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Dr. Michael M. Grant discusses the components of project, methods to manage projects, and tips for implementing project-based learning.
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The Secrets to Project-based Learning in STEM Michael M. Grant, Ph.D.
Michael M. Grant 2009
Michael M. Grant Instruc4onal Design & Technology h:p://viral-‐notebook.com [email protected] @michaelmgrant
Michael M. Grant 2012
http://viral-notebook.com
Michael M. Grant 2012
32 Secrets to Share • Defining projects
• Components of projects
• Managing projects
• Creating projects
• Grading projects
• The realities of projects
Who likes learning new stuff?
Who likes school?
We’ve got to change that!
It’s up to me & you!
Defining projects
1 Projects are authentic, reflecting
the real world.
Projects use a driving question or problem.
2
3 Projects require the production of
an artifact.
4 Projects value depth over breadth.
Components of projects
5 Projects require a task or series of
tasks.
6 Students follow a process or investigation to complete task(s) and produce artifact.
Project are not recipes.
Project task(s) afford multiple paths to completion and learning.
7
8 Students should have choice in the
topic(s) and/or process of investigation.
9 Scaffolds help students perform at a
higher level with project tasks.
10 Resources are evaluated and
synthesized to produce artifact(s).
11 Collaborations allows students to
negotiate content and receive feedback.
12 Assessment encompasses
process and product.
13 Artifacts afford multiple
representations of knowledge.
Projects are not recipes.
Managing projects
14 Projects take time.
Good projects offer students opportunities to gauge their learning.
15
16 Teachers embed mechanisms to help students manage projects.
17 Projects achieve multiple standards/
objectives at the same time.
Creating projects
18 Projects should encourage students to
at least apply knowledge.
Bloom’s Taxonomy Evalua4on
Synthesis
Analysis
Applica4on
Comprehension
Knowledge
Lower Order Thinking Skills (LOTS)
Higher Order Thinking Skills (HOTS)
19 Students will segment their learning from one class or topic to another.
Merging STEM should be the rule — not the exception.
20 Students will gauge what is easy to do
and choose the path of least resistance.
21 Students' previous experiences with projects will impact what artifacts
students produce.
22 The amount of time and the resources available to the student will impact the
artifacts students produce.
Grading projects
23 Projects should be rigorous.
Projects take longer to grade...but the final grade shouldn't be the first grade.
Constantly refer to the rubric and the driving question.
24
Projects may aggregate multiple sources of knowledge into a portfolio.
25
26 Students will weigh what's good
enough versus the amount of time and effort required.
27 It is practically impossible for an
artifact to represent all that has been learned.
28 Process and product must be assessed in order to recognize
what students have learned.
The realities of projects
29 Teachers and students must recognize and accept their roles in project-based
learning.
30 Teachers and students must be
comfortable with the physical messiness of project-based learning.
31 Teachers and students must have a
tolerance for ambiguity in project-based learning.
32 Project-based learning must be
integrated with the reality outside a teacher’s classroom.
Questions?
[email protected] http://viral-notebook.com
@michaelmgrant
Thanks MSTC for having me and letting me play with you guys for a couple of days!!
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
United States License.
Michael M. Grant, PhD 2012
