11

PBL PBL Project/ProblProject/Problem Based em Based LearningLearning

22

Prepared to Test?Prepared to Test?

QuickTime™ and a decompressor

are needed to see this picture.

33

Setting the StageSetting the StageWhat is the first thing that pops into your What is the first thing that pops into your head when you hear?head when you hear?

STEMSTEM

PBLPBL

Technology IntegrationTechnology Integration

Common CoreCommon Core

Next Generation Science StandardsNext Generation Science Standards

44

Thrill RideThrill Ride

55

Thrill Ride PlanThrill Ride Plan1.1.Introduction to the Problem- 5 minutesIntroduction to the Problem- 5 minutes

2.2.Design Discussion in Groups- 5 minutesDesign Discussion in Groups- 5 minutes

3.3.Create Prototype- 20 minutesCreate Prototype- 20 minutes

4.4.Calculate Scores- 5 minutesCalculate Scores- 5 minutes

5.5.Present Prototypes- 10 minutesPresent Prototypes- 10 minutes

66

Role of Teacher

Role of Learner

Curricular Connections

Skills Addressed

77

ScenarioScenario

Mess aboutMess about

Identify variablesIdentify variables

Analyze equationAnalyze equation

Collect dataCollect data

Use data to predict and draw Use data to predict and draw conclusionsconclusions

Identify next stepsIdentify next steps

Authentic assessmentAuthentic assessment

Curricular connectionsCurricular connections

ReflectionReflection

88

The PuzzleThe Puzzle

STEM

CCSS

NGSS PBL

99

Problem/Project Based Problem/Project Based LearningLearning

Starts with a problem or issueStarts with a problem or issue

Authentic and real-worldAuthentic and real-world

Active learning through investigation or Active learning through investigation or problem-solvingproblem-solving

InterdisciplinaryInterdisciplinary

Small-group collaborationSmall-group collaboration

Products, artifacts, exhibitions and Products, artifacts, exhibitions and presentationspresentations

Source: Arends, R. & A. Kilcher, “Problem-Based Source: Arends, R. & A. Kilcher, “Problem-Based Learning, Teaching for Student Learning.Learning, Teaching for Student Learning.

1100

Project? Problem?Project? Problem?

What is the difference between What is the difference between project based learning and project based learning and problem based learning?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!!

1111

TodaysMeet.comTodaysMeet.comGo to Go to TodaysMeet.com/HendersonvilleTodaysMeet.com/Hendersonville

Type in what you have found for Type in what you have found for project based learning and what project based learning and what you have found for problem based you have found for problem based learning – in particular, how are learning – in particular, how are they different?they different?

1122

That Pesky P – Project or That Pesky P – Project or Problem?Problem?

ProblemProblem BL BLStandards-basedStandards-based

May be short May be short

Focus on process vs. Focus on process vs.

productproduct

2121stst century skills century skills

CollaborativeCollaborative

May be 1 correct answer May be 1 correct answer

but multiple strategiesbut multiple strategies

ProjectProject BL BL

Standards-basedStandards-based

3-5 weeks3-5 weeks

Open-ended driving Open-ended driving

questionquestion

2121stst century skills century skills

CollaborativeCollaborative

ProductProduct

1133

Concrete Concrete Example: Project Example: Project

vs. Problemvs. ProblemProject: Project:

How do you prevent emerging How do you prevent emerging strains of viruses?strains of viruses?

Problem:Problem:Build a robot that navigates an Build a robot that navigates an unknown maze.unknown maze.

1144

Technology use should Technology use should be…be…

1155

Critical Thinking & Critical Thinking & Technology Technology

Access

UseApply

1166

The “New” The “New” LiteracyLiteracyAccess

UseApply

Identify Identify questionsquestions

Locate Locate reliable reliable

informationinformation

Cite sources Cite sources without without

plagiarizingplagiarizing

Identify Identify questionsquestions

Locate Locate reliable reliable

informationinformation

Cite sources Cite sources without without

plagiarizingplagiarizing

Critically Critically digest visual digest visual and written and written informationinformation

Compare and Compare and contrast contrast

informationinformation

Critically Critically digest visual digest visual and written and written informationinformation

Compare and Compare and contrast contrast

informationinformation

Communicate Communicate and and

collaboratecollaborate

Use in new Use in new contextscontexts

InnovateInnovate

Communicate Communicate and and

collaboratecollaborate

Use in new Use in new contextscontexts

InnovateInnovate

1177

Subject Area:Subject Area:Extension of Extension of

Roller Coaster ActivityRoller Coaster Activity

EnglishEnglish

Social StudiesSocial Studies

MathMath

ArtArt

SpanishSpanish

1188

The College and Career Ready The College and Career Ready StudentStudent

Thinks critically to solve problemsThinks critically to solve problems

Works collaboratively with teamsWorks collaboratively with teams

Shows perseverance in pursuit of Shows perseverance in pursuit of solutionssolutions

