Project-Based Learning…

Project-Based Learning…
Learning In Action! Project-based learning is truly learning in action. It engages students so that they are no longer passive receptacles of information, but active pursuers of knowledge. Learners are no longer passive receptacles of information, but active pursuers of knowledge. Prepared for the dedicated Professional Learning Communities of Constitution Elementary and Sunrise Elementary by Dan Mulligan, Ed. D. April 2010

Learning Partners is a simple cooperative structure that is useful for quick, energizing reviews. This structure is useful when energy lags and the learners need a lift. Checking in with a learning partner is a quick yet focused way to review and revitalize.

Give One – Get One Note: This is a stress free activity…
On the back of your ‘We are the people” sheet, write one statement that expresses your understanding of project-based learning; what might be some obstacles to using project based learning; what benefits can you identify for students and yourself by implementing project based learning; and what experiences do you have with project based learning? Be prepared to share with a new friend!

What is Project-based Learning
Project Based Learning (PBL) is an inquiry based process for teaching and learning. In PBL, students focus on a complex question or problem, then answer the question or solve the problem through a collaborative process of investigation over an extended period of time. Projects often are used to investigate authentic issues and topics found outside of school. During the inquiry process, students learn content, information, and facts necessary to draw conclusions about the question. Students also learn valuable skills and habits of mind during the process.

Elements of Project Based Learning
Begin with the End in Mind Crafting the Driving Question Plan the Assessment Map the Project Manage the Process

Crafting the Driving Question
are provocative are open ended go to the heart of a discipline or topic are challenging can arise from real world dilemmas that students find interesting are consistent with curricular standards and frameworks

BEGIN with the END in MIND!
BEGIN with the END in MIND! (what students think of project based learning) top

“We must be the change we want to see in the world.” Change
-- Mahatma Gandhi Twelve Healthy Cultural Norms [Saphier and King: Educators]: 1. collegiality 2. experimentation 3. high expectations 4. trust and confidence 5. tangible support 6. reaching out to the knowledge bases 7. appreciation and recognition 8. caring celebration and humor 9. involvement in decision making 10. protection of what’s important 11. traditions 12. honest, open communications It is by utilizing all of these qualities within a school’s culture that the capacity to improve the school is dramatically affected. Educators need to discover and then provide conditions in the school and the classroom under which people’s learning curves go off the chart. In his book, Learning By Heart, Roland S. Barth writes: “A school-based reformer ... works very hard to maintain one set of books by asking, “What is it that I believe constitutes a good education for these youngsters? And how am I going to enlist resources to change this school so that we can provide that education.’”

What is Project-Based Learning?
PBL is curriculum fueled and standards based. PBL asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning. PBL allows students to investigate issues and topics in real-world problems. PBL fosters abstract, intellectual tasks to explore complex issues. As educators, we need to address the content standards that are required for our students. We must always keep in mind these standards when designing a lesson. We must ask ourselves what types of activities support the standards because the content standards provide the foundation of knowledge to build upon. Too often in the past, the lesson was direct instruction with the teacher delivering the content via lecture. With project-based learning the inquiry process lends itself to collaborative projects. With project-based learning the teacher or the students pose a guiding question: What happens at night? What do nocturnal animals do while we’re sleeping? What is cystic fibrosis and how is it caused? [This was a question asked by second graders who had a classmate born with cystic fibrosis.] What would happen if our class formed a business with a real product and started selling stock? What does a high school look like in the year 2050? [This was a question posed by Eeva Reeder to her high school geometry students.] Field trips, experiments, model building, posters, and the creation of multimedia presentations are all viable activities within project-based learning. By creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts. Project-based learning promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways.

Crafting the driving question Begin with the end in mind
Designing the Project PBL Principal #2 Crafting the driving question PBL Principal #5 Manage the Process PBL Principal #1 Begin with the end in mind PBL Principal #4 Map the Project PBL Principal #3 Plan the assessment

A Model for Success for All Students
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson
“You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In the most ineffective classrooms …
TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” Classroom
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

A Model for Success for All Students
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

PRODUCT Product is: Should involve: Varied levels of reasoning skills
What the students produce NOT a summation of content Should involve: Varied levels of reasoning skills Retelling, Comprehending, Applying, Analyzing, Evaluating, Creating Differentiating the product means varying the complexity of the product ( that students create to demonstrate mastery of the concepts.

In order for students to construct meaning of mathematics…each student must ‘do’ something with the mathematics.

