1. Project-Based Learning (PBL) Vivene Robinson Ministry of Education, Jamaica

2. Procedures  The presentation will answer three questions:  What is PBL?  Why PBL?  How is PBL implemented?

3. Change “We must be the change we want to see in the world.” -- Mahatma Gandhi

4. What Is Project Learning Project-based learning is a pedagogical approach to teaching which asserts that students learn best by experiencing and solving real-world problems.

5. What is Project-Based Learning?  PBL is curriculum-driven 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 context.  PBL fosters abstract, intellectual tasks to explore complex issues.

6. Project-based learning can be applied in any content area or any grade, but it may look very different across subjects.

7. What is Project-Based Learning? students learning knowledge to tackle realistic problems as they would be solved in the real world students create high-quality, authentic products, services and presentations using 21 st century skills. increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups Project- based learning essentially involves the following:

8. Why PBL PBL makes school more engaging for studentsPBL improves learning PBL builds success skills for college, career, and life. PBL helps address standards. PBL provides opportunities for students to use technology PBL makes teaching more enjoyable and rewarding. PBL connects students and schools with communities and the real world

9. Why PBL? Giving students ownership of their learning Making them lifelong learners Giving them the critical thinking and problem solving skills that they will need as soon as they walk out of your classroom

10. Features of Project-based learning Driving question Feedback and revision Publicly presented products or services 21st Century skills Voice and choice Aesthetically aware

11. 21 st CENTURY SKILLS Critical thinking -Creativity and Innovation Collaboration Communication Information Communication Technology (ICT)

12. PBL Process

13. How Does Project-Based Learning Work?  Question  Plan  Schedule  Monitor  Assess  Evaluate

14. Steps for Implementing PBL  Start with an Essential/Driving Question  Design a Plan for the Project  Create a Schedule  Monitor the Students and the Progress of the Project  Assess the Outcome  Evaluate the Experience

15. The Essential Question  The question that will launch a PBL lesson must be one that will engage your students.  It is open ended.  It will pose a problem or a situation they can tackle, knowing that there is no one answer or solution.

16. Essential Question Take a real-world topic and begin an in- depth investigation.  Start with the Essential Question.  Make sure it is relevant to your students.  Make sure it is based on your content standards

17. Criteria for a good Driving Question  Engaging for students  Aligns with students' skills and interests  Real Life  Open – Ended  Aligned with Learning Goals

18. Establishing Real World Connection Identify three ways to establish real world connection. State three places to find good driving questions.

19. 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.

20. Schedule  Teacher and students design a timeline for project components.  Set benchmarks.  Keep it simple and age-appropriate.

21. Create a Schedule Design a timeline for project components. Realize that changes to the schedule will happen. Be flexible, but help the students realize that a time will come when they need to finalize their thoughts, findings, and evaluations. Consider these issues when creating a schedule:  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?

22. Structuring Collaboration For success

23. Monitor  Facilitate the process.  Mentor the process.  Utilize rubrics.

24. Enable success by practicing the following tactics:  Help students who may not perceive time limits.  Set benchmarks.  Give students direction for managing their time.  Teach them how to schedule their tasks.  Remind them of the timeline.  Help them set deadlines.  Keep the essential question simple and age appropriate.  Initiate projects that will let all students meet with success.

25. Monitor the Students and the Progress of the Project To maintain control without preventing students from taking responsibility for their work, follow these steps:  Facilitate the process and the love of learning.  Teach the students how to work collaboratively.  Designate fluid roles for group members.  Have students choose their primary roles, but assume responsibility and interactivity for all group roles.  Remind them that every part of the process belongs to each individual and needs each student's total involvement.  Provide resources and guidance.  Assess the process by creating team and project rubrics.

26. Assess  Make the assessment authentic.  Know that authentic assessment will require more time and effort from the teacher.  Vary the type of assessment used.

27. Project Rubrics? Project rubrics ask these questions:  What is required for project completion?  What is the final product: A document? A multimedia presentation? A poster? A combination of products?  What does a good report, multimedia presentation, poster, or other product look like?  Make the requirements clear to the students so they can all meet with success.

28. Assess the Outcome Assessment meets many needs including:  providing diagnostic feedback.  helping educators set standards.  allowing one to evaluate progress and relate that progress to others.  giving students feedback on how well they understand the information and on what they need to improve.  helping the teacher design instruction to teach more effectively.

29. Assessment In PBL

30. 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.

31. Effective Self-Evaluation To enable effective self-evaluation, follow these steps:  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 questions and new projects.

32.  Select a topic or unit from your course outline.  What ideas do you have for a project? What question will you ask your students?  Record the question/s and event/s that will launch project-based learning.  Create a plan and a schedule for the project.  How will the project be assessed? Activities

33. References  The George Lucas Educational Foundation Website www.edutopia.org www.edutopia.org  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

34. Thank you Q&A