Effective communication skillsEffective communication skills

Confidence to challenge existing modelConfidence to challenge existing model

Respect for alternative viewpointsRespect for alternative viewpoints

Strong competencies in math and Strong competencies in math and science conceptsscience concepts

1199

Thomas Friedman Thomas Friedman NY Times 2013 EditorialNY Times 2013 Editorial

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

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

2200

Connections to Common Connections to Common Core – Language Arts Core – Language Arts

ShiftsShiftsEnglish/Language Arts- 3 ShiftsEnglish/Language Arts- 3 Shifts

Building knowledge thru content rich Building knowledge thru content rich non-fiction non-fiction

Reading, writing, and speaking grounded Reading, writing, and speaking grounded in evidence from textin evidence from text

Regular practice with complex textRegular practice with complex text

2211

Connections to Common Connections to Common Core Mathematics PracticesCore Mathematics Practices

Make sense of complex problems and Make sense of complex problems and persevere in solving thempersevere in solving them

Reason abstractly and quantitativelyReason abstractly and quantitatively

Construct viable arguments and critique Construct viable arguments and critique the reasoning of othersthe reasoning of others

Model with mathematicsModel with mathematics

Use appropriate tools strategicallyUse appropriate tools strategically

Attend to precisionAttend to precision

Look for and make use of structureLook for and make use of structure

Look for and express regularity in Look for and express regularity in repeated reasoningrepeated reasoning

2222

Connections to Common Connections to Common Core NGSS FocusCore NGSS Focus

Science – 5 FocusScience – 5 Focus

Asking questions/defining problemsAsking questions/defining problems

Planning and carrying out investigationsPlanning and carrying out investigations

Constructing explanations/designing Constructing explanations/designing solutionssolutions

Engaging in argument from evidenceEngaging in argument from evidence

Obtaining, evaluating and Obtaining, evaluating and communicating informationcommunicating information

2233

The PuzzleThe Puzzle

STEM

CCSS

NGSS PBL

2244

Nuclear Holocaust: Nuclear Holocaust: Who Should Survive?Who Should Survive?

Social Studies:Social Studies:

Manifest DestinyManifest Destiny

SurvivalistSurvivalist

Red Scare/McCarthy Red Scare/McCarthy

Exploration – Magellan, Columbus, De Exploration – Magellan, Columbus, De SotoSoto

Setting up GovernmentSetting up Government

Setting up Exchange of Goods and Setting up Exchange of Goods and Services Services

2255

I’m A SurvivorI’m A SurvivorSURVIVORS: Please standSURVIVORS: Please stand

What about this activity has What about this activity has characteristics of a PBL?characteristics of a PBL?

Does justification for being a survivor have Does justification for being a survivor have to take place only in a verbal scenario?to take place only in a verbal scenario?

Can this be an introductory activity with Can this be an introductory activity with students at the beginning of the year?students at the beginning of the year?

Why does this activity only have to be Why does this activity only have to be social studies?social studies?

Exponential Growth?Exponential Growth?

CTE – what content would tie? Did you CTE – what content would tie? Did you know CTE has stuff… and money!!!know CTE has stuff… and money!!!

2266

Getting StartedGetting Started

Pick your “P”- Problem or ProjectPick your “P”- Problem or Project

Hone skills- collaboration, team Hone skills- collaboration, team roles, communication, technologyroles, communication, technology

Single lesson or even a portionSingle lesson or even a portion

2277

Variations of PBLVariations of PBLActivitiesActivities

Interdisciplinary days Interdisciplinary days

ProjectsProjects

UnitsUnits

2288

PD???PD???

Perfect PLC workPerfect PLC work

Planning IS the PDPlanning IS the PD

Teachers emulate PBL experience Teachers emulate PBL experience for studentsfor students

2299

PlanningPlanning1. Create essential question or 1. Create essential question or problemproblem

2. Write learning targets2. Write learning targets

3. Create performance task and 3. Create performance task and rubric rubric

4. Develop summative assessments4. Develop summative assessments

5. Develop formative assessments5. Develop formative assessments

6. Find digital curriculum6. Find digital curriculum

7. Classroom experience.7. Classroom experience.

PBL takes planning

3300

Let’s Get Started Let’s Get Started Today!!Today!!

First 2 Items:First 2 Items:

1.1.Who are you going to Who are you going to workwork with with today?today?

2.2.With your partners/team, name With your partners/team, name activities that you do currently that activities that you do currently that can be “PBLed?”can be “PBLed?”

And then…

3311

The Big ThreeThe Big Three

1. Create essential question or problem 1. Create essential question or problem • What is the main question or problem you What is the main question or problem you

want students to address?want students to address?

2. Write learning targets 2. Write learning targets • What standards are you going to address in What standards are you going to address in

this PBL?this PBL?

3. Create a performance task and rubric3. Create a performance task and rubric• What will students be required to produce and What will students be required to produce and

how will you assess it?how will you assess it?