World
Who’s Involved
One teacherSeveral teachers, outside experts,
community
Audience ClassroomExperts,
community,world, web
Student Autonomy
Teacher-defined;tightly managed
Co-defined and managed
First Project: Modest is
Best
• 2 weeks in duration
• 1 curricular area
• Limited complexity & student
products
• Takes place in classroom
1. Decide the scope of the project2. Select standards3. Develop a project idea4. Decide on culminating projects
or presentations & rubrics Craft the Driving Question
Backward Design ProcessBegin with the End in Mind
Planning
Select Standards
What do you want your students to know and be able to do?
Identify the key standards that you believe might best be met through project based instruction.
No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.
Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.
From the ELA CCSS….
“Conduct short as well as more sustained research projects based on focused questions …”
“Prepare for and participate effectively in a range of conversations and collaborations with diverse partners …”
“Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others …”
“Conduct short research projects to answer a question (including a self-generated question) …”
Released item from Smarter Balanced…4th Grade Performance Task
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
SOURCES OF INSPIRATION FOR PROJECTSo Your Content Standards o Your Studentso Current Eventso Real-World Practice/Problemo Your File Cabineto Your Colleagueso Your Communityo Online Project Libraries
It’s fine to
build
projects on
what you
personally
value – but
be careful.
North Kent Transfer Station
80 Acre Sports Complex
Community
Vacant lot where tannery once stood
North Kent Community Services
Rockford Historical Museum
Community
Are there enough enrichment (other than sports) and/or volunteer opportunities
available for children in Rockford?
Community
http://wvde.state.wv.us/teach21/pbl.html
YOUR IDEAS. Would PBL be an evolution of your teaching, or a revolution? Or do you do it already? Could you modify some of your current activities or “projects” so they have the 8 essential features of PBL? What are your ideas for projects?
THINK SHARE
21st Century Skills
Critical Thinking & Problem Solving
Creativity & Innovation Collaboration, Teamwork &
Leadership Cross-cultural Understanding Communication & Media Literacy Computing and ITC Technology Career & Learning Self-direction
21st Century Skillsexplicitly taught andassessed or encouraged by project work, but not taughtor assessed:
That promote In-Depth Inquiry
ELA PBL Project Idea
Healthy Choices = Long Life
Students will develop a product that informs others of the dangers associated with poor nutrition and poor fitness habits as well as the lifestyle changes that can combat it.
Math PBL Project Idea
From Our Class to Yours
Students will explore fractions and create books to be used by students in a school in Uganda. This is part of the Books of Hope project which specifically asks for books on non-fiction topics that can be used to teach both English and the content involved. The project links learning of content with writing skills and global studies.
New name and website:http://www.e-luminate.org/
Science PBL Project Idea
Spiders, Good Guys or Bad?
Children often do not like spiders because they think they look scary. This project will help children appreciate the place spiders have in the world and will lessen their fears of spiders caused by misunderstandings. Through interactive read alouds and interactive whiteboard lessons, kindergarten students will learn that spiders are good guys because they help keep the insect population in check. Students will observe spiders in a “close to natural state” while making a classroom vivarium. Students will create a commercial using a flip camera to teach the other kindergarten students in our school that spiders can be good guys.
Science PBL Project Idea
Harrowing Habitats
Michigan is a state rich with wildlife and beautiful scenery. Students will explore various global ecosystems to see if animals are safe and protected in their natural habitats. Then they will apply their findings to Michigan and determine any possible threats to our local wildlife. Students will then develop solutions to possible problems. Through multimedia experiences they will then relate their findings to a panel of experts.
Social Studies PBL Project Idea
Amazing Race: US Regions
As a class, the students will create an Amazing Race challenge for another class. Students are put into production groups to create a show segment for The Amazing Race.
Each group will
• represent the different United States regions.
• investigate the various types of geographical regions (e.g., political regions, economic regions, landform regions, vegetation regions)
• create a digital poster or poster board presentation to be posted on classroom wiki for study reference
• include an “ artifact ” (e.g. geographic tools/ technologies, stories, songs, and pictures) to further describe their specific region.
As a class, students will present their final product and regional artifacts to another class as an Amazing Race challenge. Ultimately, the students will reflect on what they learned and write about how do other regions in the United States influence their lives?
