FOUNDATIONS OF

PROJECT BASED LEARNING

VICKEI HRDINA – SCIENCE/STEM COORDINATOR

ESD112

GOALS

1. WHY PBL - DEFINE, CONNECT TO STUDENT LEARNING

2. WHAT – KEY COMPONENTS, PLANNING AND ADAPTING MATERIALS

3. HOW – MANAGEMENT AND STUDENT ASSESSMENT

4. WHEN - PLANNING/REFLECTING/PERFECTING

AGENDA – DAY 1

• 8:30 DEFINING & APPLYING PBL

• 10:45 BREAK

• 11:00 DRIVING QUESTIONS

• 12-12:30 LUNCH ON YOUR OWN

• 1-2:30 APPLYING PBL TO EXISTING MATERIALS

• 3:00 WRAP UP

PARKING LOT

• TODAYSMEET.COM/FOUNDPBL

SPEED CIRCLE

• IN 7 WORDS OR LESS, DESCRIBE THE MOST MEANINGFUL LEARNING EXPERIENCE THAT OCCURRED IN YOUR CLASSROOM LAST YEAR (FOR YOUR STUDENTS).

• SHARING: WHAT IS COMMON ABOUT THESE EXPERIENCES? (RECORD IDEAS)

WHAT DOES PBL MEAN TO YOU?• RECALL A PBL (OR SOMETHING CLOSE) THAT YOU’VE USED IN CLASS

• JOT DOWN SOME OF THE KEY FEATURES/ELEMENTS OF THAT PBL UNIT

• FOR STUDENTS, WHAT ABOUT THAT EXPERIENCE WAS…

• APPROPRIATE? (CONNECTED TO GRADE LEVEL STANDARDS)

• RELEVANT? (CONNECTED TO THE REAL-WORLD AND AUTHENTIC)

• ENGAGING? (THERE WAS A NEED TO KNOW)

A NON-EXAMPLE

• WHAT PBL ISN’T VIDEO (HTTP://HOWTOVIDEOS.HIGHTECHHIGH.ORG/VIDEO/265/WHAT+PROJECT+BASED+LEARNING+ISN'T)

• AND WHAT IT IS…HTTP://WWW.EDUTOPIA.ORG/PROJECT-BASED-LEARNING-INTRODUCTION-VIDEO

• HOW DOES THIS RELATE TO YOUR CURRENT DEFINITIONS OF PBL?

• WHAT QUESTIONS HAVE ARISEN?

PROJECT-BASED LEARNING

• “A TEACHING METHOD THAT ENGAGES STUDENTS IN LEARNING KNOWLEDGE AND SKILLS THROUGH AN EXTENDED INQUIRY PROCESSED STRUCTURED AROUND COMPLEX, AUTHENTIC QUESTIONS AND CAREFULLY DESIGNED PRODUCTS AND TASKS.” - EDUTOPIA, THE BUCK INSTITUTE, STANFORD UNIV.

DRIVING QUESTION:

• HOW CAN WE DESIGN MEANINGFUL AND EFFECTIVE PROJECTS WHERE STUDENTS LEARN SIGNIFICANT CONTENT, BUILD 21ST CENTURY SKILLS AND IMPACT OTHERS BEYOND OUR FOUR WALLS?

WHY PBL?

1. STUDENT ENGAGEMENT THROUGH ACTIVE LEARNING

2. CONTENT KNOWLEDGE GAINS AND RETENTION INCREASES

3. COLLEGE AND CAREER READY (THROUGH DEVELOPMENT OF 21ST CENTURY SKILLS)

4. LINKED WITH THE INTENT OF THE STANDARDS (CCSS & WSSLS)

5. EFFECTIVE AND APPROPRIATE USE OF TECH

6. TEACHER WORK SATISFACTION

7. CONNECTIONS WITH THE OUTSIDE WORLD

WHAT ARE 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 SKILLS7 C’S1. CRITICAL THINKING

AND PROBLEM

SOLVING

2. CREATIVITY AND

INNOVATION

3. COLLABORATION,

TEAMWORK AND

LEADERSHIP

COMPONENT SKILLS1. RESEARCH, ANALYSIS,

SYNTHESIS, PROJECT MANAGEMENT, ETC.

