Project-Based Learning

Project-Based LearningPenny Williams, Coordinator, Youth DevelopmentPatrick Shaw, Staff Development Specialist

OCM BOCESSyracuse, NY

TaskAnalysis

CONTENT

21st CenturySkills: 4C’s

Collaboration

Communication

Critical Thinking

Creativity

Video:Buck Institute for EducationPBL (6:52 mins)

Project Based Learning is a teaching method in which students:

Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems

Work as independently from the teacher as possible, and have some degree of “voice and choice”

Demonstrate in-depth understanding of academic knowledge and skills

Build 21st century skills such as collaboration, critical thinking, creativity and communication

Create high-quality products an performances which are presented to a public audience

PBL Misconceptions PBL is NOT…the dessert, … PBL is… the main course

PBL is NOT…. a string of activities tied together under a theme, concept, time period, culture…

PBL is….set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, or meeting a challenge

PBL Misconceptions PBL is NOT: the same as “making something” or hands-on

learning” or “doing an activity.”

PBL is…often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation.

PBL’s Effectiveness: What Experience Tells Us: Classroom Teachers say….

Can work for all kinds of students, with the right support Improves students’ motivation to learn Can be used to teach academic content standards Can include multiple opportunities to integrate

technology Helps students see how school connects to the outside

world by making learning relevant and meaningful Promotes greater civic participation and global

awareness

PBL’s Effectiveness: Schools have used PBL effectively in all grades for special purpose: Career/technical education programs;

continuation/alternative high school programs; after-school programs; summer school

Integrating two or more school subjects and encouraging team teaching

Connecting the school to other schools, the community, businesses, and other organizations

PBL’s Effectiveness: Researchers have found that a well-designed & well-implemented PBL Can: Be more effective than traditional instruction in increasing

academic achievement

Increase student motivation and engagement in learning

Improve students’ retention of knowledge over time

Improve students’ mastery of 21st century skills

Be especially effective with lower-achieving students

Increase students’ achievement on state-administered, standardized tests

DrivingQuestionOrChallenge

NeedTo

Know

21st CenturySkills

Feedback&Revision

Inquiry&Innovation

Student

Voice &

Choice

Publicly

Presented

Product

PBL

Why Have a Driving Question? For Students

Guides Project Work

Creates interest and/or the Feeling of Challenge

Reminds them “Why we’re doing this today”

For Teachers

Guides Planning & Reframes Content Standards or Big Ideas

Captures & Communicates the Purpose of the Project

Initiates and Focuses Inquiry

Criteria for Evaluating Your Driving Question:1. Will my students understand it? (Bonus:…

and find it intriguing)2. Is it open-ended and does it require a

complex answer?3. To answer it, will my students need to learn

important content and skills?4. Does it focus on an authentic issue, problem

or challenge? (Bonus:…and create a local context for the project?)

Sources of Inspiration Your Content Standards Your Community Your Students Current Events Real-World Practice/Problem Online Project Libraries Your File Cabinet Your Colleagues

Example Entry Events: Field Trip Guest Speaker Film, Video, Website Simulation or Activity Provocative Reading Startling Statistic Puzzling Problem Piece of Real or Mock Correspondence Song, Poem, Art Lively discussion

Video: Elementary ExampleChildren Pilot Their Own LearningPBL (8:50 mins)

Spotlight Projects to Explore: 9th grade Introductory Science: “Product Comparison”

10th-11th grade Algebra II/Trigonometry: “Projectile Motion”

11-12th grade English and U.S. Government: “Banned in America”

7th grade Life Science: “A Balancing Act”

11th grade U.S. History: “American Archetypes”

11th-12th grade Information Technology/Business/Arts: “Design and Attract”

Video: ClosureStudent VoicePBL (6:52 mins)

Questions & Comments:[email protected]@ocmboces.org

Projects:LIMITED AMBITIOUS

Duration 10-15 contact hours 40+ contact hours

Breadth 1 Subject:Few Standards

Interdisciplinary:Several Standards

Technology Basic Extensive

Setting Classroom Community/World

Who’s Involved One Teacher Several Teachers, outside experts, community

Audience Classroom Experts, Community, World, web

Student Autonomy

Teacher-defined; Tightly managed

Co-Defined and managed

Project Packets Team Roster Project Calendar Rubric & Assessments Checklist of Requirements Templates for Contracts, lists, etc. Presentation/Exhibition Schedule Resource List

21 st CenturySkills

OtherSkills &Talents

Social Factors

AcademicSkillLevel

LanguageAbility

Gender

Leadership

Who Would you Put on a Team?