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Today’s Goals
Develop an awareness of Project-based Learning
‣ Understand PBL
‣ Recognize components of PBL
Video
‣ CommonCraft: PBL Explained
‣ What do you think the video got right? What does it overstate?
‣ What makes a lesson project-based learning?
PBL Overview
The Big Picture Stuff
What does PBL look like?
PROJECTINFORMATION
RESEARCH ANDINVESTIGATIONFORMAL
TEACHING
DRAFT SOLUTIONS
REFLECTION
FINALPRESENTATIONS
GROUPPLANNING
Teachers develop problems based on content standards that students, working in teams, develop solutions to.
Teachers provide coaching, assignments and direct instruction to address student needs.
Source: The New Tech Network
Pedagogy
‣ Student-centered
‣ Constructivist
‣ Intrinsic motivation
‣ 3 “R’s”
‣ Project-based vs. “Doing Projects”
‣ Compatible with Reading Apprenticeship
Pedagogy
‣ is intended to teach significant content.
‣ requires critical thinking, problem solving, collaboration, and various forms of communication.
‣ requires inquiry as part of the process of learning and creating something new.
‣ is organized around an open-ended Driving Question.
‣ creates a need to know essential content and skills.
‣ allows some degree of student voice and choice.
‣ includes processes for revision and reflection. involves a public audience.
Source: The Buck Institute
PBL...
PBL aligns with Common Core
“The high school
standards call on
students to practice
applying mathematical
ways of thinking to real
world issues and
challenges …”
“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) …”
Source: Experts & NewBIEs: The Common Core is the “what.” PBL is the “how.”
Benefits of PBL
‣ Rock stars!
‣ Variety of Learning Outcomes
‣ Engagement
‣ Purposeful learning
‣ Long-term retention
‣ Context
‣ Validated by research
21st Century Skills‣ 1. Core Subjects and 21st Century
Themes
‣ 2. Learning and Innovation Skills
‣ Creativity and Innovation
‣ Critical Thinking and Problem Solving
‣ Communication and Collaboration
‣ 3. Information, Media and Technology Skills
‣ Information Literacy
‣ Media Literacy
‣ ICT Literacy
‣ 4. Life and Career Skills
Source: The Partnership for 21st Century Skills - Framework for 21st Century Learning
Differences‣ Organization of
techniques
‣ The role of relevance
‣ PBL vs. “doing projects”
‣ Role of Teacher as facilitator or designer
‣ Management: freedom within structure
Math
Problem-Based vs. Project-Based Learning
PBL Components
What goes into the sausage.
Components‣ Entry Document
‣ Rubric
‣ Knows/Need to Knows
‣ Small Group Dynamics
‣ Workshops
‣ Scaffolding Activities (must support the project!)
‣ Independent work, individually and in groups
‣ Public Presentation
‣ ReflectionEnd
• M
iddl
e •
Beg
inni
ng
Components
Know/ Need to Know
Presentation/Product
Project Rubric
Refl
ectio
n
Planning‣ “Begin with the end in mind”: Start with
the standards
‣ Craft the entry document and driving question(s)
‣ Plan the assessment
‣ Develop supporting activities (scaffolding)
‣ Forms are available but don’t get hung up on the forms; rules are available but don’t get hung up on the rules
Components of every project:
‣ Addresses content standards
‣ Has a final product/presentation.