2. NEW KNOWLEDGE CREATION, DESIGN SOLUTIONS, STORYTELLING

3. COOPERATION, COMPROMISE, CONSENSUS, COMMUNITY BUILDING

21ST CENTURY SKILLS7 C’S4. CROSS CULTURAL

UNDERSTANDINGS

5. COMMUNICATION AND MEDIA LITERACY

6. COMPUTING AND ITC LITERACY

COMPONENT SKILLS

4. DIVERSE ETHNIC KNOWLEDGE AND HOW CULTURES ORGANIZE

5. CRAFTING AND ANALYZING MESSAGES, USING TECHNOLOGY EFFECTIVELY

6. EFFECTIVE USE OF ELECTRONIC INFORMATION AND KNOWLEDGE TOOLS

21ST CENTURY SKILLS

7 C’S7. CAREER AND LEARNING SELF DIRECTION

COMPONENT SKILLS

7. MANAGING CHANGE, LIFELONG LEARNING, AND CAREER REDEFINITION

IN A PBL LEARNING ENVIRONMENT, YOU SHOULD OBSERVE…

STUDENTS WORKING IN TEAMS TO EXPERIENCE AND EXPLORE RELEVANT, REAL-WORLD PROBLEMS, QUESTIONS, ISSUES, AND CHALLENGES; THEN

CREATING PRESENTATIONS AND PRODUCTS TO SHARE WHAT THEY HAVE LEARNED.

PROJECT LEARNING IS SKILL-BASED

TO LEARN COLLABORATION – WORK IN TEAMS

TO LEARN CRITICAL THINKING –

TAKE ON COMPLEX PROBLEMS

TO LEARN ORAL COMMUNICATION –

PRESENT

TO LEARN WRITTEN COMMUNICATIONS –

WRITE

PROJECT LEARNING IS SKILL-BASEDTO LEARN TECHNOLOGY –

USE TECHNOLOGY

TO DEVELOP CITIZENSHIP –

TAKE ON CIVIC AND GLOBAL ISSUES

TO LEARN ABOUT CAREERS – DO INTERNSHIPS

TO LEARN CONTENT – RESEARCH AND DO ALL OF THE ABOVE

A NOTE ON PBL AND EQUITY• MUCH AS ENGINEERING DESIGN PROVIDES MULTIPLE POINTS OF ACCESS FOR

STUDENTS TO SUCCEED, SO DOES PBL

• NGSS (WSSLS) CALL FOR ‘ALL STANDARDS, ALL STUDENTS’ – APPENDIX D

• HTTP://WWW.NEXTGENSCIENCE.ORG/APPENDIX-D-CASE-STUDIES

• 7 CASE STUDIES – MOST ADVOCATE FOR PBL

• JO BOALER (2002) “LEARNING FROM TEACHING: EXPLORING THE RELATIONSHIP BETWEEN REFORM CURRICULUM AND EQUITY” – JOURNAL OF RESEARCH IN MATH ED

Image Credit: John Larme

A QUESTION OF SEMANTICS?

PROJECT VS PROBLEM

BASED LEARNING

As you read, annotate the text with the following:

• √ = Got it. I know or understand this• ♥ = I want to work on this right away!• ! = This is really important information• ? = I’d like clarification or elaboration of this

material

“Problem vs Project-Based Learning”

by John Larmer

Use the “Focused Reading” Protocol to process the information in the article.

READ, WALK, AND TALK1. WHEN YOU FINISH, CHOOSE A WALKING

PARTNER.

2. TAKE A 10 MINUTE WALK THROUGH THE

BUILDING (OR GO OUTSIDE!).

3. EACH WALKING PARTNER TALKS FOR 5

MINUTES ABOUT THE ARTICLE.

4. INCORPORATE A BREAK INTO YOUR

WALK.

5. BE PREPARED TO SHARE YOUR ! OR ?

WHEN YOU RETURN.

THE 8 ESSENTIAL ELEMENTS OF PBL1. KEY KNOWLEDGE AND UNDERSTANDINGS

2. 21ST CENTURY SKILLS (SUCCESS SKILLS)

3. DRIVING QUESTION OR PROBLEM

4. SUSTAINED INQUIRY

5. AUTHENTICITY (REAL –WORLD AND RELAVENT)

6. STUDENT VOICE AND CHOICE

7. REFLECTION AND REVISION

8. PUBLIC PRODUCT

TIME FOR LUNCH! WE WILL RESUME AT 1:00….

IS IT A PBL?

• USE THE CHECKLIST WITH YOUR GROUP TO DETERMINE WHETHER THE SAMPLE PROJECT FITS THE DEFINITION OF PBL ACCORDING TO BUCK

• AFTER 30 MINUTES, WE WILL SHARE: AT 12:45PM

• YOUR GROUP’S CONCLUSION/SUMMARY

• WHAT CHANGES NEED TO BE MADE TO FIT THE DEFINITION

• WHAT IDEAS YOU HAVE TO MAKE THOSE CHANGES

IS IT PBL?

•ENGAGING?

•APPROPRIATE?

•RELEVANT?

