Project-Based Learning Debra Austin

Alternative Terms Problem-based Inquiry-based Authentic Real-world Learning by Doing

Components Real-world framework and context for learning Long-term projects –Local and/or Community projects Service learning, non-profits, or charities –Enterprise projects Involving companies Risk and making mistakes are accepted as part of the process Feedback is collegial and respectful

Experiential Learning Learning by doing Hands-on experience in highly applied environment Students actively engage in creating their own knowledge Internships or service learning Learning Cycle –Plan –Do –Reflect –Integrate

Community-Centered Collaboration Learning communities of students, faculty, experts, and mentors Team projects which foster collaborative, interpersonal, and communication skills

Knowledge-Centered Competency-Based Learning Well-defined learning goals and competencies Knowledge and skills necessary for success are explicitly communicated In-depth understanding is the objective

Integrated Content, projects, and courses are well- organized, related, and interdisciplinary, which results in increased relevance Students are not limited to one discipline

Learner-Centered Instruction is driven by student –Needs –Interests –Learning styles Students are engaged in solving real-world problems – highly motivational Students try to answer a question that has relevance for them Students have ownership in the learning Self-assessment

Assessment-Centered In-depth investigation of a real-world topic worthy of childrens attention and effort. –Sylvia Chard Three Phases –Initial discussion of project topic, including students first hand experiences related to the topic –Research, reading, writing, drawing, computing, field work, and conferring with experts –Presentation of a project to an audience Designing learning by starting with the assessment

Mentor-Guided Cognitive apprenticeship Teacher is facilitator, mentor, and guide Students learn to work and think like professionals

Epistemology of Project Development Learning Cycle Process Plan Do Pilot Revise Present

Plan Design Outline Document Project Map Bluesky Brainstorming Prepare Strategy Research Plan Do Pilot Revise Present

Do Construct Draft Create Build Act Compose Carry Out Interpret Represent Produce Artifact Develop Mockup or Prototype Plan Do Pilot Revise Present

Pilot Test Ideas Demonstrate early version Explore alternatives Evaluate performance Implement Play test Seek Feedback –Collegial Critique –Mentor Desk Critique Self-Reflection/Evaluation Performance before competence –James Gee Plan Do Pilot Revise Present

Revise Edit Rework Improve Optimize Fine Tune Enhance Polish Upgrade Iterate Plan Do Pilot Revise Present

Defend Discuss Display Exhibit Perform Communicate Results Assess Evaluate Plan Do Pilot Revise Present

Disneys Imagineering – Blue Sky Fear is the worst enemy of creativity. p 9 Blue Sky Brainstorming Sessions –Start with a goal (new ride) –Forward motion is needed (getting started) –Everyone must feel safe to contribute –No such thing as a bad idea –No judgments allowed –Let out all the what ifs –Start dreaming –The word no is never uttered –Silly is good – its a game

Epistemology Knowledge and know-how concerning justification and explanation –David Perkins Particular way of thinking about or justifying actions, or structuring valid claims Tells you the rules to use in deciding the truth about something Is domain/discipline specific Think in a particular way about the world

Epistemology of School Industrial Revolution –Creating wealth through mass production of standardized goods Thinking like a factory worker –Right and wrong answers Knowledge is being able to answer specific kinds of questions on specific kinds of tests –Learning how to identify the answer that someone else has already determined is right –Truth as dictated by the teacher

New Game in Town Rules –classroom norms for PBL Roles –researcher, designer, presenter, critic Hard Fun –the kind of fun you have when you work on something difficult, something that you care about, and finally master –Seymour Papert

New Game in Town Can we use computers –to let students create projects, –using various technology tools, –experiencing the process of thinking creatively in various disciplines and thus –learning the epistemology of innovation?

Performance-Based Assessment Criteria for victory in debate: which team makes the better argument Presentation Use of evidence Sources of information Clarity of argument Presenting an interpretation and defending it with specific evidence

Implement Epistemology of Project Development Plan Do Pilot Revise Present Objective: Innovative Creative Thinker Cognitive Apprenticeship for Learner Teacher is Expert, Mentor, and Guide Learning Environment –Risk-taking is encouraged –Community of Learners –Constructive criticism is valued –Focused on learning process and improving work –Cycle of Reflection-Action repeated in Pilot and Revise –Thinking about Learning improves Learning

Using PBL, students learn the kind of ethic and intellectual capital associated with persistence, mastery, analysis, and revision. Dr. Michelle Fine, Edutopia For other primates, to know is to remember. For humans, to know is to represent –Merlin Donald

What makes computers so special – so transformative – is that they make it possible to process information externally. Writing off-loads or outsources memory. –David Williamson Shaffer What it means to be literate in the digital age is not about reading and writing but about solving problems using simulations. What matters in the digital age is not learning to do things a computer can do for you but learning to use the computer to do things that neither of you nor it could do alone. –David Williamson Shaffer

PBL Assessment Tools Rubrics and Portfolios –Authentic assessment –realistic, like that found in the workplace Would you co-design PBL rubrics with students? Critiques –Mentor Teacher –Colleague –Experts –What if….. Present by posting on the internet Seeking international collegial feedback by working with students from other countries

21 st Century Assessment If Standardized Tests are first generation assessments for accountability, What do you think about the argument that for second-generation standards, we need deeper focus on fewer skills that are central to the 21st century and second-generation assessments need to be broader, multiple measures that look at the many things students have learned and mastered? –Chris Dede

If you could design projects for your students to address your goals, what is your prediction about their performance on CSAPs in your discipline? What if you had to write a performance evaluation of your students rather than assign grades?

How might you involve the community surrounding your school? What other audience can you identify for your students work? We learn by doing and by thinking about what weve done. Its like learning twice when you reflect. Eeva Reeder, Edutopia –What role does student reflection play in your teaching? –Are you considering adding more reflection opportunities for your students?