2. If you were able to hear the music (or voices), please click on the green Agree check (see image) Sound Check: 3:30-3:50 Adobe Tour: 3:50 Start Time: 4:00 End Time: 5:00 1. Please complete the Audio Setup Wizard. You will find this by clicking on “Meeting” on upper left of your screen Welcome to Today’s Webinar Project-Based Learning- Alberta Students Engage, Explore, Create, and Share Before We Start

Today’s Session is a collaboration between Alberta Teachers Association and APRDC Developed by ARPDC as a result of a grant from Alberta Education to support implementation

PD-181a Project-Based Learning Alberta Students Engage, Explore, Create and Share

Introductions Kelly Reierson, teacher, technology mentor, teacher-librarian at Strathcona High School in Edmonton.

Graffiti: Write one thing you would like to take away from this webinar today?

Goals Review critical components of Project-Based Learning Discuss and reflect on effective teaching practices and learning strategies Provide resources and exemplars for guidance Plan/Revise a project for your class (for webinar part II)

What does a successful project-based classroom look like, sound like and feel like... B-10 from a teacher’s perspective? from a student’s perspective?

A Taste of PBL Movie - Pay It Forward Retrieved from You Tube

Graffiti: What makes this an effective project launcher?

Project Based Learning for Alberta Students

What does a successful project-based classroom look like, sound like and feel like... B-10 from a teacher’s perspective? from a student’s perspective?

Project-Based Learning for Alberta Students: Conceptual Model ©2015 by the Alberta Teachers’ Association. All rights reserved.

Project-Based Learning for Alberta Students

Second Circle—Foundations

Third Circle—Elements

Graffiti: How does this model fit so far with with your ideas on project based learning?

Fourth Circle—Continuous Processing

Outer Corners—Strategies

Reference Chart for Developing Your PBL F Project Title Learning Outcomes  may be cross-curricular (more than one subject area) or inter-curricular (at various levels – ie, Social Studies 6, 9 and 12) or within one curriculum (multiple learning outcomes) or Competencies  consider your students and ways to differentiate, modify or accommodate instruction Project Outline  description includes type of end product—artifact or performance. For example, media kits, public service announcements, web pages, brochures, letters to government and industry officials, plays, musicals, readers theatre, podcasts, digital stories and so on.

Stage 1: Engage Students TeachersStudents Opener/Launcher A highly motivational activity to spark interest and questions related to the topic area (interactive, short, focused and provocative). Find a variety of short video clips, anecdotes, short stories, visuals to introduce the general theme and issues/perspectives. Actively participate and begin to focus on the topic and consider potential driving questions. Exemplars Samples of student projects illustrating various levels of competency. Show exemplars from previous student work (ideally) or use appropriate exemplars from credible web sites. Refer to exemplars to get a sense of what a finished product might look like. Ask questions about the processes and products. Anchor lesson(s) A memorable, thought-provoking lesson that speaks to the heart of the issue. Becomes a reference point throughout the project. Teach a memorable lesson, usually planned as the first one. This anchors the learning. You will continuously refer back to it throughout the project. Continuously make connections as the original source as it is reintroduced. Driving Question An open-ended question that gives purpose and offers challenges in a compelling manner. Utilize learning outcomes, to guide question development. Teach skills to help students create open-ended questions—ones designed to guide research. Provide formative assessment. Brainstorm for related questions, prioritize, refine and select a good driving question. Students can assist each other in this task by circulating around the room and giving comments on others’ questions.

Stage 1: Engage Students cont. TeachersStudents Goal Setting Utilize learning outcomes to help guide students in establishing goals for project development. Ask—what do I hope to learn, achieve and communicate? Provide time for planning. Help students list, prioritize and organize goals into a logical sequence. List, prioritize and organize goals into a logical sequence. Roles and responsibilities negotiated by the student groups. Key Milestones Start with the end in mind. A calendar showing important benchmarks. Helps to prioritize tasks. Help students scaffold their learning and identify check points for key components in the project to accomplish by a given date. Inform students of key dates that will influence their planning (i.e. PD- Days) Make a timeline identifying key components completed at realistic intervals. Assessment/Rubric development These comprise various formative strategies for continuous assessment. Ideally, students develop criteria for rubrics related to their project assessment. Provide templates and exemplars. Lead class in brainstorming criteria for final product/ performance. Refer back to the curricular connections Provide refined rubrics early in the process. Develop rubrics criteria and descriptions with teacher guidance.

Stage 2: Explore TeachersStudents Formative Reflection Student self- reflections are part of the assessment processes and should be an on-going process. What strategies will you select to assess student’s self-learning and product/performance? Will students be using reflective tools such as journals, daily anecdotes, prompt responses, etc? Revise goals, milestones or questions based on teacher feedback. Keep records of ideas and thoughts. Specific Teaching Strategies Various pedagogical approaches used at appropriate intervals. Provide mini-lessons throughout the project for just-in-time learning and motivational activities (see Motivation) to maintain student interest. These may be whole group or targeted at specific students. Students reflect on their project and consider how to improve and what needs to happen next. Establish/Monitor research progress Periodically ensure students are on track and meeting their goals. Provide options and parameters for researching. Check progress at various stages. Depending on grade level, teachers will need to provide direct instruction or set research boundaries. Carry out research, making notes and organizing materials, analyzing data, consider points of view and sources. Finalize the product/performanceProvide formative assessment for final tweaking.Bring the project to conclusion.

Stage 3: Share TeachersStudents Present the product/ performance Consider grouping projects to help students understand connections their research has to others’. Identify potential audiences. Provide time for students to plan and prepare how they will share their work either individually or in groups. Work with others to plan and prepare an effective way to share your results.

Stage 4: Reflect TeachersStudents Final Reflections What are their thoughts on the overall quality of the product and processes? What was the main learning? Provide student reflection prompts such as “I use to think and now I think...” “One thing I might do differently is...” “The most important thing I learned was...” and so on. You should also reflect and make notes on the success of the project and what should be done differently to improve it for next time. Respond to reflective prompts. Finalize learning journals or other methods used to keep track of thinking during the project. These reflections are usually when the project is turned in to the teacher. AssessmentsSummative assessment using student developed rubrics. Complete self/peer assessments of the learning processes.

Technology Tools and Websites Provide Flexible Means of: Representation Expression Engagement See page 23 in your Participant Guide for specific suggestions.

Next Steps/Goals Bring a project that you are developing or revising for your classes. Come to part two ready to work and further explore resources for PBL. I have created a Google Doc here that lists some resources for you that may help you in next steps. (goo.gl/xwYdgg) What else would you like to explore about PBL next session?

Thank you!