Octaviano James Beltran III, B.S., M.S. Kingsville Independent School District/

August 20, 2013

Before we begin… Please take a blank sheet of paper and create a

name tent for yourself, including: Name you normally go by Years teaching (upper left) Subject/grade you teach (upper right) Favorite Food (lower left) Hobby (lower right)

James 7 yrs. Science

Pizza Home Renovations

ESSENTIAL QUESTIONS What is Project/Problem-Based Learning? How is PBL different from traditional

approaches to teaching and learning? Why is PBL appropriate for the

intervention classroom? How are PBL units designed? How does research support PBL?

Learning Objectives At the end of the session, each participant

will be able to: explain what Project/Problem-Based Learning

is and how it works for motivating struggling students.

plan unit(s) around driving questions and projects that are important to students.

Flashback!

What is Project/Problem- Based Learning?

Let’s Brainstorm (List) all the things

we think of when we hear this…

Life Is Problem/ Project- Based Learning

Why is there such a disconnect between what we do in life and

how we perform in school?

Why is there such a disconnect between what we do in life and

how we perform in school?

Project-Based Learning: A Definition

A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

--Project Based Learning Online – Buck Institute

Practical Applications If even a quarter of the people in Texas

were to ride their bicycles to work, we would all be healthier, save money on gas, and significantly reduce CO2 emissions that lead to global warming…

BUT MAN IT’S Can’t someone make air conditioning for

bicycle riders?

Let’s See it in Action! As you view this clip, what is the teacher’s

role and what is the student’s role? What are some of the elements that make

up a problem/project-based learning unit?

Think-Write-Pair-Share

A Project/Problem-Based Learning Classroom is ... Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative

Communication- focused

Research-based Technology-

enhanced 21st Century reform-

friendly Hard, but fun!

PBL is NOT New

CARL ROGERS 1902 - 1987

JOHN DEWEY 1859-1952

BENJAMIN BLOOM 1913-1999

SOCRATES 470-399 B.C.

JEROME BRUNER 1915-CURRENT

LEV VYGOTSKY 1896-1934

JEAN PIAGET 1896-1980

SEYMOUR PAPART

Research says that Project/Problem-Based Learning Increases student motivation and engagement

in learning. Is more effective that traditional instruction in

increasing academic achievement. Improves student retention of knowledge over

time. Improves mastery of 21st century skills. Is especially effective with lower-achieving

students.

Job Outlook 2002National Association of Colleges and Employers (NACE)

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

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Focus of curriculum • Depth of

understanding • Comprehension of

concepts and principles

• Development of skills within appropriate contexts

Focus of curriculum • Content coverage • Knowledge of facts • Learning "building-

block" skills in isolation of complex problem-solving skills

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Scope and sequence • Follows student interest • Large units composed of

complex problems or issues

• Broad, interdisciplinary focus

Scope and sequence • Follows fixed

curriculum • Proceeds block by

block, unit by unit • Narrow, discipline-

based focus

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Materials of instruction • Direct or original

sources: printed materials, interviews, documents, and others

• Data and materials developed by students

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Materials of instruction • Texts, lectures and

presentations • Teacher-developed

exercise sheets and activities

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Use of technology • Central, integral • Directed by students • Useful for enhancing

student presentations or amplifying student capabilities

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Use of technology • Ancillary, peripheral • Administered by

teachers • Useful for enhancing

teachers' presentations

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Classroom context • Students working alone • Students competing with

one another • Students receiving

information from an instructor

Classroom context

• Students working in groups

• Students collaborating with one another

• Students constructing, contributing, and synthesizing information

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Focus of assessment • Process and products • Tangible

accomplishments • Criterion performances

and gains over time • Demonstration of

understanding

Focus of assessment • Products • Test scores • Comparisons with

others • Reproduction of

information

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Teaching role • Follows student

interest • Large units composed

of complex problems or issues

• Broad, interdisciplinary focus

Teaching role • Follows fixed

curriculum • Proceeds block by

block, unit by unit • Narrow, discipline-

based focus

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Student role • Carry out instructions • Memorizer and

