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Building Youth-Led Civic
Engagement Projects
With Y4Y
IL 21st CCLC 2016 Pathways to Success Conference
Normal, IL ~ May 3, 2016
PROJECTED-BASED LEARNING
YOUR FACILITATOR
Judy Ha Lead Training Specialist
PROJECTED-BASED LEARNING
SESSION OBJECTIVES
• Understand why project based learning (PBL) is an effective approach to learning
• Identify Y4Y resources that assist with each key component of PBL
• Develop project based strategies for Civic Learning and Engagement in your program
PROJECTED-BASED LEARNING
HTTP://Y4Y.ED.GOV
PROJECTED-BASED LEARNING
How can we utilize Y4Y design and facilitate engaging projects for Civic Learning and Engagement?
DRIVING QUESTION
PROJECTED-BASED LEARNING
How are you or your students civically engaged?
• Voting in a recent election
• Investment in a faith community
• Serving on an advisory board
• Being an educated consumer
• Participating in a recycling program
CIVIC ENGAGEMENT
PROJECTED-BASED LEARNING
• Hands-on
• Serves a purpose
• Youth are at the center
• Working with a government agency
• Working towards political or social change
CIVIC LEARNING AND ENGAGEMENT
Learn/Project Based Learning/Introduction p. 32
PROJECTED-BASED LEARNING
• Example: Project Based Learning in Maine
• Tools/ Learn More Library/ External Videos
GIVE ME SHELTER
PROJECTED-BASED LEARNING
CHARACTERISTICS OF
SUCCESSFUL PROJECTS
• Include student voice and choice
• Focus on high-interest topics and questions
• Emphasize active learning
• Build 21st Century Skills – Critical thinking, teamwork, organization
• Result in a final product or event
• Opportunities for reflection
PROJECTED-BASED LEARNING
THREE PHASES OF
PROJECT-BASED LEARNING • PHASE I • Designing & Developing
PHASE II Planning & Implementing
PHASE III Celebration, Evaluation
PROJECTED-BASED LEARNING
PHASE I – DESIGNING AND DEVELOPING
PROJECT KICK-OFF
1. Determine student interest and schedule activities
2. Introduce the topic.
3. Map what you know.
4. Map what you wonder.
5. Develop the driving question.
PROJECTED-BASED LEARNING
MAP WHAT YOU WONDER / NEED TO KNOW
Implementing
Project-Based
Learning
PROJECTED-BASED LEARNING
OUR TOPIC
Student Voice
• They want to learn about animals
• Persuasive writing and speaking
• Technology as a skill
Topic
• Animal Habitat: Discover more about the animals in your community and how you can protect them.
Targeted Skills
PROJECTED-BASED LEARNING
Animal
Habitat
MAP WHAT YOU WONDER / NEED TO KNOW
What types of animals live in our neighborhood?
Where do animals live in our neighborhoods?
Who are the animal experts in our community?
What are dangers to animals in our society?
What makes animals feel safe?
What do animals need to survive?
What can we do to help the animals in our community?
PROJECTED-BASED LEARNING
DRIVING QUESTIONS
PROJECTED-BASED LEARNING
BUCK INSTITUTE “TUBRIC”
Learn More Library/ PBL/ Web Based Resources/Buck Institute
PROJECTED-BASED LEARNING
QUESTION WHO VERB/TO
PIC AUDIENCE QUESTION WHO VERB/TO
PIC AUDIENCE
LET’S PRACTICE
1. Why are there bugs in the garden?
2. What types of bugs are in our community garden and how can we, as entomologists, help our neighbors organically control the harmful ones?
PROJECTED-BASED LEARNING
Your question must meet the
following criteria:
Open-ended
Relevant to the real-world
Challenges students to use higher-order
thinking skills
Connected to youths’ lives
Potential for actionable solutions
CRAFT A DRIVING QUESTION
PROJECTED-BASED LEARNING
QUESTION WHO VERB/TO
PIC AUDIENCE QUESTION WHO VERB/TO
PIC AUDIENCE
LET’S PRACTICE
Topic:
Animal Habitat
What can we do to help the animals in our community?
PROJECTED-BASED LEARNING
ANIMAL HABITAT
Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?
PROJECTED-BASED LEARNING
POINTS TO REMEMBER
• If students can use the Internet to answer the question, it isn’t a driving question.
• Can the question be answered within the timeframe of the activity?
• It is common for driving questions to change, so plan to revise and/or refine your first draft.
PROJECTED-BASED LEARNING
THREE PHASES OF
PROJECT-BASED LEARNING • PHASE I • Designing & Developing
PHASE II Planning & Implementing
PHASE III Celebration, Evaluation
PROJECTED-BASED LEARNING
1. Develop a project idea
2. Set goals
3. Brainstorm “to do’s” and develop a
timeline
4. Gather resources
5. Assign roles
6. Facilitate the learning
PHASE II – PLANNING AND IMPLEMENTING Learn By Doing
PROJECTED-BASED LEARNING
1. DEVELOP A PROJECT IDEA
• Who will your audience be, and what message do you want them to receive?
• How does the project answer, or how can it support, your driving question?
• What ideas can you find on the Web?
• What do real-world workers in this field produce?
• Is there a need in the community that you can
address with your product/project?
