1. Project-Based vs. Text-Based
Project-Based is sometimes called “Authentic Assessment”
…a student building knowledge or skills by DOING…
By definition, Project Based Learning is the use of classroom projects to bring about deep learning by relating questions and technology relative to the students everyday lives to classroom projects. Students form their own investigation of their own group which allows students to develop valuable research skills. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Students take a problem and apply it to a real life situation with these projects.

2. Project-based learning is “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.”

3. AUTHENTIC ASSESSMENT
Group Activity # 1

4. Project-Based Learning brings new relevance to student discovery
The way students used to learn is no longer a valid method:
Passively listening
Remembering/recalling information
Using information out of context
Being assessed primarily with pencil
and paper type tests

5. Project-Based Learning address different student learning styles
Visual—learning based on observation and seeing what is being learned
Auditory—learning based on listening to instructions/information.
Kinesthetic/Tactile- learning based on hands-on work and engaging in activities.
Projects are designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge. Therefore, a well designed project-based learning activity is one which addresses different student learning styles and which does not assume that all students can demonstrate their knowledge in a single, standard way.

6. An Introduction to Project Learning Video

7. Project-Based Learning typically involves 4 basic elements
An extended time frame
Collaboration
Inquiry, investigation, and research
The construction of an artifact or performance of a consequential task

8. Practical Project Ideas
Group Activity #2

9. The Pluses of Project-Based Learning
Students more directly involved with content
Higher level of meaningfulness or relevancy
Multi-dimensional or multi-modal (appeals to a variety of learning styles)
Students able to show what they know in a variety of ways (other than pencil/paper-type tasks)
Addresses real-world, real-life applications
Requires HOTS (exploration, critical thinking, judgment, analysis and interpretation)
Active rather than passive learning
Allows for student empowerment and “ownership” of learning

10. What are other benefits of Project-Based Learning?
Increases student-to-student collaboration
Prepares for team work
Integrates various content or subject standards
Increases awareness of students as individuals

11. Why does Project-Based Learning typically start with a guiding question?
It opens the door for students to explore the content in an in-depth and meaningful way
It presents multiple ways for students to demonstrate knowledge
It creates “bridges” between subjects so students can view knowledge holistically rather than as isolated facts
It is more representative of how adults typically learn and solve problems

12. How can students use project-based activities to assess their own learning?
Allow them to determine the
attributes of a good performance
Allow them to list these qualities of
a good performance
Allow them to evaluate their own
performance based on this criteria

13. Use scoring guides (rubrics) to evaluate real life applications
Students can start with one criterion and expand to others
As they engage in determining the traits of quality work, they become better able to evaluate their own performance
They will eventually be able to identify their areas of strength and weakness and set their own goals for improvement

14. Create a Scoring Rubric
GROUP ACTIVITY #3
Create a Scoring Rubric

15. Students reflect how their own performance compares to exemplary models provided

16. How can a teacher tell if a student needs additional practice?
Move around the classroom and
enter a student’s immediate proximity
Ask students to describe to you the
quality of the work they are doing
Discuss their work using the language
of the scoring rubric, helping them to plan the next steps in their learning

17. How does one high school implement Project-Based Learning?
SET UP
At least one project is done per
five-week unit
Rubrics are given out at the start
of the project
Different students do different
projects

18. How does one high school implement Project-Based Learning?
DURING THE PROJECT
Structure is given (lots at first,
then less as time goes on)
…also known as “SCAFFOLDING”
Absolute deadlines are set for all
steps of the project

19. How does one high school implement Project-Based Learning?
FINAL ASSESSMENT
Students are given opportunities for presenting their work
Group and/or individual reflection is encouraged
Displays are created in classrooms and/or throughout the school

20. What are some other ideas?
Create and use a “target vocabulary”
Create adequate “practice” environments based upon students’ understanding of the learning goals
Have students work in pairs or groups, matching those who demonstrate skills & understanding with those who do not
Provide feedback to them about their
strengths and the areas that need improvement

21. Can a teacher use a Project-Based Student Performance as an end of unit test?
YES!!!

22. The U. S. Dept. of Labor Secretary’s Commission states:
The 21st century skills that students in today’s world need include:
Personal and social responsibility
Critical thinking, reasoning, creativity
Highly developed communication skills
Cross-cultural understanding
Decision-making prowess
Knowing how to utilize appropriate tools and technology for the task at hand