Kristin PierceKristin PierceCTE SpecialistCTE SpecialistVolusia County SchoolsVolusia County Schools386-734-7190 x20642386-734-7190 x20642kcbowle1@volusia.k12.fl.us kcbowle1@volusia.k12.fl.us

A Nation Still at RiskA Nation Still at Risk: :

Despite the call in the late 1980’s for enhanced

educational rigor, U.S. secondary student

mathematics and reading performance has

remained almost flat for the last three decades.

(U.S. Department of Education, 2004).

In the face of 30 years of increased rigor,

academic course requirements, and

accountability measures American students still

have a basic skills deficiency that has not

improved over time…

(Ravitch, 2008)

Students today live in a world filled Students today live in a world filled with stimuli… with stimuli…

• Few StimuliFew Stimuli• Little Engagement• No Community of No Community of Collaboration among Collaboration among Teachers and StudentsTeachers and Students

• Passive Learning• Memorization of Facts• No Career Tie

• No MotivationNo Motivation• Deceased PerformanceDeceased Performance• Decreased AttendanceDecreased Attendance• Increased Drop-outIncreased Drop-out• Increased Discipline Issues Increased Discipline Issues

Your FUTURE student…

Increasing academic course taking;

Implementing accountability measures based on high-stakes standardized test scores; and

Eliminating interest-based electives

may not be the cure for what’s ailing secondary student performance…

(U.S. Department of Education, 2004).

An industrial age curriculum that focuses on the recall of disconnected facts in traditional, compartmentalized courses….

…can not provide the learning environment required of the 21st century!

The growing diffusion of information and communication technologies (ICT) continues to shape our global world…..

…….this requires a .this requires a knowledge-knowledge-based workforcebased workforce armed with armed with technical literacy, hyper-technical literacy, hyper-specialization, and the ability specialization, and the ability to think and solve problems to think and solve problems in a dynamic, creative in a dynamic, creative environment. environment.

Students must learn to Students must learn to apply knowledge and skills to apply knowledge and skills to unpredictableunpredictable, real-world , real-world problems and situationsproblems and situations; ; master master high literacyhigh literacy mathematics, and science mathematics, and science skillsskills; ; have a have a deep understanding deep understanding of factual knowledge; of factual knowledge; draw from draw from interpersonalinterpersonal

and and social skillssocial skills; and; anddevelop cognitivedevelop cognitive

processes to processes to problemsproblems..

• Learners require a combination of rigorous academics and relevant CTE delivered in a multidisciplinary, project-based environment.

• An effective combination of academics and CTE can address the common goal of preparing high school students to work and learn as “career aspirations combined with rigorous and relevant coursework have a significant positive relationship on student achievement, in that higher expectations lead to higher educational and occupational attainment”.

(Akos, Lambie, Milsom, & Gilbert, 2007)

• Current Integrated Units: Current Integrated Units: • Designed and executed as intended!Designed and executed as intended!• Great work over the years! Great work over the years!

BUTBUT• It is time to move up the integration ladder It is time to move up the integration ladder

through through project-based learningproject-based learning..

Continuum of Curriculum Integration

FragmentedFragmented WebbedWebbed NetworkedNetworked

LOWLOW HIGHHIGH

IsolationIsolation ConnectionConnection Trans-DisciplinaryTrans-Disciplinary

• Connections not madeConnections not made• Minimal transfer of Minimal transfer of knowledge in learnerknowledge in learner

• Invention Invention • Learner stimulated by Learner stimulated by new info, skills, conceptsnew info, skills, concepts

• InterconnectednessInterconnectedness• Learner learns how and Learner learns how and why he/she is learningwhy he/she is learning

SINGLE SINGLE DISCIPLINE DISCIPLINE WITHINWITHIN

Cellular

Connected

Nested

ACROSS ACROSS SEVERAL SEVERAL DISCIPLINESDISCIPLINES

Sequenced

Shared

Webbed

Threaded

Integrated

Immersed

NetworkedWITHIN AND WITHIN AND ACROSS ACROSS LEARNERSLEARNERS

Current Integrated Units

Project-BasedLearning

Constructivist Educational Theory: Learning is constructed, not delivered

Learning is active, not passive

Learning is self-regulated, not force-fed

Learning is situational, not operational

Contextual Teaching and Learning (CTL): CTL provides a constructivist model for teaching and learning.

CTL refers to the framework teachers use to relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens and workers.