Turn-on your computer Go to: Select: PBL-Online Collaboration and Project Library Explore sample projects (e.g. World Travelers)

Showcase

http://www. sodexofoundation

Benefits of Focus Activities
Help students focus and pay attention Eliminate distracters Open “mental files” Provide choices Encourage self-directed learning

Trading Cards 1 – 4 Stand. When music starts, walk around the room trading cards with each other. When the music stops, please stop and listen for: the size of the group who is in the group. In your groups, introduce yourselves and take turns answering the question that is asked.

Groups of Two: No same number, 2 odds together and 2 evens together
What is your favorite restaurant?

Groups of Two: Same Number
If you could travel to anywhere in the world where would you go?

Groups of Four: No number the same
The Wright Family Each participant needs to have their number card. As the story is read aloud, participants listen for the words right and left. When one of those two words is said cards are passed from person to person one place in the said direction.

Personal Learning Goals
We will – Deepen our understanding of project based learning; Identify strategies to make pbl an effective use of instructional time; Observe and critique teachers and students engaged in pbl; and Create at least two complete standards-based pbl experiences per team.

Education exists in the larger context of society.
When society changes – so too must education if it is to remain viable.

Today’s Youth Digital learners Multimedia Find and manipulate data
Analyze data and images Care about relationships MySpace Facebook Travel in groups

Job Outlook 2009, National Association of Colleges and Employers (NACE)

Begin with the end in mind
Develop a Project Idea Decide the scope of the project Select Standards Incorporate simultaneous outcomes Work from project design criteria Create the optimal learning environment

Plan Plan which content standards will be addressed while answering the question. Involve students in the questioning, planning, and project-building process. Teacher and students brainstorm activities that support the inquiry. Project-based learning, as with all lessons, requires much preparation and planning. When designing the project and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development. Students feel ownership of the project when they have an active role in the decision making for the activities. Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them. For a sample of concept mapping software, visit the Inspiration Web site at

Crafting the driving question
Drive the project Capture a project theme or a "big idea" Point students toward mastering content and skills that enable them to answer the question Not be easily solved or answered Tip: Creating Driving Questions takes time and careful thought. Often, brainstorming with colleagues produces the best Driving Questions.

Question Start with the Essential question.
Take a real-world topic and begin an in-depth investigation. Make sure it is relevant for your students. The question that launches your project-based learning lesson must be engaging to the students. It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution. Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community? Make it a one that students can feel that they are making an impact by answering the question or solving the problem. The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time. The question that launches your project-based learning lesson must be engaging to the students. It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution. Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community? Make it a one that students can feel that they are making an impact by answering the question or solving the problem. The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.

Plan an effective assessment
Align the products or performances for the project with the outcomes Know what to assess - establish criteria to assess each product and performance Create rubrics for the project Each step includes several sub-steps, and should result in a balanced assessment plan.

What Zone Am I In? On Target THIS is the place to be.
I know some things… I have to think… I have to work… I have to persist… I hit some walls… I’m on my toes… I have to regroup… I feel challenged… Effort leads to success.. Too Easy I get it right away… I already know how… This is a cinch… I’m sure to make an A.., I’m coasting… I feel relaxed,,, I’m bored… No big effort necessary. Too Hard I don’t know where to start… I can’t figure it out… I’m spinning my wheels… I’m missing key skills… I feel frustrated… I feel angry… This makes no sense… Effort doesn’t pay off… Vygotsky’s work. THIS is the place to be. THIS is the achievement zone.

Map the project Organize Tasks and Activities
Decide How to Launch the Project Gather Resources Draw a "Storyboard"

Managing the Process Share Project Goals with Students
Use Problem-Solving Tools Use Checkpoints and Milestones Plan for Evaluation and Reflection

The Question is the Answer!
Let’s Begin Think BIG! The Question is the Answer! What is the Question? Now that you’ve been introduced to Project-Based Learning, do these activities to build on your understanding.

Turn-on your computer Go to: Select: Design your project GOAL: Create a PBL for implementation during the – 2011 academic year.

Five-Year Olds Drive Their Project Based Learning

Do We Embrace Questions?

Makes you think Can have more than one answer Makes you reread to make sure Can be asked in different ways Can’t be answered just in the book Makes you think about your life Makes you want to read more Makes you smarter!!!!

What Makes a Great Question? Unique Answer Has Value Not Convenient
Requires Action Leads Inspires

Project-Based Learning (PBL)
With project-based learning, students work individually and in groups. They are constructors of knowledge. Children become collaborators building understanding.

