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Rigorous Project Based Learning
Independent Deeper Thinking
Workshop
Learning Goal:
Understand how to make the PBL rigorous to foster
independent deeper thinking
Success Criteria:
• Clearly identify how the Cognitive Verbs and Values of Inquiry make PBL rigorous
• Synthesise relevant knowledge to devise a rigorous task• Create a clear plan for a PBL unit
Who am I?
• 3rd year teacher
• Have a focus on curriculum development and making learning relevant
• Came to teaching later – almost dropped out of school
• Focus needs to be on developing teacher expertise in teaching and learning
• Modern History and English teacher
Inquiry Cycle
What were the priorities that needed to be addressed?
Discussion
For 2 minutes, talk to the person next to you about the following question:
What has Project Based Learning looked like in the
past?
Why Rigorous PBL?
Project Based Learning has been primarily focused on the processes
of a task
Visible Learning Data
PBL = 0.15
Desired effect size = 0.40
Why Rigorous PBL?
Project Based Learning should be focused on thinking
Visible Learning Strategies +
PBL processes =
Rigorous PBL
Deep PBL = 0.61 Teacher
Clarity = 0.75
Teacher Expectations
= 0.43
Self Reported Grades =
1.44
Student Expectation of Learning = 1.44
Agency and Ownership of
Learning = 0.56
Self Efficacy = 0.92
Learning Goals vs no goals = 0.68
Setting Standards for
self judgement = 0.62
Feedback = 0.73
Cognitive Task Analysis= 1.29
Response to Intervention =
1.29
Rigorous PBL+
Cognitive Verbs & Values of Inquiry
= Independent Deeper Thinking
Inquiry Cycle
What was the key question and research that supported it?
Prioritise
What is the impact of Rigorous PBL combined with the Cognitive Verbs
and Values of Inquiry on senior Modern History students’
Achievement, Engagement andThinking?
Key Research for PBL
1. Thinking Through Project-Based Learning
Krauss & Boss (2013)
2. Developing Assessment Capable
Visible Learners
Fisher, Frey & Hattie (2018)
3. Rigorous PBL by Design
McDowell (2017)
Moving Forward
What does the curriculum look
like?
Rigorous PBL by Design
Rigorous PBL is focused on 3 aspects:
1. Clarity • Clarity around learning goals and where students are
going in their learning
2. Challenge• Projects that are deep and challenge students to think
3. Culture• A classroom culture of growth and struggle
PBL - Process of Learning
Rigorous PBL uses these phases to scaffold teaching and learning
TRANSFER SURFACE DEEP TRANSFER
Understanding
Expectations
Building
Knowledge
Making
Meaning
Applying
Understanding
Teacher Led Student Led Student Led Student Led
Teacher sets
expectations for
project – what they
will need to do in
the final transfer
phase
Students work on
understanding single
and multiple ideas
or skills
Students work on
relating ideas or
skills together
Students work on
applying ideas or
skills in various
situations
Rigorous PBL by Design: McDowell (2017)
Project Structure
1. Project Outline• Outlines what students will need to create
2. Success Criteria• Outlines what students will be marked on
3. Driving Question• Big, overarching question students will need to answer
4. Tasks• What students will complete in lessons and are built around
the layers of learning and Surface/Deep/Transfer
Rigorous PBL by Design: McDowell (2017)
+
Driving Question - Example
How can the inequities of Capitalism be best addressed; by the individual or the
collective?
Driving question has precise concepts embedded
Question is broad so that students can answer using their own approach
Tasks - Layers of Learning
Cognitive Verbs
Content
Values of Inquiry
Language of Learning
Subject Concepts
Questioning
Tasks and learning were focused around the six Layers of Learning framework
Layers of Learning: Schouten (2018)
Cognitive Verbs and
the VOI were the central
focus of tasks
Rigorous PBL+
Cognitive Verbs & Values of Inquiry
= Independent Deeper Thinking
Cognitive Verbs
Cognitive Verbs are what underpin the new QLD senior curriculum and are what teachers should explicitly teach. They are what students DO and in Modern History include:
Comprehend
Analyse
Synthesise
Devise
Evaluate
Create
Communicate
Cognitive Verbs: QCAA (2018)
Values of Inquiry
The Values of Inquiry are a schema to facilitate student thinking. The values are HOW students complete tasks
Values of Inquiry: UQ Critical Thinking Project (2017)
Improve a task
Using the Cognitive Verbs and VOI, identify how could this History task be improved?
