1. Project-Based Learning A Framework for Student Success!

2. ESSENTIAL QUESTIONS  What is Project-Based Learning?  How is PBL different from traditional approaches to teaching and learning?  Why is PBL appropriate for the intervention classroom?  How are PBL units designed?  How does research support PBL?

3. Project-Based Learning: A Definition A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. --Project Based Learning Online – Buck Institute

4. The Teacher’s Role Serve as facilitator Model thinking and problem-solving strategies effectively Structure meaningful tasks Work with students to frame worthwhile questions Manage the structure of multiple day-to-day activities to produce high quality outcomes Teach students to set goals

5. The Student’s Role  Set goals  Explore and ask questions  Work well with peers  Stay accountable to self, peers, and teacher for project outcomes

6. Research says that Project-Based Learning … Increases student motivation and engagement in learning Is more effective that traditional instruction in increasing academic achievement Improves student retention of knowledge over time Improves mastery of 21 st century skills Is especially effective with lower-achieving students Buck Institute

7. Designing a Project Buck Institute

8. Six A’s of Project Based Learning From Buck Institute Web site http://www.bie.orghttp://www.bie.org

9. The 6 A’s  1. Authenticity - Projects use a real world context (e.g., community and workplace problems) and address issues that matter to the students.  2. Academic Rigor - Projects address key learning standards identified by the interventionist and helps students develop habits of mind and work associated with academic and professional disciplines.  3. Applied Learning - Projects engage students in solving semi-structured problems calling for competencies expected in high-performance work organizations (e.g., teamwork, problem-solving, communication, etc.)  4. Academic Exploration - Projects extend beyond the classroom and connect to work internships, field-based investigations, and community explorations.  5. Adult Connection - Projects connect students with adult mentors and coaches from the wider community.  6. Assessment Practices - Projects involve students in regular exhibitions and assessments of their work in light of personal, school and real-world standards of performance.

10. Unit Planning Template (UPT)

11. In my life, what is success, and how do I get it? Students will conduct extensive research and self- evaluation in defining success and goal-setting and processes for the future. success, adversity interview, trait survey, overcome inventory perseverance resilience perspective “arena of life” evaluate extensive research Media/mulit-media Justify characteristics 1.What is success? 2.What goals do I have for this school year? High school? Life? 3.What will I need to do/ change to achieve my goals? 4.What skills do I need to develop? Students will create a report on the qualities or traits successful people have to be posted on school website Student will create ppt to be shared with class that includes 1)def. of success; 2) role models; 3) goals; 4)plan of action X X Define Success What I know Steps Self assessment Success: setting and achieving my goals for life personal professional Outlining the process Identify and examine role models Examples Non- Examples Needed skills and abilities Personal traits What Can I Do

12. Project-Based Learning Resources  http://www.pbl- online.org/mod1/movies/msatmovie.htm http://www.pbl- online.org/mod1/movies/msatmovie.htm  http://pbl-online.org/ http://pbl-online.org/  http://www.edutopia.org/project-learning http://www.edutopia.org/project-learning  http://www.bie.org/ http://www.bie.org/

13. Final Thought End With a BANG, Not a Whimper! The last day of a project should not be, “OK, turn in your papers and here’s the test. Our next unit begins Monday.” When you begin developing ideas for projects, envision your students presenting their work to an involved audience. The project should end with a sense of pride, excitement, and celebration. PBL Starter Kit p. 30

14. REFLECTIVE JOURNAL e important to students. Imagine life as problem-free. Wouldn’t that be wonderful! Or, would it? In any case, life does not come problem-free because that is the nature of life here on earth, full of challenging opportunities to learn, grow, reflect, and enjoy. This may be the most obvious reason why project-based learning is important for us to consider – PBL engages students in life as we know it, full of fascinating, problematic situations worth thinking about, investigating, and resolving. -- from Problem-Based Learning by John Barell (2007)

15. Bibliography Beer, Donald R., Marcia Invernizzi, Shane Templeton, Francine Johnston. Words Their Way. Prentice Hall: 2008. Buck Institute for Education. Project-Based Learning for the 21 st Century. http://www.bie.org/http://www.bie.org/ --PBL Starter Kit. BIE 2009. Barell, John. Problem-Based Learning: An Inquiry Approach. Corwin Press: Thousand Oaks 2007.