DESIGN AND BUILD A TUBRIC

• CRAFTING THE DRIVING QUESTION IS OFTEN THE MOST CHALLENGING PART OF PBL DESIGN

• THE TUBRIC 2.0 IS A DEVICE TO HELP YOU PRACTICE

• GATHER YOUR MATERIALS

• IN 20 MINUTES BE PREPARED TO PRESENT A PRACTICE DQ THAT IS:

• APPROPRIATE

• ENGAGING

• RELEVANT

Don’t worry about content for now, craft a

DQ that is inspiring!

BLOWING IT OUT!! • CRAFTING A DRIVING QUESTION MEANS TAKING

A FAIRLY ABSTRACT IDEA AND TOOLING IT TO MEET A BROAD, LARGE, DEEP AND AUTHENTIC QUESTION

• THE BEST ARE PROVOCATIVE AND OPEN-ENDED

• PROVIDES STUDENTS WITH A CHARGE TO DO SOMETHING

• HTTP://BIE.ORG/OBJECT/VIDEO/WATERSHED_PROJECT_CRAFT_THE_DRIVING_QUESTION

ADAPTING EXISTING WORK

• USE THE PROJECT DESIGN RUBRIC TO EVALUATE THE PROJECT

• HIGHLIGHT THE AREAS THAT NEED TO BE ADAPTED/UPDATED/’BLOWN-OUT’

• DISCUSS POSSIBILITIES FOR ADAPTING THE DESIGN CHALLENGE INTO A PBL

IDENTIFY THE 8 ESSENTIAL ELEMENTS OF PBL IN YOUR REVISION!1. KEY KNOWLEDGE AND UNDERSTANDINGS

2. 21ST CENTURY SKILLS (SUCCESS SKILLS)

3. DRIVING QUESTION OR PROBLEM

4. SUSTAINED INQUIRY

5. AUTHENTICITY (REAL –WORLD AND RELAVENT)

6. STUDENT VOICE AND CHOICE

7. REFLECTION AND REVISION

8. PUBLIC PRODUCT

• AND ADDRESS SPECIFICALLY:

• WHAT WOULD SOME POTENTIAL STUDENT LEARNING GOALS BE?

• WHAT WOULD THE SCOPE THE PROJECT BE?

• WHAT IS A POTENTIAL DQ FOR THIS PBL?

WRAPPING UP

NEXT TIME: DEVELOPING YOUR OWN PBL!!

DESIGNING TASKS

CREATING A SCHEDULE

LOGISTICS OF PBL MANAGEMENT

ASSESSMENT

FOUNDATIONS OF

PROJECT BASED LEARNING

THE SEQUEL

GOALS

1. WHY PBL? DEFINE, CONNECT TO STUDENT LEARNING

2. WHAT – KEY COMPONENTS, PLANNING AND ADAPTING MATERIALS

3. HOW – MANAGEMENT AND STUDENT ASSESSMENT

4. WHEN - PLANNING/REFLECTING/PERFECTING

AGENDA – DAY 2

• 8:30 TPEP AND PBL

• 9:00 ASSESSMENT

• 11:00 PROJECT DESIGN OVERVIEW & MANAGEMENT

• 12-12:45 LUNCH

• 1-2:30 TEAM PLANNING TIME

• 2:30 CLOCK HOURS/EVALUATIONS

TPEP AND PBL• HOW CAN YOU CAPTURE EVIDENCE

OF EACH OF THESE CRITERIA IN THE DEVELOPMENT OF A PBL UNIT?

• WHERE ARE YOU, WHERE DO YOU WANT TO BE?

• CRITERION 1 HIGH EXPECTATIONS FOR

STUDENT ACHIEVEMENT

• CRITERION 2 DEMONSTRATE EFFECTIVE

TEACHING PRACTICES

• CRITERION 3 RECOGNIZE INDIVIDUAL

STUDENT NEEDS AND DEVELOP

STRATEGIES TO ADDRESS THEM

• CRITERION 4 CLEAR INTENTIONAL FOCUS

ON SUBJECT MATTER CONTENT

• CRITERION 5 FOSTERING AND MANAGING

A SAFE ENVIRONMENT

• CRITERION 6 USE MULTIPLE STUDENT

DATA ELEMENTS TO MODIFY INSTRUCTION

AND IMPROVE STUDENT LEARNING

GOLD STANDARD PBLS

• BALLOON CAR – BEYOND DESIGN CHALLENGES

HTTP://BIE.ORG/OBJECT/VIDEO/MIDDLE_SCHOOL_PROJECT_BALLOON_CAR

BRAINSTORMING

• DEFINE THE PROBLEM: WHAT WILL YOU TEACH THIS YEAR (USE YOUR STANDARDS BOOKS)

• DEVELOP POSSIBLE SOLUTIONS: WHAT SORT OF PRODUCTS COULD STUDENTS WORK TOWARD PRODUCING AUTHENTICALLY*? WHAT RESOURCES DO YOU HAVE?