repeater of facts • Students receive and

complete brief tasks • Listen, behave,

speak only when spoken to

Student role • Carry out self- directed

learning activities • Discoverer, integrator,

and presenter of ideas • Students define their

own tasks and work independently for large blocks of time

• Communicate, show affect, produce, take responsibility

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Short-term goals

• Knowledge of facts, terms, content

• Mastery of isolated skills

Short-term goals • Understanding and

application of complex ideas and processes

• Mastery of integrated skills

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Long-range goals • Breadth of knowledge • Graduates who have the

knowledge to perform successfully on standard achievement tests

Long-range goals • Depth of knowledge • Graduates who have

the dispositions and skills to engage in sustained, autonomous, lifelong learning

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Caution Well-designed projects that meet PBL

criteria differ from activities, or even projects (SPIs), that have been traditional in the classroom.

Projects PBL Teacher directed Inquiry based

Highly structured Open-ended

Summative On-going

Thematic Driving question/challenge

Fun Engaging

Answer giving Problem solving

De-contextualized – School world Contextualized – Real world

Continuum of Practice

Projects vs. Project/Problem-Based Learning

Project/Problem-Based Learning

Set up a Frayer Model diagram like the one below and spend a few minutes in pairs competing it.

Project/Problem-Based Learning

Set up a Frayer Model diagram like the one below and spend a few minutes in pairs competing it.

“Rock-paper-scissors” to see who will present one of the four quadrants to the

group.

Time for a Quick Break!

PBL FRAMEWORK

INSTRUCTIONAL DELIVERY

6 A’s

CURRICULUM DESIGN

ASSESSMENT & EVALUATION

RESOURCES & CONSTRAINTS

PROJECT

Curriculum Design: SIMULTANEOUS OUTCOMES

LIFELONG LEARNER

HABITS OF MIND

PROCESSES

CONTENT ACTIVITIES

Adapted from the work of Art Costa and Bena Kallick

Begin with the end in mind… Stage 1

Set-up the Following Thinking Map on a blank sheet of paper..

Stage 1 Stage 2 Stage 3

Pla

nnin

g S

teps

Six

A’s

of I

nstru

ctio

nal D

eliv

ery

Ass

essm

ent

Step 1. Develop a Project Idea Suggestions:

Work backward from a topic. Use your standards. Find projects and ideas on the Web.

www.bie.org Map your community Match what people do in their daily work. Tie the project to local and national events. Focus on community service.

Step 2: Define Scope of Project & Level of Student Autonomy. Duration Breadth Technology Outreach Partnership Audience

Who selects the topic? Who defines the learning outcomes? Does the teacher solicit student

input? Do the student and teacher negotiate

learning outcomes? Who defines the products and

activities? Who controls the timeline and pace

of the project?

Step 3: Select Standards Identify the key standards that you believe might

best be met through project based instruction. Assign no more than 3 standards per subject for

shorter projects. Adjust accordingly for interdisciplinary or longer-term

projects. Don’t plan for outcomes you cannot assess. Be clear

about the standards assessed & how the products will allow each student to demonstrate their learning.

Include at least one 21st Century Literacy outcome in your project.

Step 4: Determine Simultaneous Outcomes Teachers incorporate more than academic

outcomes into classroom activities Specific skills (being able to work in groups,

manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently)

Habits of mind (curiosity, flexibility, perseverance)

Step 5: Set Project Criteria Does the project

Meet standards? Engage students? Focus on essential understanding? Encourage higher-level thinking? Teach literacy and reinforce basic skills? Allow all students to succeed? Use clear, precise assessments? Require the sensible use of technology? Address authentic issues?

Step 6: Create An Optimal Learning Environment Give your project one or more connections

beyond the classroom (partnerships, electronic linkages with distant people, mentorships, etc.)

Alter the look and feel of your classroom (partition room for group spaces; make the classroom look like an office or laboratory).