Crafting the driving question Begin with the end in mind
Designing the Project PBL Principal #2 Crafting the driving question PBL Principal #5 Manage the Process PBL Principal #1 Begin with the end in mind PBL Principal #4 Map the Project PBL Principal #3 Plan the assessment

Turn-on your computer Go to: Select: PBL-online collaboration and project library Create a user name and password Log-in, select: continue, search Select: preK – K, LifeCycles

5 Phases of Direct Instruction
HM Advanced GRR Proj G Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 63

Two Ideas: One Common Purpose “I do it” Focus Lesson
Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” 64

Excerpts from Edutopia
Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead. Teaching has been an activity undertaken behind closed doors between moderately consenting participants. Technology enables students, teachers, and administrators to reach out beyond the school building. Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community. When today’s students leave the confines of the classroom, they must be prepared for an information-based society. The old school model of the Industrial Age is no longer valid. Today’s workplace needs people who can solve problems, collaborate, and communicate well with others. No one knows what the future will bring. Our children need to have “mental flexibility.” Alvin Tofler wrote that the greatest skill in the next century will be the ability to learn, unlearn, and relearn. Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, has observed, “Teaching has been an activity undertaken behind closed doors between moderately consenting participants.” Technology enables students, teachers, and administrators to reach out beyond the school building. It brings to the students access to sources of knowledge and experts, be it first person accounts to movies of the Civil War found on the Library of Congress’ “American Memory” collection to online chats with astronauts from NASA. Project-based learning and technology bring a new relevance to the learning at hand. By using technology and bringing real-life context to the curriculum, students are encouraged to become independent workers, critical thinkers, and life-long learners. Teachers can communicate with administrators, exchange ideas with other teachers, and communicate with parents, all the while breaking down invisible barriers created by the isolation of the classroom. Innovative classrooms break down the walls of boredom and apathy. They engage and motivate students to take an active part in their learning. Students become collaborative members of the teaching, sharing, and learning process.

How Does Project-Based Learning Work?
Question Plan Schedule Monitor Assess Evaluate Project-based learning, as with all lessons, requires much preparation and planning. When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed. Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them. Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project? Students will need to be given direction for managing their time, a definite life skill. Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills? The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

Project-based learning, as with all lessons, requires much preparation and planning.
When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed. Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them. Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project? Students will need to be given direction for managing their time, a definite life skill. Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills? The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

Schedule Teacher and students design a timeline for project components. Set benchmarks. Keep it simple and age-appropriate. What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project? Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines. The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.

Monitor Facilitate the process. Mentor the process. Utilize rubrics.
Teach the students how to work collaboratively. Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance. Create team rubrics: Team rubrics state the expectations of each team member. Watch the group dynamics. How well are the members participating? How engaged are they in the process? Create project rubrics: What is required for project completion? What is the final product: a word-processed document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.

Assess Make the assessment authentic.
Know authentic assessment will require more time and effort from the teacher. Vary the type of assessment used. The scoring of traditional testing, such as true-false or multiple choice, is much easier and less time consuming than the scoring of authentic assessment. These tests only show the estimated knowledge of the student once you factor in the element of the student’s guessing at answers. Types of authentic assessment are: Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge. Essays: students are asked to analyze and synthesize their new knowledge and then write about it. Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge. Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge. Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge. Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.

Evaluate Take time to reflect, individually and as a group.
Share feelings and experiences. Discuss what worked well. Discuss what needs change. Share ideas that will lead to new inquiries, thus new projects. In the busy schedule of the school day, there is often little time for reflection. Yet, reflection is a very important part of the learning process. How do we expect our students to be able to synthesize their new knowledge if they are not given time to reflect upon what they have discovered? Too often, we teachers do not allow ourselves the time to reflect, as well. Set a time that is designated for reflection upon the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion.

Activities Read “More Fun Than a Barrel of ... Worms?!”
Read “Geometry in the Real World: Students as Architects” Read “March of the Monarchs” Discuss which of the projects you just read about ‘grabbed’ your attention. Why? What ideas do you have for a project? What question will you ask your students? If you are not using the Edutopia text with all your students, the articles can be found on the GLEF Web site: Search by the article title. This reading activity can be assigned for homework prior to the class. Have your participants divide into small groups. Set guidelines for the groups. Have them discuss in their groups the projects mentioned in the article. Was there a particular project that they felt could be used with their students? Was there a project that inspired them to ask a question of their own? What was it about a particular project mentioned in the article that made them take notice? Have the students discuss possible project ideas with their classmates. Have them create a word-processed document that lists possible questions that will launch a project-based learning lesson.