Read about the Russian Revolution
What cognitive task are students being asked to do?
How are students expected to complete the cognitive task?
Cognitive VerbValues of Inquiry
We do
Precisely analyse a primary source from the Russian Revolution
By pairing up the cognitive verbs with the Values of Inquiry, we can get clearer learning goals
Cognitive VerbValues of Inquiry
You do
How could you teach this to students without teaching the content?
Precisely analyse a primary source from the Russian Revolution
You do
What does it mean to preciselyanalyse?
One approach could simply be discussing the following question:
Modern History - Analyse
When we precisely analyse, we should be examining the following elements of a source:
• Origin
• Type of
Source
• Author
• Perspective
• Purpose
• Context
• Audience
• Explicit
evidence
• Implicit
meaning
Moving Forward
What this is in the classroom and how was
evidence collected?
Key Questions for Learning
1. Where am I going in my learning?
2. Where am I now in my learning?
3. What next steps am I going to take in my learning?
4. How do I improve my learning and that of others?
Achievement
A 14
B 4
C 4
D 2
58%
17%
17%
8%
92%
On a scale from 1-10, how engaged in learning did you feel during this term?
Term 1 Average:
7.2
10:Very
Engaged
1:No
engagement
Engagement
Term 2 Average:
7.4
On a scale from 1-10, how relevant did this way of learning feel to you?
Term 1 Average:
7.1
10:Very
relevant
1:No relevance
Engagement
Term 2 Average:
7.75
Thinking - Survey
WeekWhere am I going in my
learning?Where am I now in my learning?
What next steps am I going to
take in my learning?
How do I improve my
learning and that of others?
Week 6
I am currently working
through the deep phase
and applying knowledge
of what I have learnt and
researched so far.
In my learning I am
developing a deeper
understanding of the topic
as well as applying my
knowledge of how to
conduct my own research to
my assignment.
The next steps I will take in
my learning is to finish the
deep phase and find and
analyse my sources
thoroughly.
I can improve my
learning by researching
what I don't understand,
ask questions, study and
help others.
Week 7
I am progressing through
the deep level and finding
more sources to be
finished by next week.
Currently in my learning I
am in the deep level finding
sources and analysing them
to answer the tasks and
sub-questions.
I am going to do more
work during my free time
so I can finish quickly and
not be behind.
I can improve my
learning by asking
people and I can help
others improve their
learning by offering help.
Week 8
I am understanding the
content more as I am
researching a lot about
the tasks, the questions
have become easier to
answer.
In my learning I am finishing
the deep phase ready to
move onto the transfer
phase. As I progress
through the stages, I have
understood more content
and learnt more skills to
apply to researching tasks.
The next steps I can take in
my learning is to use the
new skills and apply them
in all my classes, finish the
deep phase and move
onto the transfer phase.
I can improve my
learning by taking note of
the skills learnt, ask
others and ask teachers
for help.
Moving Forward
What could this be for us?
You Do
SURFACE DEEP TRANSFER
Building
Knowledge
Making
MeaningApplying Understanding
Topic: Create a persuasive speech about Climate Change
Rigorous PBL+
Cognitive Verbs & Values of Inquiry
= Independent Deeper Thinking
In Conclusion
Questions
Survey
jakeschouten.typeform.com/to/MQg3R7
Contact Details
School: Helensvale State High School, QLD
Email: [email protected]
LinkedIn: www.linkedin.com/in/jakeschouten