Create a Balanced Assessment Plan: Stage 2

Balanced Assessment Plan Formative assessments allow you to give

feedback as the project progresses. Product checkpoints will not only help

keep students on schedule, but it will also help them refine and improve their work

Summative evaluations that provide students with a culminating appraisal of their performance.

Align Products with Outcomes. Planning effective assessments requires that

you work backwards to align the product or performances for the project with the outcomes.

This requires: Identifying culminating products for the project Using multiple products and providing feedback to

students Using artifacts – evidence of the process of student

thinking – to assess learning skills or habits of mind

How will products allow students to demonstrate their learning? If the project asks students to demonstrate

proficiency in three areas, each outcome must be assessed and included in one or more of the components of the products for the project.

For example, You have identified:

Four (4) content objectives Three (3) process skills objectives Two (2) technology skills objectives

You may first decide the products students will produce: Exhibition Research paper Journal

Culminating Products Research papers Report to school staff or authentic

audience Multimedia shows Presentations at school-wide assemblies Exhibitions in the school or community Websites Public service announcements

Examples of multiple products Proposals Outlines Plans Blueprints Drafts Edited drafts revised

drafts models

Product critiques Videos Final versions of

papers Field guides Biographies Websites

Artifacts Notes Journal entries E-mail/Telephone records Records of conversations, decisions, revisions Interviews using a structured set of questions developed

by the students Short reflective paragraphs describing the progress of a

project Task chart Project Team Contract Meeting notes

Use Rubrics Scoring guide that differentiates levels of student

performance Provides clear description of proficient student

work Guide for helping students achieve & exceed

performance standards Work best when accompanied by exemplars Powerful when students apply rubrics to

previous student work

Effective Rubrics Are based on an analysis of student work. Discriminate among the performances by

targeting the central features of performance Provide useful and appropriate discrimination to

allow for sufficient judgments regarding performances.

Use rich descriptive language that allows for students to verify their score and accurately self-assess and self-correct

Allow us to remove much of the ambiguity as we recognize levels of performance

When building your rubric, Language used to label the scale should

reflect performance in relation to a standard (below standard, above standard, exceed standard, etc.)

Be sure to use enough points to accurately represent the degrees of student performance.

When applying criteria to the elements and scales: Describe which criteria apply to different

aspects of performance Write criteria that describe behaviors or

results that be easily measured or observed.

Determine which criteria are critical for the assignment

Begin your rubric with a description of exemplary performance.

Map the Project: Stage 3

Analyzing instructional needs

Planning activities Estimating time Preparing resources Make sure to align

with the Six A’s.

Instructional Delivery: SIX A’s OF PROJECT/PROBLEM-BASED

LEARNING Authenticity Academic Rigor Applied Learning Academic

Exploration Adult Connection Assessment

From Buck Institute Web site: http://www.bie.org

Launching the Project Entry Events (How are you going to frame

the lesson(s) to tie into the project/ problem?)

Entry Documents (Request for Proposals, Bid Requests, etc.)

Gathering Resources Information

Websites, books, articles, experts Supplies Technology tools Adults to attend final exhibition

Caution! When there are central ideas that

everyone should understand or critical skills that everyone should obtain, structure group work so that all students learn the common core concepts.

Caution! Begin with powerful, central ideas or

complex concepts and then plan activities around this content. Design so that the challenge associated with the project is in discovering and using subject-matter principles.

Caution! Emphasizing technology in place of

content can take up time, encourage “splash” at the expense of deep learning, and mask the fact that students have not done sufficient work to solve the problem or address the issues raised by the Driving Question.

