Why Project Based Learning? Office of Instruction WVDE This presentation is based on the work of the International Center for Leadership in Education. When we work with teachers we find that they easily understand the importance of relationships in increasing rigor and relevance in the classroom. The Rigor and Relevance Framework allows us to explore the characteristics of 21st century instruction and assessment beyond the scope of the Knowledge Taxonomy alone.

Education exists in the larger context of society. When society changes – so too must education if it is to remain viable.

Today’s Youth Digital learners Multimedia Find and manipulate data Analyze data and images Care about relationships MySpace Facebook Travel in groups

Job Outlook 2002National Association of Colleges and Employers (NACE)

The Rigor/Relevance Framework D G T A X O N M Y Evaluation 6 5 4 3 2 1 C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding The Rigor/Relevance Framework is a tool developed by the staff of the International Center for Leadership in Education to examine curriculum, instruction and assessment. I have been using this framework during my work with office staff and teachers for several years, because it is easy for people to see what we are talking about when we describe 21st century learning and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. First, there is the continuum of knowledge that describes the increasingly complex ways in which we think. The Knowledge Taxonomy is based on the 6 levels of Bloom’s Taxonomy. The application Model, or the second continuum, is one of action. The five levels of this continuum describe putting knowledge to use. Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL International Center for Leadership in Education

Success Beyond the Test Core Academics Stretch learning Learner Engagement Personal Skill Development Rigor However, there is a third component that we cannot ignore and that is Relationships. Ray McNulty, the Senior Vice President at the Center, tells us that based upon his work with schools across the country and in other countries, he is convinced that Relationships must come first before the relevance and the rigor. When we show students respect, take interest in them and their interests, listen actively, move around the room establishing frequent contact, encourage them, avoid “put downs,” display their work, write encouraging notes or comments on rubrics, and identify and showcase unique talents, we are building relationships. There are structures that allow us to be better at building relationships with students. Some of these would be the professional learning communities, small learning communities within the school, teaching teams, teacher continuity. In addition to the Rigor and Relevance Framework, the International Center for Leadership in Education, in their work with hundreds of schools, have identified four important Learning Criteria that support the R & R Framework. Let’s take as closer look at each of the four. Relevance Relationships

Learning Criteria Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements

Learning Criteria Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

Learning Criteria Learner Engagement Personal Skill Development Core Stretch

Learning Criteria

Rigor/Relevance Framework Teacher/Student Roles Think Student Think & Work R I G O High A B Teacher Work Student Work Low Low High Relevance

The New Learning Formula 3 Rs X 7Cs = 21st Century Learning Of course, we know the three R’s are Rigor, Relevance and Relationships. The seven Cs 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

21st Century Skills 7 C’s Component Skills Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork and Leadership Research, Analysis, Synthesis, Project Management, etc. New Knowledge Creation, Design Solutions, Storytelling Cooperation, Compromise, Consensus, Community Building

21st Century Skills 7 C’s Component Skills Cross Cultural Understandings Communication and Media Literacy Computing and ITC Literacy Diverse ethnic, knowledge and organizational cultures Crafting and analyzing messages, using technology effectively Effective use of electronic information and knowledge tools

21st Century Skills 7 C’s Component Skills 7. Career and Learning Self Direction 7. Managing change, lifelong learning, and career redefinition

Creating a Learning Environment for 21st Century Skills 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.

A Project Learning Classroom is ... Communication- focused Research-based Technology- enhanced 21st Century reform-friendly Hard, but fun! Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative

Today’s Students are Digital Natives Conventional Twitch Speed Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work-Oriented Play-Oriented Stand-alone Connected

Digital Learners are Engaged by Multitasking/Toggling Multimedia learning Online social networking Online information searching Games, simulations and creative expressions

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

Project Learning is Skill-Based To 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

Students Develop Needed Skills in Information Searching & Researching Critical Analysis Summarizing and Synthesizing Inquiry, Questioning and Exploratory Investigations Design and Problem-solving

In a project learning classroom The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

Rigor/Relevance Framework Teacher/Student Roles Think Student Think & Work R I G O High A B Teacher Work Student Work Low Low High Relevance

Rigor/Relevance Framework Step 1. Teacher gives students a real-world question to answer or problem to solve. D R I G O High A B Low Low High Relevance

Rigor/Relevance Framework D R I G O High A B Students seek information to answer question or solve problem. Low Low High Relevance

Rigor/Relevance Framework D R I G O High Students test the relevancy of the information as it relates to the question or problem. A B Low Low High Relevance

Rigor/Relevance Framework Students reflect on the potential use of the new information as a solution D R I G O High A B Low Low High Relevance

Rigor/Relevance Framework D Students apply the information learned to answer the question or to solve the problem. R I G O High A B Low Low High Relevance

Rigor/Relevance Framework D Rigor - Critical Thinking Motivation - Creativity – Innovation Problem Solving R I G O High A B Relevancy - Validation Acquisition of knowledge/skills Low Low High Relevance

It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know. Carol Ann Tomlinson

What Zone Am I In? On Target THIS is the place to be. I know some things… I have to think… I have to work… I have to persist… I hit some walls… I’m on my toes… I have to regroup… I feel challenged… Effort leads to success.. Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A.., I’m coasting… I feel relaxed,,, I’m bored… No big effort necessary. Too Hard I don’t know where to start… I can’t figure it out… I’m spinning my wheels… I’m missing key skills… I feel frustrated… I feel angry… This makes no sense… Effort doesn’t pay off… Vygotsky’s work. THIS is the place to be. THIS is the achievement zone.

Rigor/Relevance Framework Relationships D Relationships Important R I G O Relationships Essential High A B Relationships of little importance Relationships Important Low Low High Relevance

2008 Teacher Leadership Institute Backward Design Process Begin with the End in Mind Develop a project idea Decide the scope of the project Select standards Incorporate simultaneous outcomes Work from project design criteria Create the optimal learning environment Craft the Driving Question Reference: Buck Institute and New Tech Foundation for connections to our design for pd.

2008 Teacher Leadership Institute Backward Design Process Plan the assessment Create a balanced assessment plan Align products and outcomes Know what to assess Use rubrics

2008 Teacher Leadership Institute Backward Design Process Map the Project Organize tasks and activities Decide how to launch the project Gather resources Draw a “Storyboard” Manage the Process Share project goals with students Use problem-solving tools Use checkpoints and milestones Plan for evaluation and reflection