‣ Has a “problem statement” or “driving question”
‣ Starts with a problem/task for students to solve
‣ Scaffolds student understanding
‣ Provides clear assessment criteria
Source: The New Tech Network
Entry Event‣ Provides task or
problem for students to solve that require the application of core content knowledge
‣ Drives need-to-knows
‣ Works best when the problem is open-ended with multiple possible solutions and requires critical thinking NEW BLOOM'S TAXONOMY
Scaffolding
‣ “Catch and release”
‣ Independent or group
‣ Readings
‣ Research
‣ Workshops
‣ Reflections
‣ Assessments/checkpoints
‣ Too much freedom and students can form dramatically incorrect understandings (an aspect of constructivism); lack of scaffolding and assessment is a reason that PBL students sometimes do not perform well on content-knowledge tests
Examples
‣ Elementary: Build a City
‣ Middle: Design an Ecosystem (from PBL Starter Kit)
‣ High: Projectile Trajectory (from PBL Starter Kit)
Examples‣ More Fun Than a Barrel of . . . Worms?! |
Edutopia PBL at an elementary school
‣ Video Resources | OST Project Based Learning Blog examples of PBL units at all 3 grade levels
‣ Project Libraries | Online Resources | Project Based Learning | BIE
‣ Gallery of Student Work - SciTech - Meyers & Kempf
‣ Tragedy in the Trenches
Tragedy in the Trenches
9th Grade History and English
Beginning with the End in Mind… Content Standards (ELA)
•RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
•RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
•RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
•SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
•SL.9-10.5. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
(from the Common Core Standards for ELA)
Content Standards (History)6.2.3 WWI – Explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America’s role in shaping the course of the war.
6.2.4 Domestic Impact of WWI – Analyze the domestic impact of WWI on the growth of the government, the expansion of the economy, the restrictions on civil liberties, and the expansion of women’s suffrage.
(from Michigan HSCE for Social Studies
School-Wide Learning OutcomesTechnolgy fluencey, oral presentation, written communication, critical thinking, work ethic
Final Product
Students will create a video that combines the plot and/or themes of R&J with the setting and events of WWI. Students will also put together a slideshow and present the ELA and history information that informed their production.
Who, What, Why
How can we as media-creators
create and pitch a video “trailer” updating the story of Romeo & Juliet in a historically-accurate WWI setting
so that our audience will recognize the plot, the themes, and the historical connections?
Entry Document
Assessment/Rubric
Assessment/Rubric
Sample Scaffolding: NTKsWhat are the causes of WWI?What is the role that the alliances played in the war?Why did the US first stay neutral and then join the war?What role did the US play in changing the war?What was the domestic impact of WWI?How does WWI impact us today?
What is a pitch?
Due dateDisplay formatWho are we presenting to?
How to use iMovie
What is the plot of Romeo & Juliet?What are major and minor characters?What is a sub-plot? What are moral dilemma?What are themes?
What are the connections between WWI and the themes of R&J?
Scaffolding: resources & activities
Sample ScaffoldingNeed To Know Activity
What are the causes of WWI? workshop/lecturejournal
What is the plot of Romeo and Juliet? Group reading guidelecture
discussion
What is a sub-plot? ReflectionClass discussion
How to use iMovie optional workshop
Day-by-day
Day-by-day
Day-by-day
Note: the preceding was taken directly from our agendas; things that were done spur of the moment (for example: a workshop on using the green screen) aren’t on here.
Day-by-day
Supports
‣ Staff culture
‣ Student culture
‣ Consistency
‣ Technology
‣ Physical environment
Next Steps & Wrap Up
And so it begins...
Resources‣ Articles:‣ What is PBL? | Project Based Learning | BIE
‣ Examples‣ More Fun Than a Barrel of . . . Worms?! | Edutopia PBL at an
elementary school‣ Video Resources | OST Project Based Learning Blog examples of
PBL units at all 3 grade levels‣ Project Libraries | Online Resources | Project Based Learning | BIE‣ Gallery of Student Work - SciTech - Meyers & Kempf
‣ PBL‣ http://www.bie.org‣ New Tech Network‣ Project-Based Learning | Edutopia‣ Apple: Challenge Based Learning
‣ Forms and Worksheets for Planning‣ FreeBIEs | Project Based Learning | BIE
‣ Other‣ The Partnership for 21st Century Skills - Home‣ A Model of Learning Objectives (New Bloom’s Taxonomy)
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