Characteristics of CTL: The following characteristics are necessary for a teaching and learning environment to be defined as CTL:

Integrated (across disciplines)Integrated (across disciplines)

Problem-based (situational)Problem-based (situational)

External contexts for learning (standards)External contexts for learning (standards)

Approaches for implementing CTLApproaches for implementing CTL::

Cooperative Learning

Service Learning

Work-Based Learning

Project-Based Learning

*All of these approaches require integration of knowledge!

Project-Based Learning (PBL):Using authentic, real-world projects, based on a highly motivating and engaging question, task, or problem, to teach students academic content in the context of working cooperatively to solve a problem.

ConstructivismConstructivism

Contextual Teaching & Learning

IntegratedIntegrated Problem-Problem-SpecificSpecific

StandardsStandards

PROJECT-BASED PROJECT-BASED LEARNINGLEARNING

Project-Based Classroom

Student-centered

Self-directed

Discover, apply, present

Collaboration

Students and teacher decision making

21st century skills

Varied instructional strategies

Long-term investigations

Standards-based

On-going assessment

Real-world connections

Reflection

Traditional Classroom

Teacher-centered

Teacher-directed

Listen, memorize, repeat

Independence

Teacher decision making

Knowledge of facts, terms, content

Direct instruction

Short lessons/predetermined answers

Standards-based

Assessment tests

School-based activities

Quizzes and tests

Anchor – An introduction and background information to set the stage and generate interest.

Collaborative Teamwork – A critical component in PBL experiences to make learning more authentic.

Driving Question - The question that both engages student attention and focuses their efforts.

Feedback and Revision - Scaffolded feedback and “check points” provided by the teacher. Feedback can be based on either teacher and/or peer evaluations.

Inquiry & Innovation - Discuss how the project engages students in innovative research and thought in each curriculum area.

Opportunities for Reflection – Creating opportunities for student reflection within various projects is stressed by all proponents of PBL.

Process of Investigation – Guidelines for project completion and artifact generation can be used to frame the project; timelines and specific goals for completion of various aspects of the project.

Publicly Presented Product – PBL projects are intended to be authentic examples of the types of problems students confront in the real world, so public presentation of project results is a critical emphasis within PBL.

Student Voice & Choice – Students should have a voice in some aspects of how the project might be undertaken and be encouraged to exercise choices throughout.

Increased motivation

Academic gains

Improved higher-order thinking

Increased collaboration

Growth in self-direction

Scenario 1: “I’d like to do a project, but I am worried it will take too much class time and I have more content to cover this year than last year!”

Projects are the main course, not the dessert…As you become proficient, multiple standards can be taught within the context of one project, essentially saving time.

Scenario 2: “I am not really sure HOW to teach using projects? It freaks me out!”

Project teaching can utilize many of your existing instructional strategies. The key to an effective project is good planning and design. Collaborate with other teachers who have experience in project teaching and use online project development resources.

Project-based Learning for the 21st CenturyPBL Resources on the Web

Scenario 3: “It sounds like projects require a lot of extra planning work. I don’t have time for that.”

In the beginning, projects DO require more planning , but the payoff is engaged students and more time for you as a facilitator to help individual students and groups.

Scenario 4: “I have several low performing students in my class and I don’t think they can handle project work.”

Research suggests that low performing students are very engaged and may even benefit the most from projects. Projects provides all students opportunities to apply their talents and skills that might otherwise go unnoticed in traditional classroom instruction.

Problem/SituationReactive Environment; Back-to-Basics; RemediationOpportunity Anchor/Background KnowledgeNew Brain-based technique for teaching and learning; Constructivism/CTL/PBL

Driving QuestionCan we develop projects that engage students for increased academic performance?

Project Based Learning Template

Collaboration/Inquiry & InnovationUsing an existing Integrated Unit, the team will develop a project incorporating all the elements of PBL.

Feedback & Revision/ReflectionCTE staff available for “mini” lessons on PBL and to assist

Process of InvestigationResource links on the Wiki site and within the Project-Based Learning Template to help develop timelines and guidelines for students.

Project Based Learning Template

Voice and ChoiceDesign Thinking – Start with big idea ORStart with Standards This is YOUR Project!

Public Presentation of IdeaEach team will report out at the end of the workshop

Kristin PierceKristin PierceCTE SpecialistCTE SpecialistVolusia County SchoolsVolusia County Schools386-734-7190 x20642386-734-7190 x20642kcbowle1@volusia.k12.fl.us kcbowle1@volusia.k12.fl.us