D I S P E L L I N G T H E M Y T H S , T O M A K I N G A P L A N

PROJECT BASED LEARNING:

INTRODUCTIONS:

• This presentation was created by the 2014-2016 Cherryville teaching staff and administration.

• Some of the information contained within may not make sense without explanation.

• One important question that this slideshow does not answer is, “But what does it look like?” This question is answered by the examples that the Cherryville staff provides when giving this presentation.

• Please contact Mike Sutch, Cherryville principal, if you have any questions or would like to arrange for our team to share its experiences and examples with you. Cherryville school: 250-547-6163

• Special thanks to Barb Carey, Tanisha Rondeau, Ken Wandeler and Rhya Wandeler for collaborating on this presentation and for sharing their experiences and expertise.

LEARNING INTENTIONS

• Define PBL• Discuss what it can look like• Collaborate to create something we can

implement tomorrow

FOR DISCUSSION:

• What is Project Based Learning?

MYTHS ABOUT PBL (PROJECT BASED LEARNING)

• It is just “doing projects” all the time• It impacts (is detrimental) to student learning,

particularly academic subjects• Kids will not learn to read, write and numerate

WHAT DOES RESEARCH SAY?

• Kids gain deeper understanding and retain information longer• On high stakes tests, PBL students perform as

well or better than “traditionally” taught students• Students show improved critical thinking and

problem-solving skills• Students show better attitudes towards learning• Teachers who implement PBL demonstrate

improved job satisfaction• *Please see the PBL research summary in your

handouts

CONNECTION TO THE FIRST PEOPLES PRINCIPLES OF LEARNING

The following first peoples principles of learning statements are strongly reflected in PBL:• Learning is holistic, reflexive, experiential, and

relational.• Learning involves recognizing the consequences

of one’s actions.• Learning involves generational roles and

responsibilities.• Learning is embedded in memory, history and

story.• Learning involves patience and time.

WHAT IS PBL?

• A process of inquiry in response to a complex question, problem or challenge, that is teacher driven.

• There are 8 Essential Elements:1. Significant Content derived from the Big Ideas

and Learning Standards (PLO’s 2. 21st Century Competencies3. A good Driving Question 4. A Need to Know5. Student Voice and Choice6. Inquiry and Innovation7. Revision and Reflection (Critique)8. Publicly Presented Project

PBL GIVES PURPOSE TO DIFFERENTIATION

• “Cognitive science has demonstrated that one’s purpose drives motivation and what one attends to, remembers, and then applies. Without purpose, significant learning is difficult if not impossible to achieve.” Wilhelm, Jeffrey (2007). Engaging Readers and Writers With Inquiry.

THE PATH TO PBL:(LEVELS OF COMPLEXITY OF PBL)

• Guided play (K)

• Play based learning (K-2)

• Problem based learning (2-4)

• Project based learning (4-?)

• Inquiry

***Point of debate: can PBL “be

done” at all ages or is it a

developmental skill???

THE END GOAL: AUTONOMIC INQUIRY

• Don’t bother Googling this- Mike Sutch made it up.• He thinks of it as self-initiated inquiry that

functions largely below the level of consciousness. It is an automatic, unconscious response to a deeper question.• PBL helps students acquire the skills required to

conduct the process of inquiry. We are working to build autonomic inquirers. • The inquiry process…

SPIRALS OF INQUIRY

FOR KIDS:

• Scanning phase= “What is the driving question?” Anticipate how to incorporate “Wise ways” knowledge, “Strong ways” knowledge, as well as “New ways” of seeking knowledge.***

• Focusing phase= “Where are we going to focus our attention?” or “What do we need to learn?”

• Developing a hunch phase= What background knowledge do we have? What are our pre-conceived notions? Who’s perspectives have molded our thinking?

• New learning phase= “How and where will we learn about what we need to know?”

• Taking action phase= This is the stage where the meat of students’ research and learning should happen. New learning should lead to new beliefs, and likely new questions.

• Checking phase= “Has answering my original questions had an impact on how I think, behave, and on what I believe?” “What new questions do I have?” “Could I expertly answer my original driving question?”

BACKING UP THE BUS… WHAT IS A DRIVING QUESTION?

• ***Guides student inquiry• Relates to relevant PLO’s/Big Ideas• Open ended• Addresses authentic concerns• Encourages a variety of learning activities and

opportunities• Encourages higher levels of thinking (Bloom’s taxonomy)• Should require multiple activities and synthesis of

information to answer the driving question• The power of the driving questions lies primarily in the

power of purpose (Wilhelm, Engaging Readers and Writers With Inquiry)

• ***Is NOT “Googleable”

HOW DO YOU MAKE ONE?

• Use the guidelines for a driving question as a checklist• Collaborate with others and get them to critique

(we will come back to critique)• Use the Tubric, if you are really stuck…

BIE VIDEO- HOW TO CREATE A DRIVING QUESTION (THIS IS REALLY LONG AND ONLY HERE TO MAKE YOU AWARE IT EXISTS. CHECK IT OUT WHEN YOU

HAVE 45 MINUTES TO SPARE)

• https://www.youtube.com/watch?v=7PhVEoAeWbk

SO WHAT DOES IT LOOK LIKE?WHAT ABOUT ACADEMICS?

• “True” PBL: All work that is done in class relates back to the driving question… always• In reality: Find Balance PBL might not always

“make sense”• What are other elementary schools doing?

BACK TO CRITIQUE…

• Think “Revision” with rules:• Collaborative critique must be

1. Kind2. Specific3. Helpful (“I like…” may be kind, but is not helpful in

improving one’s product)

RON BERGER (THE CRITIQUE MAN)

• https://www.youtube.com/watch?v=hqh1MRWZjms

• This is a short video that demonstrates the power of critique. It is worth taking the time to watch.

NOW THE HARD PART…

• Please take time to create a good driving question that relates to the PLO’s/theme that you brought

• Think:1. Relates to relevant PLO’s2. Open ended3. Address authentic concerns4. Encourage a variety of learning activities and

opportunities5. Encourage higher levels of thinking (Bloom’s taxonomy)6. Should require multiple activities and synthesis of

information to answer the driving question***Don’t forget to trade and critique…