project-based learning penny williams, coordinator, youth development patrick shaw, staff...
TRANSCRIPT
Project-Based LearningPenny Williams, Coordinator, Youth DevelopmentPatrick Shaw, Staff Development Specialist
OCM BOCESSyracuse, NY
TaskAnalysis
CONTENT
21st CenturySkills: 4C’s
Collaboration
Communication
Critical Thinking
Creativity
Video:Buck Institute for Education
PBL (6:52 mins)
Project Based Learning is a teaching method in which students:
Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems
Work as independently from the teacher as possible, and have some degree of “voice and choice”
Demonstrate in-depth understanding of academic knowledge and skills
Build 21st century skills such as collaboration, critical thinking, creativity and communication
Create high-quality products an performances which are presented to a public audience
PBL Misconceptions PBL is NOT…the dessert, … PBL is… the main course
PBL is NOT…. a string of activities tied together under a theme, concept, time period, culture…
PBL is….set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, or meeting a challenge
PBL Misconceptions PBL is NOT: the same as “making something” or hands-on
learning” or “doing an activity.”
PBL is…often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation.
PBL’s Effectiveness: What Experience Tells Us: Classroom Teachers say….
Can work for all kinds of students, with the right support
Improves students’ motivation to learn
Can be used to teach academic content standards
Can include multiple opportunities to integrate technology
Helps students see how school connects to the outside world by making learning relevant and meaningful
Promotes greater civic participation and global awareness
PBL’s Effectiveness: Schools have used PBL effectively in all grades for special purpose:
Career/technical education programs; continuation/alternative high school programs; after-school programs; summer school
Integrating two or more school subjects and encouraging team teaching
Connecting the school to other schools, the community, businesses, and other organizations
PBL’s Effectiveness: Researchers have found that a well-designed & well-implemented PBL Can: Be more effective than traditional instruction in increasing
academic achievement
Increase student motivation and engagement in learning
Improve students’ retention of knowledge over time
Improve students’ mastery of 21st century skills
Be especially effective with lower-achieving students
Increase students’ achievement on state-administered, standardized tests
DrivingQuestionOrChallenge
Need
To
Know
21st CenturySkills
Feedback&
Revision
Inquiry&Innovation
Student
Voice &
Choice
Publicly
Presented
Product
PBL
Why Have a Driving Question? For Students
Guides Project Work
Creates interest and/or the Feeling of Challenge
Reminds them “Why we’re doing this today”
For Teachers
Guides Planning & Reframes Content Standards or Big Ideas
Captures & Communicates the Purpose of the Project
Initiates and Focuses Inquiry
Criteria for Evaluating Your Driving Question:
1. Will my students understand it? (Bonus:…and find it intriguing)
2. Is it open-ended and does it require a complex answer?
3. To answer it, will my students need to learn important content and skills?
4. Does it focus on an authentic issue, problem or challenge? (Bonus:…and create a local context for the project?)
Sources of Inspiration Your Content Standards Your Community Your Students Current Events Real-World Practice/Problem Online Project Libraries Your File Cabinet Your Colleagues
Example Entry Events: Field Trip Guest Speaker Film, Video, Website Simulation or Activity Provocative Reading Startling Statistic Puzzling Problem Piece of Real or Mock Correspondence Song, Poem, Art Lively discussion
Video: Elementary ExampleChildren Pilot Their Own Learning
PBL (8:50 mins)
Spotlight Projects to Explore:
9th grade Introductory Science: “Product Comparison”
10th-11th grade Algebra II/Trigonometry: “Projectile Motion”
11-12th grade English and U.S. Government: “Banned in America”
7th grade Life Science: “A Balancing Act”
11th grade U.S. History: “American Archetypes”
11th-12th grade Information Technology/Business/Arts: “Design and Attract”
Video: ClosureStudent Voice
PBL (6:52 mins)
Projects:LIMITED AMBITIOUS
Duration 10-15 contact hours 40+ contact hours
Breadth 1 Subject:
Few Standards
Interdisciplinary:
Several Standards
Technology Basic Extensive
Setting Classroom Community/World
Who’s Involved One Teacher Several Teachers, outside experts, community
Audience Classroom Experts, Community, World, web
Student Autonomy
Teacher-defined; Tightly managed
Co-Defined and managed
Project Packets Team Roster Project Calendar Rubric & Assessments Checklist of Requirements Templates for Contracts, lists, etc. Presentation/Exhibition Schedule Resource List
21 st CenturySkills
Other
Skills &
Talents
Social Factors
AcademicSkillLevel
Language
Ability
Gender
Leadership
Who Would you Put on a Team?