• OPTIMIZE: WHAT 21ST CENTURY SKILLS CAN YOU CAPITALIZE ON? WHAT IS A REALLY ENGAGING ENTRY EVENT? HOW MUCH TIME DO YOU WANT TO DEVOTE TO THIS?

Draft a list of concept possible bundles!!

PLANNING YOUR FIRST PBL1. IDEA…

2. CULMINATING PRODUCT

3. DEVELOP ASSESSMENT MAP

4. RECHECK CONNECTIONS TO STANDARDS

5. DAILY TASKS

6. DEVELOP AN ENTRY EVENTS

7. CHECKPOINTS/FORMATIVE ASSESSMENTS (JOURNALS, QUIZZES, CONCEPT MAPS, CHECKLISTS)

8. CALENDARS (PUBLIC – WITH CHECKPOINTS, DUE DATES, REFLECTION TIME)

idea

BEGIN WITH THE END IN MIND• CHOOSE 1-3 STANDARDS

• PLAN FOR COMPREHENSIVE ASSESSMENT

• CONTENT RUBRICS

• SKILLS RUBRICS

• DECIDE ON A CULMINATING PROJECT

• (WHAT WILL YOU ASSESS?/HOW WILL YOU ASSESS IT?) – CONTENT/SKILLS SEPARATE

• KEEP IT REAL! (SCIENTISTS DON’T OFTEN PRODUCE BROCHURES)

• AVOID DEATH BY POWERPOINT

• THERE CAN BE MULTIPLE SUMMATIVE ASSESSMENTS

TIME FOR LUNCH! WE WILL RESUME AT 12:15….

STUDENT LEARNING GUIDE

• THESE ARE ALL THE LEARNING TASKS STUDENTS WILL COMPLETE ALONG THE WAY

• LIST KNOWLEDGE AND SKILLS AS OUTCOMES

• RECHECK ALIGNMENT (SCIENCE USE THE EVIDENCE STATEMENTS)

• MATCH THESE TO MATERIALS AND LESSONS

LAUNCHING A SUCCESSFUL PBL• PLAN AN ENTRY EVENT

• AND IF YOU WANT TO KILL ENTHUSIASM, DROP OFF A PROJECT PACKET.

• POSSIBILITIES:

• AN AUTHENTIC PIECE OF CORRESPONDENCE

• DISCUSSION OF A NEWS EVENT

• GUEST SPEAKER

• FIELD TRIP (EVEN AN RBI/BIOBLITZ)

• DEMO/DISCREPANT EVENT

• MOVIE CLIP (BLICK ON FLICKS!)

EVENT ENTRY…NOW WHAT?

1. PRESENT THE DRIVING QUESTION…DISCUSS

2. TALK ABOUT THE CULMINATING PROJECT

3. ASK THEM WHAT THEY NEED TO KNOW

4. FIND RESOURCES

5. EXPLAIN DETAILS

6. GROUP – BREAK THE ICE

STUDENT DRIVEN INQUIRY• BEGINS WITH A NEED TO KNOW…

• GENERATE A NEED TO KNOW LIST

• FORMATIVE ASSESSMENT TOOL

• IN PLANNING, THIS EXERCISE BECOMES ‘PROJECT TEACHING AND LEARNING GUIDE’

THE TEACHER IN A PBL CLASSROOM

• ARE WE PUSHING OR PULLING STUDENTS THROUGH THE CURRICULUM?

• THE TEACHER’S ROLE IS ONE OF COACH, FACILITATOR, GUIDE, ADVISOR, MENTOR…

• NOT DIRECTING AND MANAGING ALL STUDENT WORK.

• “GUIDE ON THE SIDE, NOT SAGE ON THE STAGE”

• SUPPORT THEM IN ORGANIZING

• WEEKLY TASK LISTS

• TEAM LEADER MEETINGS

• DIRECT OBSERVATIONS WITH IMMEDIATE, INFORMATIONAL FEEDBACK

MANAGING THE FIRST PROJECT• INDEPENDENCE & INQUIRY ARE NEW

• NORMS & COLLABORATION MODELS

• BIE “TURNING STUDENT GROUPS INTO EFFECTIVE TEAMS”

• THE HITCHHIKER, THE POTATO AND MISSION CONTROL

• TEACH THE TECH BEFORE THE PROJECT

• A NOTE ON MISCONCEPTIONS

PAPERWORK!

FOUNDATIONS OF PBL

VICKEI HRDINA

VAE

12 CLOCK HOURS