1. FOUNDATIONS OF PROJECT BASED LEARNING VICKEI HRDINA – SCIENCE/STEM COORDINATOR ESD112

2. GOALS 1. WHY PBL - DEFINE, CONNECT TO STUDENT LEARNING 2. WHAT – KEY COMPONENTS, PLANNING AND ADAPTING MATERIALS 3. HOW – MANAGEMENT AND STUDENT ASSESSMENT 4. WHEN - PLANNING/REFLECTING/PERFECTING

3. AGENDA – DAY 1 8:30 DEFINING & APPLYING PBL 10:45 BREAK 11:00 DRIVING QUESTIONS 12-12:30 LUNCH ON YOUR OWN 1-2:30 APPLYING PBL TO EXISTING MATERIALS 3:00 WRAP UP

4. PARKING LOT TODAYSMEET.COM/FOUNDPBL

5. SPEED CIRCLE IN 7 WORDS OR LESS, DESCRIBE THE MOST MEANINGFUL LEARNING EXPERIENCE THAT OCCURRED IN YOUR CLASSROOM LAST YEAR (FOR YOUR STUDENTS). SHARING: WHAT IS COMMON ABOUT THESE EXPERIENCES? (RECORD IDEAS)

6. WHAT DOES PBL MEAN TO YOU? RECALL A PBL (OR SOMETHING CLOSE) THAT YOU’VE USED IN CLASS JOT DOWN SOME OF THE KEY FEATURES/ELEMENTS OF THAT PBL UNIT FOR STUDENTS, WHAT ABOUT THAT EXPERIENCE WAS… APPROPRIATE? (CONNECTED TO GRADE LEVEL STANDARDS) RELEVANT? (CONNECTED TO THE REAL-WORLD AND AUTHENTIC) ENGAGING? (THERE WAS A NEED TO KNOW)

7. A NON-EXAMPLE WHAT PBL ISN’T VIDEO (HTTP://HOWTOVIDEOS.HIGHTECHHIGH.ORG/VIDEO/265/WHAT+PROJECT+BASED+LEARNING+ISN'T)HTTP://HOWTOVIDEOS.HIGHTECHHIGH.ORG/VIDEO/265/WHAT+PROJECT+BASED+LEARNING+ISN'T AND WHAT IT IS…HTTP://WWW.EDUTOPIA.ORG/PROJECT-BASED-LEARNING-INTRODUCTION-VIDEOHTTP://WWW.EDUTOPIA.ORG/PROJECT-BASED-LEARNING-INTRODUCTION-VIDEO HOW DOES THIS RELATE TO YOUR CURRENT DEFINITIONS OF PBL? WHAT QUESTIONS HAVE ARISEN?

8. PROJECT-BASED LEARNING “A TEACHING METHOD THAT ENGAGES STUDENTS IN LEARNING KNOWLEDGE AND SKILLS THROUGH AN EXTENDED INQUIRY PROCESSED STRUCTURED AROUND COMPLEX, AUTHENTIC QUESTIONS AND CAREFULLY DESIGNED PRODUCTS AND TASKS.” - EDUTOPIA, THE BUCK INSTITUTE, STANFORD UNIV.

9. DRIVING QUESTION: HOW CAN WE DESIGN MEANINGFUL AND EFFECTIVE PROJECTS WHERE STUDENTS LEARN SIGNIFICANT CONTENT, BUILD 21 ST CENTURY SKILLS AND IMPACT OTHERS BEYOND OUR FOUR WALLS?

10. WHY PBL? 1. STUDENT ENGAGEMENT THROUGH ACTIVE LEARNING 2. CONTENT KNOWLEDGE GAINS AND RETENTION INCREASES 3. COLLEGE AND CAREER READY (THROUGH DEVELOPMENT OF 21 ST CENTURY SKILLS) 4. LINKED WITH THE INTENT OF THE STANDARDS (CCSS & WSSLS) 5. EFFECTIVE AND APPROPRIATE USE OF TECH 6. TEACHER WORK SATISFACTION 7. CONNECTIONS WITH THE OUTSIDE WORLD

11. WHAT ARE 21 ST CENTURY SKILLS? CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION COLLABORATION, TEAMWORK & LEADERSHIP CROSS-CULTURAL UNDERSTANDING COMMUNICATION & MEDIA LITERACY COMPUTING AND ITC TECHNOLOGY CAREER & LEARNING SELF-DIRECTION

12. 21 ST CENTURY SKILLS 7 C’S 1. CRITICAL THINKING AND PROBLEM SOLVING 2. CREATIVITY AND INNOVATION 3. COLLABORATION, TEAMWORK AND LEADERSHIP COMPONENT SKILLS 1. RESEARCH, ANALYSIS, SYNTHESIS, PROJECT MANAGEMENT, ETC. 2. NEW KNOWLEDGE CREATION, DESIGN SOLUTIONS, STORYTELLING 3. COOPERATION, COMPROMISE, CONSENSUS, COMMUNITY BUILDING