Activities Record your ideas.
Record questions that will launch project-based learning. Choose one of your questions. Brainstorm with your colleagues. Create a concept map. What content standards will be addressed? What subjects can be woven into the process? Have the participants divide into pairs. Have the teams discuss new project ideas and record their ideas. Have the teams focus on one question from their project ideas. Have the teams brainstorm the content standards that could be addressed, the various subjects that could be woven into the project, and the projects that can be created. Have the teams create a concept map. Have the teams report to the class.

References Edutopia: Success Stories for Learning in the Digital Age The George Lucas Educational Foundation Jossey-Bass, Copyright © 2002 The George Lucas Educational Foundation Web site Why We Assess Students - And How McLean, James E. and Lockwood, Robert E. Corwin Press, Inc. Learning By Heart Barth, Roland S. Jossey-Bass, Copyright © 2001 Edutopia: Success Stories for Learning in the Digital Age can be purchased from The George Lucas Educational Foundation at or GLEF.ORG.

Eight Features of Project-Based Learning
1) Engages students in complex, real-world issues and problems; where possible, the students select and define issues or problems that are meaningful to them.

2) requires students to use inquiry, research, planning skills, critical thinking, and problem-solving skills as they complete the project

3) Requires students to learn and apply content-specific skills/standards and knowledge in a variety of contexts as they work on the project

4) Provides opportunities for students to learn and practice interpersonal skills as they work in cooperative teams and, whenever possible, with adults in workplaces or the community

5) Gives students practice in using the array of skills needed for their adult lives and careers (how to allocate time/resources; individual responsibility, interpersonal skills, learning through experience, etc.)

6) Includes expectations regarding accomplishments/learning outcomes; these are linked to the learning standards and outcomes for the school/state and are stated at the beginning of the project.

7) Incorporates reflection activities that lead students to think critically about their experiences and to link those experiences to specific learning standards

8) Ends with a presentation or product that demonstrates learning and is assessed; the criteria could be decided upon by the students.

WHY BOTHER? A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning: A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions: 1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations. 2. Students must use disciplined inquiry. 3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry.

Step 1: Establish Project Goals, Objectives and Standards
Your project design will look quite different depending on the goals. A common mistake is trying to cover too many things, whereas the best projects focus on one or two specific areas. There are many goals from which to choose: to teach specific subject matter (science, math, geography, history, reading and writing...) to teach information management skills to teach collaboration to motivate kids to "showcase" student work to encourage school- community partnerships to prepare students for the workforce

Step 1: Identify the Learning Objective
In the rush to "do" the latest hot technology, it's easy to gloss over the required curriculum. Be sure that you and your students know the learning objectives that your project must support. What required coursework will this project teach or supplement? Where does the project fit into your curriculum guidelines? Is the project aligned with your required curriculum framework and requirements?

Web Resources clearinghouse of resources

Algebraic Logic Puzzle
Use your number sense to discover the value of each shape. Puzzle 1 Discover the value of each of the shapes. The total weight is 32. Clue: Rules to remember: The right and left sides of each horizontal beam must balance. Each shape has a unique and consistent weight within the puzzle and no shapes weigh zero. There are no ‘useless’ clues. All weights are either one- or two-digit, positive whole numbers. A piece hanging below the fulcrum does not affect the balance between the left and right arms. Although this piece has its own definite weight. Size of pieces has no relation to weight. - 2 = +

Web Resources (free text-to-speech plug-in for WORD)

Category Ave. Effect Size (ES) Percentile Gain Identify similarities & differences 1.61 45 Summarizing & note taking 1.00 34 Reinforcing effort & providing recognition .80 29 Homework & practice .77 28 Nonlinguistic representations .75 27 Cooperative learning .73 Setting objectives & providing feedback .61 23 Generating & testing hypotheses Questions, cues, & advance organizers .59 22

Movement – The Body Remembers
If we take into consideration the adolescent attention span and the body’s need for proper circulation, movement becomes a key factor in attention and motivation issues that hamper learning. Providing movement in your instruction, will not only keep your students interested and awake, but will also help to ensure understanding and retention of the subject matter.

STATUES This type of activity is also called Experiential Learning, Applied Learning, Hands-on Learning, and Creating Artificial Realities, to name a few. Students create statues individually or in groups of two to six. Students are given anything from a single term to a concept or situation that they must represent and reproduce with their bodies of act out in a role-play situation.

Web Resources (over 200 educational applications for the Itouch)

Great Sites for Images

Web Resources AMAZING MUSIC RESOURCE

Web Resources (over 200 educational applications for the Itouch)

Project-Based Learning…

Similar presentations

Presentation on theme: "Project-Based Learning…"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Project-Based Learning…

Similar presentations

Presentation on theme: "Project-Based Learning…"— Presentation transcript:

Similar presentations

About project

Feedback