Project Based LearningProject Based Learning

Barb LandonBarb Landon

What is Project Based Learning?

What is Project Based Learning?

Explore real-world problems and challenges

Simultaneously developing cross-curriculum skills

Working in small collaborative groups.

Filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects

Explore real-world problems and challenges

Simultaneously developing cross-curriculum skills

Working in small collaborative groups.

Filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects

Why?Why?

Research also indicates that students are more likely to retain the knowledge

Students develop confidence and self-direction as they move through both team-based and independent work.

Research also indicates that students are more likely to retain the knowledge

Students develop confidence and self-direction as they move through both team-based and independent work.

Different ApproachDifferent Approach

• Students are evaluated on the basis of their projects. They quickly see how academic work can connect to real-life issues

The market world wants students who can work in this type of environment.

• Students are evaluated on the basis of their projects. They quickly see how academic work can connect to real-life issues

The market world wants students who can work in this type of environment.

21 st Century Skills21 st Century Skills

Digital Age Literacy

Effective Communication High Productivity Inventive Thinking

21 st Century Skills

21 st Century Skills Digital Age Literacy21 st Century Skills Digital Age Literacy

Scientific, economic and technological literacy

Visual and Information Literacy

Multicultural literacy and global awareness

Scientific, economic and technological literacy

Visual and Information Literacy

Multicultural literacy and global awareness

21 st Century SkillsInventive Thinking

21 st Century SkillsInventive Thinking

Managing complexities Self-direction Curiosity, creativity and risk taking

Higher order thinking

Managing complexities Self-direction Curiosity, creativity and risk taking

Higher order thinking

21 st Century SkillsEffective Communication21 st Century Skills

Effective Communication Teaming, Collaboration and Interpersonal skills

Personal, social and civic responsibility

Interactive communication

Teaming, Collaboration and Interpersonal skills

Personal, social and civic responsibility

Interactive communication

21 st Century SkillsHigh Productivity

21 st Century SkillsHigh Productivity

Prioritize, planning and managing for results

Effective use of real world tools

Ability to produce relevant, high-quality products

Prioritize, planning and managing for results

Effective use of real world tools

Ability to produce relevant, high-quality products

Essential Learning Functions

Essential Learning Functions

1. Ubiquity: Learning Inside and outside the classroom and all the time

Examples: PDAs, mobile phones, MP3 players, global positioning devises, web-based applications like: web mail, google docs, flickr photos, virtual desktops like NetVibes, igoogle

1. Ubiquity: Learning Inside and outside the classroom and all the time

Examples: PDAs, mobile phones, MP3 players, global positioning devises, web-based applications like: web mail, google docs, flickr photos, virtual desktops like NetVibes, igoogle

2. Deep Learning2. Deep Learning

Primary Sources: digitized versions of historical documents, rich data-bases

Educational video on demand, primary source archives, real-time data sets, web-based spreadsheets and database applications

Primary Sources: digitized versions of historical documents, rich data-bases

Educational video on demand, primary source archives, real-time data sets, web-based spreadsheets and database applications

3. Making Things Visible and Discussable

3. Making Things Visible and Discussable

Showing rather than telling Examples: Visual thesaurus, google earth, flickr, freemind Mindmapper (http://www.mindmapper.com/down/down.asp)

Showing rather than telling Examples: Visual thesaurus, google earth, flickr, freemind Mindmapper (http://www.mindmapper.com/down/down.asp)

4. Expressing Ourselves, Sharing Ideas, Building

Community

4. Expressing Ourselves, Sharing Ideas, Building

Community Blogs, social software, tagging, virtual meetings with Webinars

Blogs, social software, tagging, virtual meetings with Webinars

5. Collaboration - Teaching and learning

with Others

5. Collaboration - Teaching and learning

with Others Projects invite collaboration Collaborative tools: wikis, web-based “office applications (google docs), Webinars, survey tools, expert and learning exchanges, computer phone calls (voice over IP http://www.skype.com/)

Projects invite collaboration Collaborative tools: wikis, web-based “office applications (google docs), Webinars, survey tools, expert and learning exchanges, computer phone calls (voice over IP http://www.skype.com/)