A good Driving Question meets the following criteria:
1. Engaging for Students2. Open-ended3. Aligned with Learning Targets
From “too big” to answerable:
How have humans changed the environment?
How has the environment in our (state, city, etc.) changed in the
past 50 years?
From “Google-able” to open-ended:
Which trees grow in our community?
How can we create a field guide to trees in our community?
From too general to more concrete and challenging:
Which stories and books are the most popular for people of our age?
How can we create a website that recommends books for young people
in our community?
From too abstract to more relevant and engaging:
What is a hero?
Who are the heroes in our community and how can we tell
their story?
From too general to more concrete and localized:
What are the characteristics of healthy soil?
Is our soil healthy enough to support a vegetable garden?
From “sounds like a teacher” to student-friendly:
How does the author use voice and perspective in The House on Mango Street to reflect on her
childhood and community?
How does our childhood shape who we are as teenagers?
Another way to write a DQ…
How can we, as ______ (role), _______ (do a task/create a product) for/to/that_________ (purpose & audience)?
Ask yourself, “Who in the real world does this work?”
Ask yourself, “What products are created or actions taken by people in this role?”
Ask yourself, “What is the purpose of the product or action – to persuade, inform, propose a solution, be used, etc. – and who is the audience?”
How can we, as newspaper reporters, write an article that explains which buildings in our community be protected as “historic?”
Lead to a “Need to Know”
“Yes, the Cold War!” – No One
EXAMPLE ENTRY EVENTS
o Field Tripo Guest Speakero Film, Video, Websiteo Simulation or Activityo Provocative Readingo Startling Statisticso Puzzling Problemo Piece of Real or Mock Correspondenceo Song, Poem, Arto Lively Discussion
ELA PBL Driving Question and Entry Event
Healthy Choices = Long LifeDriving Question: Why is it important to establish habits that promote a healthy lifestyle?
Entry Event: You have been asked to
present a media presentation at the
next PTA meeting concerning what you
feel is the most important health issue
at your school (the PTA might fund a
solution). You will need to research the
health issue and be prepared to show
evidence to the PTA of why this health
issue is so important. You will need to
describe the relationship between
nutrition and health risk factors,
analyze a disease prevention plan, and
give strategies of how to change an
unhealthy behavior.
Need to Know?
Math PBL Driving Question and Entry Event
From Our Class to YoursDriving Question: How can we share what we know about fractions with a school in Uganda?
Entry Event: The Books of Hope
Project will be introduced to the class
through a tour of the website
http://www.e-luminate.org/. The
teacher will share a letter from the
ISD math coordinator which invites
the class to make books that will
showcase what students are learning
about fractions to send to a sister
school in Uganda. Need to Know?
Science PBL Driving Question and Entry Event
Spiders, Good Guys or Bad?Driving Question: Should you kill a spider?
Entry Events: The custodian of the
school will visit the kindergarten
classroom and show them a large spider
that he found in their room the night
before when he was cleaning. He will
ask the class what he should do with it.
To spark students? curiosity, the teacher
will read the books Be Nice to Spiders
by Margaret Bloy Graham and
Aaaarrgghh! Spider! by Lydia Monks.
Need to Know?
Science PBL Driving Question and Entry Event
Harrowing HabitatsDriving Question: How can we work to protect the animals that inhabit Michigan?
Entry Event Number 1: View United
Streaming video, Elementary Adventures:
Habitats of the World (
http://streaming.discoveryeducation.com/ind
ex.cfm). Entry Event Number 2: A member of the
Department of Natural Resources will visit
the classroom and discuss the various
animals that inhabit Michigan. He will
discuss the environmental problems facing
these animals and pose a challenge to
students to develop a plan to save the
habitats of these endangered or threatened
animals.
Need to Know?
Social Studies PBL Driving Question and Entry Event
Amazing Race: US RegionsDriving Question: How do other regions in the United States influence my life?
Entry Event: Watch an episode of
The Amazing Race. Tell the class that
in groups they will be making
segments for the show. Each
segment will take the racers across
the regions of the United States. The
final challenge will be for another
class to actually try their challenge.Need to Know?
One Entry Event might not do it.
Need to Know?
Need to Know?
http://www.awesomestories.com/
Need to Know?