PROJECTED-BASED LEARNING
• Direct Service
• Indirect or Support
• Action or Advocacy
Tools/Civic Learning and Engagement/Plan and Implement
BRAINSTORMING
CIVIC ENGAGEMENT TOPICS
PROJECTED-BASED LEARNING
2. PROJECT GOALS
Projects should provide opportunity for active exploration:
• Extend beyond the classroom
• Allow for the practice of core content knowledge and skills in relevant and meaningful ways
• Connect to field-based investigations, community explorations and work internships.
• Require real investigations using a variety of methods, media and sources
PROJECTED-BASED LEARNING
ANIMAL HABITAT Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?
AUTHENTIC FIELD WORK:
ACTIVE EXPLORATION
USING AUTHENTIC FIELD WORK
PROJECTED-BASED LEARNING
ANIMAL HABITAT Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted? *Assume that students know nothing about being an activist.
AUTHENTIC TOOLS:
ACTIVE EXPLORATION
USING AUTHENTIC TOOLS
PROJECTED-BASED LEARNING
WEIGH THE
POTENTIAL OF THE PRODUCT
Will the project do these things:
• Keep students interested?
• Help students to ponder, evaluate, use current
knowledge?
• Cause students to naturally practice basic skills?
• Allow all students to participate and be successful?
• Allow students to be leaders and work independently?
• Allow for the use of technology?
• Address an authentic need?
PROJECTED-BASED LEARNING
INVESTIGATING ISSUES
IN YOUR COMMUNITY
Step 1: Using your driving question, select a few research methods
Step 2: Based on your research methods, decide how you will report your findings
Tools/ Civic Learning and Engagement/ Plan and Implement
PROJECTED-BASED LEARNING
1. Brainstorm
2. List tasks
3. Assign due dates
3. TO DO TASK LIST AND TIMELINE
http://bie.org/object/document/project_calendar
PROJECTED-BASED LEARNING
• Driving Question
• Learning objectives
• Project Activities
• Culminating Event
• Document Learning
PROJECT PLANNER
Tools/ Project Based Learning/ Plan and Implement
PROJECTED-BASED LEARNING
SAMPLE PROJECT OVERVIEWS
Learn/ PBL/ Implementation Strategies, p. 7
PROJECTED-BASED LEARNING
PROJECT ACTIVITIES
• Hands-on, authentic, and solutions-oriented
• Meet parameters such as time, budget, staffing
Examples: • Conducting interviews or surveys
• Researching primary documents
• Community mapping
PROJECTED-BASED LEARNING
ACTIVE INVESTIGATION
• Assign a timekeeper
• Indoor 5-minute field trip!
• Brainstorm project ideas around wheelchair accessibility
Teach/ PBL/ Training Starter/ Active Research and Investigation
PROJECTED-BASED LEARNING
4. GATHER RESOURCES
• Assemble authentic tools.
• Arrange for expert speakers or mentors.
• Find appropriate books, websites and other resource materials.
PROJECTED-BASED LEARNING
Involving Community Partners
Tools/ Civic Learning and Engagement/ Assess and Reflect
PROJECTED-BASED LEARNING
5. ASSIGNING ROLES
ANIMAL HABITAT
• Writers
• Photographer
• Videographer
• Researcher
• Outreach Director
• Illustrators
• Presenters Teach/ PBL/ Training Starter/Working with Groups
PROJECTED-BASED LEARNING
6. FACILITATING YOUTH INPUT
• Leading vs. Facilitating
• Keeping discussion on track
• Creating a safe environment
• Creating guidelines and setting parameters
Teach/ PBL/ Trainings to Go/Getting and Using Youth Input
PROJECTED-BASED LEARNING
HONORING MULTIPLE VIEWPOINTS
Tools/ CLE/Assess and Reflect
PROJECTED-BASED LEARNING
THREE PHASES OF
PROJECT-BASED LEARNING • PHASE I • Designing & Developing
PHASE II Planning & Implementing
PHASE III Celebration, Evaluation
PROJECTED-BASED LEARNING
PHASE III – CELEBRATE, REFLECT AND EVALUATE SHOWTIME
1. Celebrate
2. Reflect
3. Assess and Evaluate
PROJECTED-BASED LEARNING
• Project culminates in a final event or product
• Celebrate learning, achievement
• Public demonstration
– Inventors’ fair
– Community meeting and presentation
– Play with original script
DEMONSTRATE LEARNING:
CULMINATING PRODUCT OR EVENT
PROJECTED-BASED LEARNING
Learn/ PBL/ Introduction, p. 22
VIDEO EXAMPLE
PROJECTED-BASED LEARNING
Driving Question: How can we, as pet adoption counselors, inspire our community to foster animals until they are adopted?
Product: Design a website page to showcase animals for adoption and a persuasive live presentation that can be presented to local government and community organizations to garner support for the cause and encourage fostering.
ANIMAL HABITAT
PROJECTED-BASED LEARNING
REFLECT
• Encourage student to reflect on their learning and process
• What were the challenges?
• What did they accomplish?
• Are there next steps?
• Consider group discussion, journals
• Document learning
PROJECTED-BASED LEARNING
• Artifacts: Portfolios, Journals
• Observations
• Assessments
• Rubrics
EVALUATE
PROJECTED-BASED LEARNING
MAKE YOUR OWN TRAINING
Tools/Civic Learning and Engagement
PROJECTED-BASED LEARNING
LEARN MORE LIBRARY
PROJECTED-BASED LEARNING
CONTACT
Judy Ha
Lead Training Specialist
jha@foundationsinc.org
Visit www.y4y.ed.gov
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