1. + Getting Started: Projects Based Learning Wando High School PD – October 28, 2015 Chris Turpin H222/H230

2. + Why? The Research… “The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn – and students develop deeper learning competencies required for success in college, career, and civic life.” The Buck Institute for Education

3. + Why? The Research… “Boaler (2002) compared student mathematics achievement in two similar British secondary schools, one using traditional instruction and the other using project-based instruction. After three years, students in the project-based- learning school significantly outperformed the traditional-school students in mathematics skills as well as conceptual and applied knowledge… the project-based-learning school, three times as many students passed the national exam.” Association for Supervision and Curriculum Development

4. + Why? The Research… “The Cognition and Technology Group at Vanderbilt University (1992) evaluated the effects of a series of video-based adventure simulations it developed. "The Adventures of Jasper Woodbury" provides a structure for students to work collaboratively on simulated real-world problems that require applying mathematical knowledge and reasoning. Compared with a control group, students who used the Vanderbilt series scored higher in solving word problems and in planning.” Association for Supervision and Curriculum Development

5. + Why? The Research… “(The research…) found that experience with projects reduced student math anxiety and resulted in more positive attitudes toward math. Boaler also found positive effects on equity: The link between performance and student economic level disappeared in the project-based school and increased in the traditional school.” Association for Supervision and Curriculum Development

6. + But: The Research... “These studies suggest that project-based learning, when fully realized, can improve student learning. However, the research also underscores how difficult it is to implement project-based learning well. Together these findings suggest caution in embracing this practice unless the conditions for success are in place, including strong school support, access to well-developed projects, and a collaborative culture for teachers and students.” Association for Supervision and Curriculum Development

7. + And then there’s this… “On my recent site visits in Greenville and Lexington 1 and 5 school districts, the effectiveness of project-based learning was quite evident. I saw very little lecture and lots of students working diligently in collaborative teams- even until the very end of the class period. Students were not "packing up" and standing around waiting for a bell. They were highly engaged and involved. The students seemed to have accepted responsibility for their own learning. I also saw some very effective curriculum integration across content areas. I will share more later but do think we need to think hard about how to do that better at Wando.” Lucy Beckham, Executive Principal Wando/CCSD

8. + So… how can we get started?

9. + Group time… Website: www.mrturpinsclasspage.weebly.comwww.mrturpinsclasspage.weebly.com “PowerPoints and Presentations” Tab (at the top) In your groups, read your prompt and answer the question being asked... From the list on the following slide, choose a product. In 15 minutes we’re going to come back together and present each of the products...

10. + Product Possibilities

11. + What is Project Based Learning? A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student- influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

12. + Roles: Teacher and Student Teacher Role: Lecturer Center of learning Depositor of information Student Role: Receiver of information Learning is within the “teacher-box” most of the time Teacher Role: Coach Nurturer Guide Facilitator Student Role: Student centered approach ACTIVELY asking questions Student responsible for learning Traditional ClassroomPBL Classroom

13. + Teacher Statement: First Try: Flop… but it was ok. 6 Things: 1. Set Clear Goals 2. Over Plan 3. Make Students Accountable for Their Time 4. Give Concrete Deadlines for Products 5. Share Rubrics in Advance 6. Reflect on What You Are Doing

14. + Ok… so, how do I start?

15. + Easy… Start VERY small. Look ahead to your next unit, your next standard and decide what might be interesting to the kids. Based on what you plan for them to know, or what the Standard asks them to know – write a few leading questions or statements… Then decide what is managable for them to get done and in what kind of time frame you are able to offer them. IT DOESN’T HAVE TO BE A WHOLE UNIT!!! Make it just a portion or a small part of what you have going on and allow for them to guide the learning. It will give you some idea for (1) how well they do with the flexibility and (2) some ‘drop back and punt’ time for you.

16. + Exploration Curry/Samara

17. + The Challenge… Adapt just one topic or learning target from just one of your units coming up to the Project Based Learning technique… Give it a chance and see what happens!