13. 21 ST CENTURY SKILLS 7 C’S 4. CROSS CULTURAL UNDERSTANDINGS 5. COMMUNICATION AND MEDIA LITERACY 6. COMPUTING AND ITC LITERACY COMPONENT SKILLS 4. DIVERSE ETHNIC KNOWLEDGE AND HOW CULTURES ORGANIZE 5. CRAFTING AND ANALYZING MESSAGES, USING TECHNOLOGY EFFECTIVELY 6. EFFECTIVE USE OF ELECTRONIC INFORMATION AND KNOWLEDGE TOOLS

14. 21 ST CENTURY SKILLS 7 C’S 7. CAREER AND LEARNING SELF DIRECTION COMPONENT SKILLS 7. MANAGING CHANGE, LIFELONG LEARNING, AND CAREER REDEFINITION

15. IN A PBL LEARNING ENVIRONMENT, YOU SHOULD OBSERVE… STUDENTS WORKING IN TEAMS TO EXPERIENCE AND EXPLORE RELEVANT, REAL-WORLD PROBLEMS, QUESTIONS, ISSUES, AND CHALLENGES; THEN CREATING PRESENTATIONS AND PRODUCTS TO SHARE WHAT THEY HAVE LEARNED.

16. PROJECT LEARNING IS SKILL-BASED TO LEARN COLLABORATION – WORK IN TEAMS TO LEARN CRITICAL THINKING – TAKE ON COMPLEX PROBLEMS TO LEARN ORAL COMMUNICATION – PRESENT TO LEARN WRITTEN COMMUNICATIONS – WRITE

17. PROJECT LEARNING IS SKILL-BASED TO LEARN TECHNOLOGY – USE TECHNOLOGY TO DEVELOP CITIZENSHIP – TAKE ON CIVIC AND GLOBAL ISSUES TO LEARN ABOUT CAREERS – DO INTERNSHIPS TO LEARN CONTENT – RESEARCH AND DO ALL OF THE ABOVE

18. A NOTE ON PBL AND EQUITY MUCH AS ENGINEERING DESIGN PROVIDES MULTIPLE POINTS OF ACCESS FOR STUDENTS TO SUCCEED, SO DOES PBL NGSS (WSSLS) CALL FOR ‘ALL STANDARDS, ALL STUDENTS’ – APPENDIX D HTTP://WWW.NEXTGENSCIENCE.ORG/APPENDIX-D-CASE-STUDIES 7 CASE STUDIES – MOST ADVOCATE FOR PBL JO BOALER (2002) “LEARNING FROM TEACHING: EXPLORING THE RELATIONSHIP BETWEEN REFORM CURRICULUM AND EQUITY” – JOURNAL OF RESEARCH IN MATH ED

19. Image Credit: John Larme A QUESTION OF SEMANTICS? PROJECT VS PROBLEM BASED LEARNING

20. As you read, annotate the text with the following: √ = Got it. I know or understand this ♥ = I want to work on this right away! ! = This is really important information ? = I’d like clarification or elaboration of this material “Problem vs Project-Based Learning” by John Larmer Use the “Focused Reading” Protocol to process the information in the article.

21. READ, WALK, AND TALK 1. WHEN YOU FINISH, CHOOSE A WALKING PARTNER. 2. TAKE A 10 MINUTE WALK THROUGH THE BUILDING (OR GO OUTSIDE!). 3. EACH WALKING PARTNER TALKS FOR 5 MINUTES ABOUT THE ARTICLE. 4. INCORPORATE A BREAK INTO YOUR WALK. 5. BE PREPARED TO SHARE YOUR ! OR ? WHEN YOU RETURN.

22. THE 8 ESSENTIAL ELEMENTS OF PBL 1. KEY KNOWLEDGE AND UNDERSTANDINGS 2. 21 ST CENTURY SKILLS (SUCCESS SKILLS) 3. DRIVING QUESTION OR PROBLEM 4. SUSTAINED INQUIRY 5. AUTHENTICITY (REAL –WORLD AND RELAVENT) 6. STUDENT VOICE AND CHOICE 7. REFLECTION AND REVISION 8. PUBLIC PRODUCT

23. TIME FOR LUNCH! WE WILL RESUME AT 1:00….

24. IS IT A PBL? USE THE CHECKLIST WITH YOUR GROUP TO DETERMINE WHETHER THE SAMPLE PROJECT FITS THE DEFINITION OF PBL ACCORDING TO BUCK AFTER 30 MINUTES, WE WILL SHARE: AT 12:45PM YOUR GROUP’S CONCLUSION/SUMMARY WHAT CHANGES NEED TO BE MADE TO FIT THE DEFINITION WHAT IDEAS YOU HAVE TO MAKE THOSE CHANGES

