PBL for the 21 st century

Out-of-School Time Project Based Learning: Preparing Your Site and Staff Buck Institute for Education Public Health Management Corporation June 2009

Get Ready for Success with Project-Based Learning

Why introduce PBL to your site? Builds on what you already do Brings more real-world experiences to your students Prepares youth for life Strengthens communities

Why PBL?

Caring relationships High expectations Meaningful participation Safety Love Belonging Respect Mastery Challenge Power Meaning Cooperation Empathy Problem- solving Self-efficacy Self-awareness Goals and aspirations Improved health, social, academic and culturally appreciative outcomes Protective factors Youth needs Resilient behaviors/internal assets PBL supports youth development

Best Practices in Education PBL teaches 21 st -century skills  Communication; teamwork; self- management; creativity; problem-solving PBL provides active instruction that builds on student interests PBL allows youth to explore more ‘real- world’ topics

Positive relationships with youth Encourages youth choice Staff interacts with youth Communicates high standards and expectations Builds links to the community Stresses academic assistance, service learning, and enrichment Opportunity to learn in ‘real-world’ context Opportunity for leadership development Career exploration and connections to employers Best Practices in Out-of-School Programs

Projects encourage good Habits of Mind Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking about Thinking Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Thinking and Communicating with Clarity and Precision Gathering Data through all Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Taking Responsible Risks Finding Humor Thinking Interdependently Remaining Open to Continuous Learning

Through the project experience, students learn useful information, practice skills, and acquire habits of mind Habits of Mind Skills 1 –2 life skills knowledge

Experiencing Project Based Learning…

“projects” versus project-based learning ProjectsProject Based Learning Teacher directed Student driven Single answer Open-ended SummativeOn-going Thematic Driving question/challenge FunEngaging Answer giving Problem solving School world Real world Curricular add-on Curricular focus

A video example: New Brunswick Gender Project

Project Design Principles Begin with the end in mind Craft the Driving Question Project assessment Map the project Manage the process

Video: M.Y.T.O.W.N. Youth-led tours in Boston—started with a question (or 2)

Crafting a Driving Question

A driving question is...  Open-ended  Authentic  Concrete  Relevant  Requires core knowledge to answer  Provocative  Requires 21 st Century Skills (such as Communication or Collaboration)

Can science be used to solve crimes? Would you trust your guilt or innocence to science? Refining a dq: Example from a science class

Refining a dq: A local example  Why do children in Philadelphia suffer from asthma? How can we reduce asthma in our neighborhood?

Refining a dq: A local example  Why is lead poisoning found in rowhousing? Are efforts to reduce lead poisoning in our neighborhood effective?

More Driving Questions How can we nourish our community? How green is our neighborhood? What does waste really cost us? How can we turn empty lots into neighborhood treasures? Which books belong in our library?

Planning a project for your site

Project Examples Community Mapping Project My Art, My Voice

Using the Project Planning Form

Projects to consider… Projects that focus on local issues Projects that map community assets Projects that tell an important story about the neighborhood or community

The Refining protocol Question 1: Can my students read and comprehend the driving question? Question 2: Is the driving question open-ended or can it be answered with a “yes” or “no?” Question 3: Does the driving question allow me to create a powerful local context for the project? Question 4: Does the driving question offer opportunities for students to express voice and choice? Question 5: Does the driving question ask students to engage in an inquiry that is both rigorous and relevant? Question 6: Does the driving question allow me to design both individual and collaborative tasks that require higher-level thinking skills? Refining Question 7: Does the driving question require students to learn new skills and knowledge and to demonstrate higher-level understandings or applications?

Using the Project Rubric

The Project Rubric: What we want students to learn… Project content Collaboration Communication Habits of Mind and Career Preparation Literacy

Managing Projects

Tips for Managing the project… Pay attention to group behaviors—mix up team members on your next projectPay attention to group behaviors—mix up team members on your next project Use task lists and timesheets to help students manage their time and meet deadlinesUse task lists and timesheets to help students manage their time and meet deadlines Consider using group contracts so students “sign on” to the project effortConsider using group contracts so students “sign on” to the project effort Debrief with team leadersDebrief with team leaders Have groups report out to wholeHave groups report out to whole

Use the Debriefing Form at the end of each project What did I learn?What did I learn? How interesting was this project?How interesting was this project? Were the instructions clear?Were the instructions clear? Were the activities well-organized?Were the activities well-organized? What skills or habits of mind did I improve?What skills or habits of mind did I improve?

Preparing your site for PBL

Think about… --‘Facilitation versus instruction’ --Making time in your schedule for PBL --Adapting sample project plans to fit your context --Using Web resources (project libraries, Edutopia videos) to learn more Make your site “PBL- friendly”

Documenting a Project Keep a Project Based Learning Binder with: Project Planning Form Project-specific rubric (for each youth) Task List (for each youth, grades two and up) Debriefing Forms (for each youth, grades two and up) Evidence of culminating project, such as pictures, copies of student work, portfolios, etc. Create a separate binder for each Project and keep it on site

Protocol for tuning projects Present your project to one or two other table groups. Outline your Driving Question, project activities, and products. Other team(s) listen without responding or questioning. (3 minutes) Other team(s) asks clarifying questions. (2 minutes) Team(s) offer warm feedback. (2 minutes). “I Like …” Team(s) offer cool (not cruel) feedback. (2 minutes). “I Wonder if …” Together, teams discuss ideas for improvement. (2 minutes). “ A Good Next Step Might Be …”

Resources from Buck Institute for Education Buck Institute for Education resources include:  Website:  PBL Handbook and Starter Kit series  PBL Online: BIE is dedicated to improving 21 st Century teaching and learning by creating and disseminating knowledge, products, and practices for effective project-based learning

Find More Ideas Here These organizations offer examples of youth projects that offer a high degree of engagement and youth voice: DoSomething! Promise of Place What Kids Can Do Youth Venture

More Web-based resources       … On-line project libraries