1. Project Based Learning Using Technology Walt Szklarski for Secondary

2. Project Based Learning Background Early 1990s-Buck Institute- Immersion GLEF- Geo Lucas Educational Foundation GLEF 1994 LWSD- Information Integrator 2002-2004 TSD Tier 2 class 8 weeks @ 2 hrs/class + HW Went through a project Designed a project TSD Today- many projects in new curriculum Dig Deep- Voice thread projects

3. Characteristics of PBL : Higher level thinking Student centered Process driven Collaboration Authentic projects Creates new knowledge for students

6. Then: 1997 1.Basic Operations and Concepts 2.Social, Ethical and Human Issues 3.Technology Productivity Tools 4.Technology Communication Tools 5.Technology Research Tools 6.Technology Problem- Solving Now: 2007 1.Creativity and Innovation 2.Communication and Collaboration 3.Research & Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship and Decision-Making Tools 6.Technology Operations and Concepts Student NETS

7. Old Bloom Evaluation Synthesis Analysis Application Comprehension Knowledge New Bloom Create Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

8. Go for the highest level possible.

9. What are the characteristics of a good project? Student-centered Collaborative Good driving question Involving experts and the community Standards-based Opens the door to more questions Interdisciplinary Thoughtful rubrics, including reflection Includes a quality product Creative, engaging, and fun It’s the process!

11. What are the characteristics of a good project? Student-centered Collaborative Good driving question or statement Involving experts and the community Standards-based Opens the door to more questions Interdisciplinary Includes a quality product Creative, engaging, and fun Thoughtful rubrics, including reflection It’s the process!

13. Projects Higher level thinking Length determined by project progression Questions, knowledge, resources provided by students during the project Field trips and experts are part of the project process Representations show what students have learned in an integrated way Activities Specific content /concept focus “Usually” shorter time Resources provided by teacher Field trip, if any, is culmination Representation of learning relates to specific activities

14. PROJECT SCOPE Small ProjectAmbitious project DurationFive to ten daysMost of semester BreadthOne topic/One standard Multiple disciplines/Multiple standards TechnologyLimitedExtensive OutreachClassroom-basedCommunity-based PartnershipOne teacherMultiple teachers and community members AudienceClassroom or schoolPanel of experts Project Based Learning- Buck Institute for Education©2003 www.bie.org

15. PROJECT DESIGN AND THE STUDENTS’ ROLE Limited student input Maximum student input Teacher selects topic Teacher solicits student input Student selects topic Teacher defines learning outcomes Teacher and student negotiate learning outcomes Student define learning outcomes

16. PROJECT DESIGN AND THE STUDENTS’ ROLE Limited student autonomy Maximum student autonomy Teacher defines products and activities Teacher solicits student input Student defines products and activities Teacher controls timeline and pace of project Student determines timeline and pace of project KWL Chart as a tool to develop driving questions

17. Project Planning Identify and analyze audience- Identify assessment criteria- Design assessment tool- Determine presentation method- Determine technology resources- Identify research tools- (web sites, books, magazinesa, newspaper, video, etc) Part 1: Conduct research (record information)- Part 2: Synthesize information- (assemble and author content in written rough draft) Part 3: Assemble and collect graphics-(save graphics)

18. Start with a good driving question… Good questions lead to more questions Good questions require research and reflection Good questions are BIG Good questions are open- ended

19. Old Bloom Evaluation Synthesis Analysis Application Comprehension Knowledge New Bloom Create Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

20. Go for the highest level possible. A HOW-TO for a well written question. Writing Questions

22. When was this picture taken? Where was this picture taken? Question cues: List, define, tell, label Level 1. Remember

23. What is happening in this picture? Why are these boys dressed like this? Question cues: Describe, name, identify, discuss Level 2. Understand

24. How would you describe the photograph to others? What caption would you write for this photograph (say, in a newspaper)? Question cues: Modify, solve, change, explain Level 3. Apply

25. Why are these boys here and not in school? What do you know about their lives based on this photo? Question cues: Analyze, separate, compare, contrast Level 4. Analyze

26. What is the significance of this photo for the time period depicted? Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different? Question cues: Give opinion, criticize, discriminate, summarize Level 5. Evaluate

27. What might these boys say about their work in an interview setting? What might they say about their future? Question cues: Create, construct, plan, role-play Level 6. Create

28. Photo Credits The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920, from the Library of Congress. http://memory.loc.gov/ammem/detroit/dethome.html Practice to follow….

29. How many calories does the average person need? Good question? Bad question?

30. BAD QUESTION

31. What kind of plants grow in the rain forest? Good question? Bad question? Write down a better one.

32. What 15 crops account for nearly all the crops in the world? Good question? Bad question?

33. What do we know about the planet Mars? Good question? Bad question?

35. What are the products of photosynthesis? Good question? Bad question?

36. Describe the clothing people wore during the Renaissance. Good question? Bad question?

37. Media, Consumerism, Students Write a driving project question relating students, the media, and consumerism. BRAINSTORM! Do this with an “elbow partner.” Television, music, movies, newspapers, magazines, internet, radio, others

38. Your Task: After we have discussed Tragedy of the Commons, you will need to write 5 high level questions for the article.

39. Compare and contrast searching for reliable information using both KCLS databases and search engines on the web (Google) in order to design and defend an effective research plan for your topic Students will be able to evaluate and find evidence through designing a timeline from 1750-2003; in addition to the events standing alone students must illustrate the cause and effect from one event to the next. Create a presentation showing how stereotyping in visual media creates adult bias towards teenagers How does this simple machine allow us to work with less effort? Describe the influences of your historical person on events during the Civil War time period. Evaluate the attractiveness of any three locations in Africa and persuade tourists to visit.

40. Projects align with Curriculum/GLEs/ Outcomes and Indicators/NETS Rubrics Collaboration vs. Cooperation Formative Assessments Self-reflection Dig deep: How do artifacts tell the story of an ancient civilization?

41. Storyboarding as a key to success. Storyboard Development Determine design, layout and look Determine audience interaction

42. Google “Storyboard Template”

43. Rate yourself Rate yourself in these 7 areas from strongest (#1) to weakest (#7) Orient Group Organize Clarify Monitor and Regulate Manage Evaluate

45. www.bie.org www.pbl-online.org Projects may be found at: Computer/Staff/Public/CS/All/PBL Lessons