25. IS IT PBL? ENGAGING? APPROPRIATE? RELEVANT?

26. DESIGN AND BUILD A TUBRIC CRAFTING THE DRIVING QUESTION IS OFTEN THE MOST CHALLENGING PART OF PBL DESIGN THE TUBRIC 2.0 IS A DEVICE TO HELP YOU PRACTICE GATHER YOUR MATERIALS IN 20 MINUTES BE PREPARED TO PRESENT A PRACTICE DQ THAT IS: APPROPRIATE ENGAGING RELEVANT Don’t worry about content for now, craft a DQ that is inspiring!

27. BLOWING IT OUT!! CRAFTING A DRIVING QUESTION MEANS TAKING A FAIRLY ABSTRACT IDEA AND TOOLING IT TO MEET A BROAD, LARGE, DEEP AND AUTHENTIC QUESTION THE BEST ARE PROVOCATIVE AND OPEN- ENDED PROVIDES STUDENTS WITH A CHARGE TO DO SOMETHING HTTP://BIE.ORG/OBJECT/VIDEO/WATERSHE D_PROJECT_CRAFT_THE_DRIVING_QUESTI ON HTTP://BIE.ORG/OBJECT/VIDEO/WATERSHE D_PROJECT_CRAFT_THE_DRIVING_QUESTI ON

28. ADAPTING EXISTING WORK USE THE PROJECT DESIGN RUBRIC TO EVALUATE THE PROJECT HIGHLIGHT THE AREAS THAT NEED TO BE ADAPTED/UPDATED/’BLOWN-OUT’ DISCUSS POSSIBILITIES FOR ADAPTING THE DESIGN CHALLENGE INTO A PBL

29. IDENTIFY THE 8 ESSENTIAL ELEMENTS OF PBL IN YOUR REVISION! 1. KEY KNOWLEDGE AND UNDERSTANDINGS 2. 21 ST CENTURY SKILLS (SUCCESS SKILLS) 3. DRIVING QUESTION OR PROBLEM 4. SUSTAINED INQUIRY 5. AUTHENTICITY (REAL –WORLD AND RELAVENT) 6. STUDENT VOICE AND CHOICE 7. REFLECTION AND REVISION 8. PUBLIC PRODUCT AND ADDRESS SPECIFICALLY: WHAT WOULD SOME POTENTIAL STUDENT LEARNING GOALS BE? WHAT WOULD THE SCOPE THE PROJECT BE? WHAT IS A POTENTIAL DQ FOR THIS PBL?

30. WRAPPING UP NEXT TIME: DEVELOPING YOUR OWN PBL!! DESIGNING TASKS CREATING A SCHEDULE LOGISTICS OF PBL MANAGEMENT ASSESSMENT

31. FOUNDATIONS OF PROJECT BASED LEARNING THE SEQUEL

32. GOALS 1. WHY PBL? DEFINE, CONNECT TO STUDENT LEARNING 2. WHAT – KEY COMPONENTS, PLANNING AND ADAPTING MATERIALS 3. HOW – MANAGEMENT AND STUDENT ASSESSMENT 4. WHEN - PLANNING/REFLECTING/PERFECTING

33. AGENDA – DAY 2 8:30 TPEP AND PBL 9:00 ASSESSMENT 11:00 PROJECT DESIGN OVERVIEW & MANAGEMENT 12-12:45 LUNCH 1-2:30 TEAM PLANNING TIME 2:30 CLOCK HOURS/EVALUATIONS

34. TPEP AND PBL HOW CAN YOU CAPTURE EVIDENCE OF EACH OF THESE CRITERIA IN THE DEVELOPMENT OF A PBL UNIT? WHERE ARE YOU, WHERE DO YOU WANT TO BE? CRITERION 1 HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT CRITERION 2 DEMONSTRATE EFFECTIVE TEACHING PRACTICES CRITERION 3 RECOGNIZE INDIVIDUAL STUDENT NEEDS AND DEVELOP STRATEGIES TO ADDRESS THEM CRITERION 4 CLEAR INTENTIONAL FOCUS ON SUBJECT MATTER CONTENT CRITERION 5 FOSTERING AND MANAGING A SAFE ENVIRONMENT CRITERION 6 USE MULTIPLE STUDENT DATA ELEMENTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT LEARNING

35. GOLD STANDARD PBLS BALLOON CAR – BEYOND DESIGN CHALLENGES HTTP://BIE.ORG/OBJECT/VIDEO/MIDDLE_SCHOOL_PROJECT_BALLOON_CAR

36. BRAINSTORMING DEFINE THE PROBLEM: WHAT WILL YOU TEACH THIS YEAR (USE YOUR STANDARDS BOOKS) DEVELOP POSSIBLE SOLUTIONS: WHAT SORT OF PRODUCTS COULD STUDENTS WORK TOWARD PRODUCING AUTHENTICALLY*? WHAT RESOURCES DO YOU HAVE? OPTIMIZE: WHAT 21 ST CENTURY SKILLS CAN YOU CAPITALIZE ON? WHAT IS A REALLY ENGAGING ENTRY EVENT? HOW MUCH TIME DO YOU WANT TO DEVOTE TO THIS? Draft a list of concept possible bundles!!