Select Appropriate Standards
Generate a Project Idea
Refine a Driving Question
Determine Culminating Products
Create an Entry Event*
TO DOs:
Avoid death by repetitive presentations
Whole-class
projects
work well.
Differentiation
Presentations will differ if you have an open-ended DQ or a problem with several possible solutions
Presentations will differ if students have a choice of products / ways to present answer to DQ
Examples of Authentic Products
Real-World Role Real-World Product
Architect or Contractor
Business Person
City Planner
Consultant
Doctor or health care
worker
Engineer
Lawyer, judge
Museum curator
Teacher
Plan, drawing, model
Business plan, proposal, annual report, written or
oral report
Plan, proposal
Written or oral presentation
Written or oral presentation, informational
brochure, webpage
Plan, drawing, model
Mock trial, brief
Exhibit
Lesson Plan
Contact the Pros
about Authentic
Products
Written Media Presentation
Training Products
ConstructionProducts
TechProducts
Research Report Podcast Speech Program Physical ModelComputer Database
Narrative Essay Graphic Novel Debate Manual Machine Website
Proposal Slide Show Play ModelScientific Instrument
App
Brief Oral History Song Proposal Museum Exhibit
Poem Drawing Lyrics Estimate Diorama
Poster Blog Musical Piece Bid
Movie Script Oral Report Blueprint
OutlineDramatic Reenactment
Flow Chart
Brochure Panel Discussion Time-line
Survey Newscast
Questionnaire Skit
Autobiography Discussion
Essay Dance
Book Review Proposal
Report Data Display
EditorialProduct Exhibition
Assessing
“I CAN use traditional teaching tools!” – You
TRADITIONALASSESSMENT
CONTENT21st CENTURYSKILLS
CONTENT
21st CENTURY SKILLS
Key Points to Remember about Rubrics in PBL
Each major product or presentation will need its own rubric.
Rubrics are not the same as checklists Checklists = assess completion Rubrics = assess quality
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
Key Points to Remember about Rubrics in PBL
Each major product or performance will need its own rubric.
Rubrics are not the same as checklists Checklists = assess completion Rubrics = assess quality
Assess content knowledge/skills separately from 21st century skills
Key Points to Remember about Rubrics in PBL
Each major product or performance will need its own rubric.
Rubrics are not the same as checklists Checklists = assessing completion Rubrics = assessing quality
Assess content knowledge/skills separately from 21st century skills
Use student friendly language and show rubrics to students early to help guide their work
Use rubrics as formative assessment tools.
Assess the
important stuff!
SUMMATIVEFORMATIVE
TEACHER
SELF
PEER
Rules for the CULTURE OF CRITIQUE
Be kind. Be
specific. Be
helpful.
INDIVIDUALGROUP
INDIVIDUAL
GROUP
Continuum of Assessment
Daily Homework Weekly Quiz Lab Informal assessment
Early milestone Journal Self-reflection Preliminary plans Group process report
Mid-project milestone
Essay Mini-Presentation Model Storyboard Blueprint
End of project Exhibition Completed artifact Oral presentation Defense before a panel Unit Test
Public Audience – Why?
Present work to other people, beyond their classmates and teacher in person or online
“Ups the stakes”
Increases students’ motivation to do high-quality work
Adds to the authenticity of the project.
Write Project Overview for Students
List Criteria for Major Products and Write Rubrics
Plan Day-to-Day Activities and/or Develop Project Calendar
Gather Content Resources
TO DOs & Final Tips:
Managing
What to record on the Project Calendar
• Entry Event• Daily teaching and learning tasks• Checkpoints• Practice Presentations• Presentation Schedule• Dates for Project Completion• Tests or other summative assessments (if
applicable)• Time for reflection and celebration
TEAMING TIPS
o Teacher decides teams (or manages the process)
o Four is best
o Usually heterogeneous
o “Slacker hardball”
Re-teach teamwork every time they do it.
WHAT ARE YOUR SHORT TERM AND LONG TERM GOALS. How will what you learned today about PBL change your curriculum, instruction and/or assessment practices as you plan for implementing the CCSS?
THINK SHARE
Please contact me if I can help:Cell: 616-450-0998 or Email:
melinj@gvsu.edu
top related