1. Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel  Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others. Creating Effective Questions Project-Based Learning

2. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. What is Project- Based Learning? Project Based Learning (PBL) is curriculum fueled and is based on syllabus guidelines. 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 problems. PBL allows students to build their own knowledge – answer essential questions. PBL promotes higher-order cognitive skills and problem-solving strategies. Project based learning is an instructional strategy that is intended to engage students in authentic, real world tasks to enhance learning. 2

3. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Outcome of Project Based Learning Establishes connections to life outside the classroom Addresses real world concerns Develops real world skills –Many of the skills are those desired by today's employer such as: the ability to work well with others make thoughtful decisions take initiative solve complex problems Allows for a variety of learning styles Accessible for all learners 3

4. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Traditional vs Project Based Traditional ClassroomProject Based Classroom Teacher-CenteredStudent-Centered Short-isolated lessonsLong-term projects Individual WorkCollaborative Work Rote facts, memorization, some of the work encourages higher-order thinking skills Much of the work encourages higher-order thinking skills Students learn passivelyStudents actively involved in their learning Teacher is the information giverTeacher is a facilitator Teaching is an instructive processTeaching is a constructive process Concept -based learningReal world connections - integrated with real world issues Assessment tends to be traditional paper-pencil testing Assessment includes performance-based assessment 4

5. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 5 Project Based Learning in an IT Environment Students make effective use of IT as they produce a product, presentation, or performance. IT is integrated into the learning – students are NOT learning IT skills in isolation. There is a “reason” to learn the IT skills. Technology enhances PBL as it allows students to gather, organize and display information in new and innovative ways. Allows students to be involved in a community of diverse global learners – gives opportunities to interact with experts. Information is instant – real-time data. Gives the ability to obtain and interpret information quickly and accurately.

6. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Differences in Project Based Learning and an Activity Based Lesson Example ThemesActivity Based Instruction Project Based Learning Differences between the two PollutionComplete different activities that show effects of different kinds of pollution. Identify components of each. Identify pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each. The activity-based tasks are just that – individual tasks with no connections between the individual activities and no real world connection. The Project based approach defines an overarching challenge and inserts these tasks in a meaningful community project. The students may still complete the activities, and identify components of each, but then they use this information when devising solutions. 6

7. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Not every unit can be a PBL unit Be critical to find the best units to teach using PBL 7

8. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Choosing the topic for a PBL unit Should be Curriculum based Choose a real-world topic Make sure it is relevant for your students Age Appropriate Has scope for investigation Ideas may be drawn from: –the school (e.g. issues the students want to address; new programs the students want) –the content area (e.g. real-life applications of concepts being covered) –a worksite & the community (look at the big problems facing the world today) 8

9. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Developing a Project Idea G oal: State what is expected to be achieved at the end of the project. R ole: Choose the role through which students can understand and relate. Provide a meaningful and realistic role for the students considering the real world connection. A udience: Decide the audience the students would be addressing through their projects and sharing their end products. The audience should help students make the real world connections. S et of activities and tasks: Design a set of activities and tasks through which students address the important questions, learn the desired content, and come up with final products while engaging their higher order thinking skills. P roducts: Finalize the kind of technology-supported end products that you expect from your students as a result of working on this project. 9

10. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Project Idea Example G oal: To create awareness about endangered species and develop an action plan to protect them. R ole: Students will take on a role of environmentalists A udience: Other school students, community members and government officials S et of activities and tasks: Students collect information on the various bio reserves, national parks and wild life sanctuaries present in the country. They analyze the different activities of man that has endangered the lives of animals. They research and find out the various measures adopted by other countries in saving the endangered species. Students organize a “Poster Competition” in the school and come out with catchy slogans. They collaborate with experts through mails and invite suggestions from a wider community through blogs to develop an action plan that can be submitted to the government. P roducts: They prepare a multimedia presentation of the animals that might soon be endangered and steps to be taken to conserve them. Students publish the slogans from the poster competition in the form of a flyer and circulate it in the school and community. Students work on a blog to obtain suggestions from the larger community.

11. Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Project Idea Example G oal: To understand about plate tectonic activities, related disasters like earth quakes and the different safety measures. R ole: Students take on the role of a geologists with the Geological Survey of India A udience: Political leaders of a region S et of activities and tasks: Playing the role of geologists, they study about possible dangers from plate tectonic activity (earthquakes) and come up with safety measures so that fatalities and damage could be reduced. P roducts: They report to the region's political leaders using a presentation to describing potential hazards and discussing safety and education measures.

12. Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel  Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.