Project-Based Learning St. Elmo Faculty Inservice August 6, 2014

Don’t Panic

Start small. Slow is fast.

Project-Based Learning What do we know? Grade level KWL Chart NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.

NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Back-upBack-up PlanPlan PBL in the Classroom

Why PBL? Real-Life Scenarios 21 st Century Skills Differentiated Instruction Student Engagement Problem Solving Skills Cross-Curricular Instruction Easily Incorporates: Leader in Me Bloom’s Taxonomy Higher Order Thinking Skills Talents Unlimited 5 E’s of Instruction Conceptual Learning Rigor

Projects vs Project-Based Learning Projects: Done at home with little or no teacher guidance Little student choice Often based on a one page direction sheet and are “just like last year” Assigned after the “real” learning is done PBL: Require teacher guidance and team collaboration Students make decisions within pre-approved guidelines Based on a Driving Question The foundation of the “real” learning © Amy The Original WOW! Academy Please copy and use freely!The Original WOW! Academy

Terms and Definitions Anchor: Real World Scenario, Set the Stage Artifact: Items Created to Represent Possible Solutions Authentic Achievement: Learning Represents Adult- like Actions and Processes Brainstorming: Process to Formulate a Plan

Terms and Definitions Student Voice and Choice: Student Participation in Project Selection Web 2.0: Technology-Based Instruction Featuring Collaboration and Creation Expeditionary Learning: Field Trips (Not Part of Most PBL Projects) Driving Question: Motivational, Meaningful Question Stating the Project Task

Essential Characteristics Anchor Collaborative Teamwork Driving Question Feedback and Revision Inquiry and Innovation Opportunities for Reflection Process of Investigation Publicly Presented Product Student Voice and Choice

Anchor Introduce background information Generate student interest and engage students Provide a compelling reason for students to want to undertake a project Anchors may include: Video segment News Article Short Discussion or Activity

Driving Question Developed by Teacher or Students Stimulate Specific Questions Relay to Students: Information Needed Depth of Research

Student Choice and Student Voice Teacher Sets Parameters Varies by Age and Experience Student Choice/Voice: Organization Problem-Solving Process Artifact Selection Presentation

Inquiry and Innovation Teachers are Learning Coaches Question Throughout the Process Talk Moves Research Skills

Collaboration and Teamwork Assign Roles/Leadership Titles Constructive Criticism Give and Take Active Listening Conflict Resolution

Opportunities for Reflection Throughout Entire Process Whole Class, Team-Based, or IndividuallyIndividually Structured Discussions Journal Writing: Sentence Starters Reviewed by Teacher

Feedback and Revision Teacher, Peer, and Self Evaluation Formative or Summative Revisit Guiding Questions Audience Evaluation Opportunities for Revision

Public Presentation Video School Website Theater Room Moodle Local Newspaper Class Blog

PBL in the Classroom Build from the StandardsStandards Utilize Technology Establish Time Line Online Curriculum Mapping Tools Be Flexible Collaborate with Grade LevelCollaborateGrade Level

Avoiding Disaster: - Wrong Turns, Redirection - “Fear of Failure” and Perfectionism - Classroom Procedures - Teacher Assistance - Restroom, library, etc.. - Research stations - Roadblocks

Project Development: 1.Introduction and Planning -Review Anchor and Driving Question -Class-wide Brainstorming on Specific Research Questions -Assign Teams and Develop Time Lines -Establish Roles -Discuss Artifacts and Product Requirements

2. Initial Research Phase: Gathering Information - WebQuests - Interview Professionals - Review/Identify Sources - Mini-lessons - Evaluate Information

3. Creation, Development, Initial Evaluation of Presentation, and Prototype Artifacts - Storyboard Development - Download Videos and Images - Develop Prototype Presentation and Artifacts - Group Evaluation of Prototypes - Formative Evaluation of Prototypes

4. Second Research Phase - Seek Additional Information - Continue Developing Prototypes - Mini-lessons - Revise Prototypes and Storyboard

5. Final Presentation Development - Storyboard Revision/Additions - Assign/Choose Tasks:  Writing  Speaking  Videotaping  Editing  Drawing or Design

6. Publication of Presentation or Artifacts - Final Class-wide Evaluation - Share with Others

Online Information Edutopia ALEX Intel Internet 4 Classrooms BIE