project based learning using technology walt szklarski for secondary
TRANSCRIPT
Project Based Learning
Using Technology
Walt Szklarskifor Secondary
Project Based Learning Background• Early 1990s-Buck Institute- Immersion
• GLEF- Geo Lucas Educational Foundation• 1994 LWSD- Information Integrator
• 2002-2004 TSD Tier 2 class• 8 weeks @ 2 hrs/class + HW• Went through a project • Designed a project
• TSD Today- many projects in new curriculum• Dig Deep- Voice thread projects
Characteristics of PBL :•Higher level thinking•Student centered•Process driven•Collaboration•Authentic projects•Creates new knowledge for students
Classroom 10
Then: 19971. Basic Operations and
Concepts2. Social, Ethical and Human
Issues3. Technology Productivity
Tools4. Technology
Communication Tools5. Technology Research
Tools6. Technology Problem-
Solving
Now: 20071. Creativity and Innovation2. Communication and
Collaboration3. Research & Information
Fluency4. Critical Thinking, Problem
Solving, and Decision Making
5. Digital Citizenship and Decision-Making Tools
6. Technology Operations and Concepts
Student NETS
Old Bloom•Evaluation•Synthesis•Analysis•Application•Comprehension•Knowledge
New Bloom•Create•Evaluate•Analyze•Apply•Understand•Remember
Bloom’s Taxonomy
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Go for the highest level possible.
What are the characteristics of a good project?• Student-centered• Collaborative• Good driving question• Involving experts and the community• Standards-based• Opens the door to more questions• Interdisciplinary• Thoughtful rubrics, including reflection• Includes a quality product• Creative, engaging, and fun
It’s the process!
What are the characteristics of a good project?• Student-centered• Collaborative• Good driving question or statement• Involving experts and the community• Standards-based• Opens the door to more questions• Interdisciplinary• Includes a quality product• Creative, engaging, and fun• Thoughtful rubrics, including reflection
It’s the process!
Projects Higher level thinking
Length determined by project progression
Questions, knowledge, resources provided by students during the project
Field trips and experts are part of the project process
Representations show what students have learned in an integrated way
Activities
Specific content /concept focus
“Usually” shorter time
Resources provided by teacher
Field trip, if any, is culmination
Representation of learning relates to specific activities
PROJECT SCOPE
Small Project Ambitious project
Duration Five to ten days Most of semester
Breadth One topic/One standard
Multiple disciplines/Multiple standards
Technology Limited Extensive
Outreach Classroom-based Community-based
Partnership One teacher Multiple teachers and community members
Audience Classroom or school Panel of experts
Project Based Learning- Buck Institute for Education©2003 www.bie.org
PROJECT DESIGN AND THE STUDENTS’ ROLE
Limited student input
Maximum student input
Teacher selects topic
Teacher solicits student input
Student selects topic
Teacher defines learning outcomes
Teacher and student negotiate learning outcomes
Student define learning outcomes
PROJECT DESIGN AND THE STUDENTS’ ROLELimited student autonomy
Maximum student autonomy
Teacher defines products and activities Teacher solicits
student input
Student defines products and activities
Teacher controls timeline and pace of project
Student determines timeline and pace of project
KWL Chart as a tool to develop driving questions
Project Planning• Identify and analyze audience- • Identify assessment criteria- • Design assessment tool-• Determine presentation method-• Determine technology resources-• Identify research tools- (web sites, books, magazinesa,
newspaper, video, etc) Part 1: Conduct research (record information)- Part 2: Synthesize information- (assemble and author content in written rough draft)Part 3: Assemble and collect graphics-(save graphics)
Start with a good driving question…
Good questions lead to more questions
Good questions require research and reflection
Good questions are BIG
Good questions are open-ended
Old Bloom•Evaluation•Synthesis•Analysis•Application•Comprehension•Knowledge
New Bloom•Create•Evaluate•Analyze•Apply•Understand•Remember
Bloom’s Taxonomy
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Go for the highest level possible.
• A HOW-TO for a well written question.
Writing Questions
When was this picture taken?Where was this picture taken? Question cues: List, define, tell, label
Level 1. Remember
What is happening in this picture?Why are these boys dressed like this? Question cues: Describe, name, identify, discuss
Level 2. Understand
How would you describe the photograph to others?What caption would you write for this photograph (say, in a newspaper)?Question cues: Modify, solve, change, explain
Level 3. Apply
Why are these boys here and not in school?What do you know about their lives based on this photo?Question cues: Analyze, separate, compare, contrast
Level 4. Analyze
What is the significance of this photo for the time period depicted?Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different?Question cues: Give opinion, criticize, discriminate, summarize
Level 5. Evaluate
What might these boys say about their work in an interview setting?What might they say about their future?Question cues: Create, construct, plan, role-play
Level 6. Create
Photo Credits
The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920, from the Library of Congress. http://memory.loc.gov/ammem/detroit/dethome.html
Practice to follow….
How many calories does the average person need?
Good question?Bad question?
BAD QUESTION
What kind of plants grow in the rain forest?
Good question?Bad question?
Write down a better one.
What 15 crops account for nearly all the crops in the world? Good question?
Bad question?
What do we know about the planet Mars? Good question?
Bad question?
What are the products of photosynthesis?
Good question?Bad question?
Describe the clothing people wore during the Renaissance.Good question?
Bad question?
Media, Consumerism, Students
• Write a driving project question relating students, the media, and consumerism.
• BRAINSTORM!• Do this with an “elbow
partner.”Television, music, movies,
newspapers, magazines, internet, radio, others
Your Task:
After we have discussed Tragedy of the Commons, you will need to write 5 high level questions for the article.
•Compare and contrast searching for reliable information using both KCLS databases and search engines on the web (Google) in order to design and defend an effective research plan for your topic
•Students will be able to evaluate and find evidence through designing a timeline from 1750-2003; in addition to the events standing alone students must illustrate the cause and effect from one event to the next.
•Create a presentation showing how stereotyping in visual media creates adult bias towards teenagers
•How does this simple machine allow us to work with less effort?
•Describe the influences of your historical person on events during the Civil War time period.
•Evaluate the attractiveness of any three locations in Africa and persuade tourists to visit.
Projects align with Curriculum/GLEs/ Outcomes and Indicators/NETS
RubricsCollaboration vs. CooperationFormative Assessments
Self-reflection
Dig deep: How do artifacts tell the story of an ancient civilization?
Storyboarding as a key to success.
Storyboard Development• Determine design, layout and look• Determine audience interaction
Google “Storyboard Template”
Rate yourself
Rate yourself in these 7 areas from strongest (#1) to weakest (#7)
OrientGroupOrganizeClarifyMonitor and RegulateManageEvaluate
www.bie.org
www.pbl-online.org
Projects may be found at:Computer/Staff/Public/CS/All/PBL Lessons
