1. 1 PBL Project/Proble m Based Learning

2. 2 Prepared to Test?

3. 3 Setting the Stage What is the first thing that pops into your head when you hear? What is the first thing that pops into your head when you hear?STEMPBL Technology Integration Common Core Next Generation Science Standards

4. 4 Thrill Ride

5. 5 Thrill Ride Plan 1. Introduction to the Problem- 5 minutes 2. Design Discussion in Groups- 5 minutes 3. Create Prototype- 20 minutes 4. Calculate Scores- 5 minutes 5. Present Prototypes- 10 minutes

6. 6 Role of TeacherRole of Learner Curricular Connections Skills Addressed

7. 7 Scenario Mess about Identify variables Analyze equation Collect data Use data to predict and draw conclusions Identify next steps Authentic assessment Curricular connections Reflection

8. 8 The Puzzle STE M CCSS NGSS PBL

9. 9 Problem/Project Based Learning Starts with a problem or issue Authentic and real-world Active learning through investigation or problem-solving Interdisciplinary Small-group collaboration Products, artifacts, exhibitions and presentations Source: Arends, R. & A. Kilcher, “Problem-Based Learning, Teaching for Student Learning. Source: Arends, R. & A. Kilcher, “Problem-Based Learning, Teaching for Student Learning.

10. 10 Project? Problem? What is the difference between project based learning and problem based learning? PBL is PBL, right? Get with the project!! PBL is PBL, right? Get with the project!! What? PBL is different? That’s the problem!! What? PBL is different? That’s the problem!!

11. 11TodaysMeet.com Go to TodaysMeet.com/Hendersonville Go to TodaysMeet.com/Hendersonville Type in what you have found for project based learning and what you have found for problem based learning – in particular, how are they different? Type in what you have found for project based learning and what you have found for problem based learning – in particular, how are they different?

12. 12 That Pesky P – Project or Problem? Problem BL Problem BL Standards-based Standards-based May be short May be short Focus on process vs. product Focus on process vs. product 21 st century skills 21 st century skills Collaborative Collaborative May be 1 correct answer but multiple strategies May be 1 correct answer but multiple strategies Project BL Standards-based 3-5 weeks Open-ended driving question 21 st century skills CollaborativeProduct

13. 13 Concrete Example: Project vs. Problem Project: How do you prevent emerging strains of viruses? How do you prevent emerging strains of viruses?Problem: Build a robot that navigates an unknown maze. Build a robot that navigates an unknown maze.

14. 14 Technology use should be…

15. 15 Critical Thinking & Technology Access UseApply

16. 16 The “New” Literacy Access Use Apply Identify questions Locate reliable information Cite sources without plagiarizing Identify questions Locate reliable information Cite sources without plagiarizing Critically digest visual and written information Compare and contrast information Critically digest visual and written information Compare and contrast information Communicate and collaborate Use in new contexts Innovate Communicate and collaborate Use in new contexts Innovate

17. 17 Subject Area: Extension of Roller Coaster Activity English Social Studies MathArtSpanish

18. 18 The College and Career Ready Student Thinks critically to solve problems Works collaboratively with teams Shows perseverance in pursuit of solutions Effective communication skills Confidence to challenge existing model Respect for alternative viewpoints Strong competencies in math and science concepts

19. 19 Thomas Friedman NY Times 2013 Editorial Business Executive – “We can teach new hires the content, and we will have to because it continues to change, but we can’t teach them how to think – to ask the right questions – and to take initiative.” Business Executive – “We can teach new hires the content, and we will have to because it continues to change, but we can’t teach them how to think – to ask the right questions – and to take initiative.”

20. 20 Connections to Common Core – Language Arts Shifts English/Language Arts- 3 Shifts English/Language Arts- 3 Shifts Building knowledge thru content rich non-fiction Reading, writing, and speaking grounded in evidence from text Regular practice with complex text

21. 21 Connections to Common Core Mathematics Practices Make sense of complex problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

22. 22 Connections to Common Core NGSS Focus Science – 5 Focus Science – 5 Focus Asking questions/defining problems Planning and carrying out investigations Constructing explanations/designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

23. 23 The Puzzle STE M CCSS NGSS PBL

24. 24 Nuclear Holocaust: Who Should Survive? Social Studies: Manifest Destiny Survivalist Red Scare/McCarthy Exploration – Magellan, Columbus, De Soto Setting up Government Setting up Exchange of Goods and Services

25. 25 I’m A Survivor SURVIVORS: Please stand SURVIVORS: Please stand What about this activity has characteristics of a PBL? Does justification for being a survivor have to take place only in a verbal scenario? Can this be an introductory activity with students at the beginning of the year? Why does this activity only have to be social studies? Exponential Growth? CTE – what content would tie? Did you know CTE has stuff… and money!!!

26. 26 Getting Started Pick your “P”- Problem or Project Hone skills- collaboration, team roles, communication, technology Single lesson or even a portion

27. 27 Variations of PBL Activities Interdisciplinary days ProjectsUnits

28. 28PD??? Perfect PLC work Planning IS the PD Teachers emulate PBL experience for students

29. 29 Planning 1. Create essential question or problem 1. Create essential question or problem 2. Write learning targets 2. Write learning targets 3. Create performance task and rubric 3. Create performance task and rubric 4. Develop summative assessments 4. Develop summative assessments 5. Develop formative assessments 5. Develop formative assessments 6. Find digital curriculum 6. Find digital curriculum 7. Classroom experience. 7. Classroom experience. PBL takes planning

30. 30 Let’s Get Started Today!! First 2 Items: First 2 Items: 1. Who are you going to work with today? 2. With your partners/team, name activities that you do currently that can be “PBLed?” And then…

31. 31 The Big Three 1. Create essential question or problem 1. Create essential question or problem What is the main question or problem you want students to address? What is the main question or problem you want students to address? 2. Write learning targets 2. Write learning targets What standards are you going to address in this PBL? What standards are you going to address in this PBL? 3. Create a performance task and rubric 3. Create a performance task and rubric What will students be required to produce and how will you assess it? What will students be required to produce and how will you assess it?