37. PLANNING YOUR FIRST PBL 1. IDEA… 2. CULMINATING PRODUCT 3. DEVELOP ASSESSMENT MAP 4. RECHECK CONNECTIONS TO STANDARDS 5. DAILY TASKS 6. DEVELOP AN ENTRY EVENTS 7. CHECKPOINTS/FORMATIVE ASSESSMENTS (JOURNALS, QUIZZES, CONCEPT MAPS, CHECKLISTS) 8. CALENDARS (PUBLIC – WITH CHECKPOINTS, DUE DATES, REFLECTION TIME) idea

38. BEGIN WITH THE END IN MIND CHOOSE 1-3 STANDARDS PLAN FOR COMPREHENSIVE ASSESSMENTCOMPREHENSIVE ASSESSMENT CONTENT RUBRICS SKILLS RUBRICS DECIDE ON A CULMINATING PROJECTCULMINATING PROJECT (WHAT WILL YOU ASSESS?/HOW WILL YOU ASSESS IT?) – CONTENT/SKILLS SEPARATE KEEP IT REAL! (SCIENTISTS DON’T OFTEN PRODUCE BROCHURES) AVOID DEATH BY POWERPOINT THERE CAN BE MULTIPLE SUMMATIVE ASSESSMENTS

39. TIME FOR LUNCH! WE WILL RESUME AT 12:15….

40. STUDENT LEARNING GUIDE THESE ARE ALL THE LEARNING TASKS STUDENTS WILL COMPLETE ALONG THE WAY LIST KNOWLEDGE AND SKILLS AS OUTCOMES RECHECK ALIGNMENT (SCIENCE USE THE EVIDENCE STATEMENTS) MATCH THESE TO MATERIALS AND LESSONS

41. LAUNCHING A SUCCESSFUL PBL PLAN AN ENTRY EVENT AND IF YOU WANT TO KILL ENTHUSIASM, DROP OFF A PROJECT PACKET. POSSIBILITIES: AN AUTHENTIC PIECE OF CORRESPONDENCE DISCUSSION OF A NEWS EVENT GUEST SPEAKER FIELD TRIP (EVEN AN RBI/BIOBLITZ) DEMO/DISCREPANT EVENT MOVIE CLIP (BLICK ON FLICKS!)

42. EVENT ENTRY…NOW WHAT? 1. PRESENT THE DRIVING QUESTION…DISCUSS 2. TALK ABOUT THE CULMINATING PROJECT 3. ASK THEM WHAT THEY NEED TO KNOW 4. FIND RESOURCES 5. EXPLAIN DETAILS 6. GROUP – BREAK THE ICE

43. STUDENT DRIVEN INQUIRY BEGINS WITH A NEED TO KNOW… GENERATE A NEED TO KNOW LIST FORMATIVE ASSESSMENT TOOL IN PLANNING, THIS EXERCISE BECOMES ‘PROJECT TEACHING AND LEARNING GUIDE’

44. THE TEACHER IN A PBL CLASSROOM ARE WE PUSHING OR PULLING STUDENTS THROUGH THE CURRICULUM? THE TEACHER’S ROLE IS ONE OF COACH, FACILITATOR, GUIDE, ADVISOR, MENTOR… NOT DIRECTING AND MANAGING ALL STUDENT WORK. “GUIDE ON THE SIDE, NOT SAGE ON THE STAGE” SUPPORT THEM IN ORGANIZING WEEKLY TASK LISTS TEAM LEADER MEETINGS DIRECT OBSERVATIONS WITH IMMEDIATE, INFORMATIONAL FEEDBACK

45. MANAGING THE FIRST PROJECT INDEPENDENCE & INQUIRY ARE NEW NORMS & COLLABORATION MODELS BIE “TURNING STUDENT GROUPS INTO EFFECTIVE TEAMS” THE HITCHHIKER, THE POTATO AND MISSION CONTROL TEACH THE TECH BEFORE THE PROJECT A NOTE ON MISCONCEPTIONS

46. PAPERWORK! FOUNDATIONS OF PBL VICKEI HRDINA VAE 12 CLOCK HOURS