foundations of project based learning vickei hrdina – science/stem coordinator esd112
TRANSCRIPT
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FOUNDATIONS OF
PROJECT BASED LEARNING
VICKEI HRDINA – SCIENCE/STEM COORDINATOR
ESD112
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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
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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
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PARKING LOT
• TODAYSMEET.COM/FOUNDPBL
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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)
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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)
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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?
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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.
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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?
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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
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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
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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
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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
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21ST CENTURY SKILLS
7 C’S7. CAREER AND LEARNING SELF DIRECTION
COMPONENT SKILLS
7. MANAGING CHANGE, LIFELONG LEARNING, AND CAREER REDEFINITION
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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.
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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
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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
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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
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Image Credit: John Larme
A QUESTION OF SEMANTICS?
PROJECT VS PROBLEM
BASED LEARNING
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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.
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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.
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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
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TIME FOR LUNCH! WE WILL RESUME AT 1:00….
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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
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IS IT PBL?
•ENGAGING?
•APPROPRIATE?
•RELEVANT?
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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!
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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
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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
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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?
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WRAPPING UP
NEXT TIME: DEVELOPING YOUR OWN PBL!!
DESIGNING TASKS
CREATING A SCHEDULE
LOGISTICS OF PBL MANAGEMENT
ASSESSMENT
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FOUNDATIONS OF
PROJECT BASED LEARNING
THE SEQUEL
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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
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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
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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
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GOLD STANDARD PBLS
• BALLOON CAR – BEYOND DESIGN CHALLENGES
HTTP://BIE.ORG/OBJECT/VIDEO/MIDDLE_SCHOOL_PROJECT_BALLOON_CAR
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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!!
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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
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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
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TIME FOR LUNCH! WE WILL RESUME AT 12:15….
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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
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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!)
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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
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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’
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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
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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
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PAPERWORK!
FOUNDATIONS OF PBL
VICKEI HRDINA
VAE
12 CLOCK HOURS