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Project-Based Learning St. Elmo Faculty Inservice August 6, 2014
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Don’t Panic
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Start small. Slow is fast.
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Project-Based Learning What do we know? Grade level KWL Chart NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image.
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NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Back-upBack-up PlanPlan PBL in the Classroom
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Why PBL? Real-Life Scenarios 21 st Century Skills Differentiated Instruction Student Engagement Problem Solving Skills Cross-Curricular Instruction Easily Incorporates: Leader in Me Bloom’s Taxonomy Higher Order Thinking Skills Talents Unlimited 5 E’s of Instruction Conceptual Learning Rigor
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Projects vs Project-Based Learning Projects: Done at home with little or no teacher guidance Little student choice Often based on a one page direction sheet and are “just like last year” Assigned after the “real” learning is done PBL: Require teacher guidance and team collaboration Students make decisions within pre-approved guidelines Based on a Driving Question The foundation of the “real” learning © Amy Mayer, @friEdTechnology, The Original WOW! Academy www.friEdTechnology.com Please copy and use freely!The Original WOW! Academy
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Terms and Definitions Anchor: Real World Scenario, Set the Stage Artifact: Items Created to Represent Possible Solutions Authentic Achievement: Learning Represents Adult- like Actions and Processes Brainstorming: Process to Formulate a Plan
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Terms and Definitions Student Voice and Choice: Student Participation in Project Selection Web 2.0: Technology-Based Instruction Featuring Collaboration and Creation Expeditionary Learning: Field Trips (Not Part of Most PBL Projects) Driving Question: Motivational, Meaningful Question Stating the Project Task
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Essential Characteristics Anchor Collaborative Teamwork Driving Question Feedback and Revision Inquiry and Innovation Opportunities for Reflection Process of Investigation Publicly Presented Product Student Voice and Choice
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Anchor Introduce background information Generate student interest and engage students Provide a compelling reason for students to want to undertake a project Anchors may include: Video segment News Article Short Discussion or Activity
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Driving Question Developed by Teacher or Students Stimulate Specific Questions Relay to Students: Information Needed Depth of Research
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Student Choice and Student Voice Teacher Sets Parameters Varies by Age and Experience Student Choice/Voice: Organization Problem-Solving Process Artifact Selection Presentation
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Inquiry and Innovation Teachers are Learning Coaches Question Throughout the Process Talk Moves Research Skills
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Collaboration and Teamwork Assign Roles/Leadership Titles Constructive Criticism Give and Take Active Listening Conflict Resolution
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Opportunities for Reflection Throughout Entire Process Whole Class, Team-Based, or IndividuallyIndividually Structured Discussions Journal Writing: Sentence Starters Reviewed by Teacher
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Feedback and Revision Teacher, Peer, and Self Evaluation Formative or Summative Revisit Guiding Questions Audience Evaluation Opportunities for Revision
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Public Presentation Video School Website Theater Room Moodle Local Newspaper Class Blog
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PBL in the Classroom Build from the StandardsStandards Utilize Technology Establish Time Line Online Curriculum Mapping Tools Be Flexible Collaborate with Grade LevelCollaborateGrade Level
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Avoiding Disaster: - Wrong Turns, Redirection - “Fear of Failure” and Perfectionism - Classroom Procedures - Teacher Assistance - Restroom, library, etc.. - Research stations - Roadblocks
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Project Development: 1.Introduction and Planning -Review Anchor and Driving Question -Class-wide Brainstorming on Specific Research Questions -Assign Teams and Develop Time Lines -Establish Roles -Discuss Artifacts and Product Requirements
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2. Initial Research Phase: Gathering Information - WebQuests - Interview Professionals - Review/Identify Sources - Mini-lessons - Evaluate Information
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3. Creation, Development, Initial Evaluation of Presentation, and Prototype Artifacts - Storyboard Development - Download Videos and Images - Develop Prototype Presentation and Artifacts - Group Evaluation of Prototypes - Formative Evaluation of Prototypes
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4. Second Research Phase - Seek Additional Information - Continue Developing Prototypes - Mini-lessons - Revise Prototypes and Storyboard
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5. Final Presentation Development - Storyboard Revision/Additions - Assign/Choose Tasks: Writing Speaking Videotaping Editing Drawing or Design
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6. Publication of Presentation or Artifacts - Final Class-wide Evaluation - Share with Others
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Online Information Edutopia ALEX Intel Internet 4 Classrooms BIE
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