Drawing a Storyboard Sketch the project in a flow chart or storyboard format Create a timeline Identify milestones and assignments Include the following:

Project launch Sequence of activities Drafts, rehearsals, practices Due dates Exams Homework assignments Reflection and review

Managing the Process Orient students to the goals of the project

on a regular basis. Group students appropriately Organize the project on a daily basis Clarify everything Monitor and regulate student behavior Manage the flow of work Evaluate the success of the project

Key Steps Share project goals with students Use problem-solving tools

Know/Need to Know list Learning Logs Planning, investigation, product briefs

Use checkpoints and milestones Plan for evaluation and reflection

Checkpoints or Milestones Informal briefings by group leaders Interview random or selected students Quick writes to groups or entire class Review student/class checklists of

completed project steps Examine student or group progress logs Sit with groups to monitor progress Debriefing sessions after activity or

product completion

Assessment & Evaluation

Assessment & Evaluation: Quizzes, Tests, Presentations Quizzes should be given regularly with opportunities for

remediation. Tests should assess content knowledge in the same way it would be

on State assessments. Presentations should be delivered through group participation

If you choose to conduct individual defense portions of the project, know that it will take time, but are hugely effective!

All assessments should be followed by a culminating evaluation with: Structured Reflection Self Evaluation Peer Collaboration Scoring Assignment of Bonuses/Rewards Project Debriefs

Culminating Evaluation The following questions should be

addressed in the culminating evaluation: What did we learn? Did we collaborative effectively? What skills did we learn? What skills do we need to practice? What was the quality of our work? Where can we improve?

Important Note! Students who have the opportunity to

discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills.

Final Thought End With a BANG, Not a Whimper! The last day

of a project should not be, “OK, turn in your papers and here’s the test. Our next unit begins Monday.”

When you begin developing ideas for projects, envision your students presenting their work to an involved audience.

The project should end with a sense of pride, excitement, and celebration.

Quick Quiz! (Take 3 minutes to jot down your answers)

Why is it important to transform the context under which learning occurs with PBL?

Why are artifacts (progress journals, notes, schematics, etc.) important?

What is different between formative, check point, and summative assessments?

A key characteristic of PBL (one of the Six A’s) is Authenticity and Applied Learning. Changing the context of the learning environment is the

only way to influence these effectively.

They allow students and teachers to monitor student progress and growth towards meeting checkpoint goals, and make the larger project seem more

manageable.

Formative: occur while the student is learning & provide the student with guidance on content progress. Checkpoints: occur while the student is learning, but provide the student with guidance on product development. Summative: occur after learning occurs & evaluate both content and product.

Time for a Another Quick Break!

Let’s Begin planning our own PBL Unit…

Think BIG!

The Question

is the Answer!

What is the

Question?

Unit Planning Template (UPT)

In my life, what is success, and how do I get it? Students will conduct extensive research and self-evaluation in defining success and goal-setting and processes for the future.

success, adversity interview, trait survey, overcome inventory perseverance resilience perspective “arena of life” evaluate extensive research Media/multi-media Justify characteristics

1.What is success? 2.What goals do I have for this school year? High school? Life? 3.What will I need to do/ change to achieve my goals? 4.What skills do I need to develop?

Students will create a report on the qualities or traits successful people have to be posted on school website Student will create PPT to be shared with class that includes 1)def. of success; 2) role models; 3) goals; 4)plan of action

x x

Define Success

What I know Steps

Self assessment

personal

professional

Examples

Non-Examples

Needed skills and abilities Personal

traits

What Can I Do

Success: setting and achieving my goals for life

Identify and examine role models

Outlining the process

Project-Based Learning Resources http://www.pbl-

online.org/mod1/movies/msatmovie.htm

http://pbl-online.org/

http://www.edutopia.org/project-learning

http://www.bie.org/

Bibliography Barell, John. Problem-Based Learning: An Inquiry

Approach. Corwin Press: Thousand Oaks 2007. Barth, Roland S. Learning By Heart. Jossey-Bass: New

York. 2001. Beer, Donald R., Marcia Invernizzi, Shane Templeton,

Francine Johnston. Words Their Way. Prentice Hall: 2008. Buck Institute for Education. Project-Based Learning for the

21st Century. http://www.bie.org/ The George Lucas Educational Foundation Web site

www.edutopia.org McLean, James E. and Lockwood, Robert E. Why We

Assess Students - And How. Corwin Press: Thousand Oaks 2003.