6. Research6. Research

Need quality directories and students need to know fact from fiction

Example: ASK for Kids, delicious bookmarking, citation Machine (http://citationmachine.net/)

Need quality directories and students need to know fact from fiction

Example: ASK for Kids, delicious bookmarking, citation Machine (http://citationmachine.net/)

7. Project Management7. Project Management

Students manage time, work, sources, feedback from others, drafts and products during projects

Students need to create their own homepage with calendars and to-do list. They can store that on Moodle or igoogle, netvibes, My Yahoo! And protopage

Students manage time, work, sources, feedback from others, drafts and products during projects

Students need to create their own homepage with calendars and to-do list. They can store that on Moodle or igoogle, netvibes, My Yahoo! And protopage

8. Reflection and Interaction

8. Reflection and Interaction

Blogs as personal journals Examples for educational blogs: edublogs, blogger, blogmeister; wikipages

Blogs as personal journals Examples for educational blogs: edublogs, blogger, blogmeister; wikipages

Design PrinciplesDesign Principles

Develop a Project Idea Decide the scope of the project Select Standards Incorporate simultaneous outcomes Work from project design criteria Create the optimal learning environment

Develop a Project Idea Decide the scope of the project Select Standards Incorporate simultaneous outcomes Work from project design criteria Create the optimal learning environment

Step 1Step 1

• Begin with the End in Mind - you will improve your ability to plan projects, as well as communicate the purpose and context of a project to your students. Students who understand the meaning of what they are learning retain more information and apply their knowledge more skillfully, and feel more motivated to achieve.

• Begin with the End in Mind - you will improve your ability to plan projects, as well as communicate the purpose and context of a project to your students. Students who understand the meaning of what they are learning retain more information and apply their knowledge more skillfully, and feel more motivated to achieve.

Step 2- Craft a Driving Question

Step 2- Craft a Driving Question

Driving questions are: provocative open ended go to the heart of a discipline or topic challenging can arise from real world dilemmas that

students find interesting

consistent with curricular standards and frameworks

Examples: http://pbl-online.org/driving_question/dqexplore/dqexplore1.html

Driving questions are: provocative open ended go to the heart of a discipline or topic challenging can arise from real world dilemmas that

students find interesting

consistent with curricular standards and frameworks

Examples: http://pbl-online.org/driving_question/dqexplore/dqexplore1.html

Step 3- Plan the Assessment

Step 3- Plan the Assessment

Assessments in PBL are aimed at measuring content knowledge and skills such as collaboration, communication, problem solving, and teamwork. Learn how to match project outcomes with assessment strategies and rubrics.

Assessments in PBL are aimed at measuring content knowledge and skills such as collaboration, communication, problem solving, and teamwork. Learn how to match project outcomes with assessment strategies and rubrics.

Step 3 (cont)Step 3 (cont) A balanced assessment plan for a project will include a variety of assessments closely tied to the outcomes-the content standards, skills, and habits of mind-of the project. Most important, multiple indicators for performance give different kinds of students, each with different strengths, the opportunity to succeed.

http://pbl-online.org/PlanTheAssessment/explore/planexplore1.html

Practice at: http://pbl-online.org/PlanTheAssessment/practice/planpractice1.html

A balanced assessment plan for a project will include a variety of assessments closely tied to the outcomes-the content standards, skills, and habits of mind-of the project. Most important, multiple indicators for performance give different kinds of students, each with different strengths, the opportunity to succeed.

http://pbl-online.org/PlanTheAssessment/explore/planexplore1.html

Practice at: http://pbl-online.org/PlanTheAssessment/practice/planpractice1.html

Step3 Assessment con’tStep3 Assessment con’t Need multiple assessment methods 5 categories:

Monitoring- use checklist, inventories, project logs

Observing- watching and listening Interacting- asking questions to provoke deeper thinking

Analyzing- collecting and analyzing student artifacts

Reporting- organize performance data to share with student, parent and others

Need multiple assessment methods 5 categories:

Monitoring- use checklist, inventories, project logs

Observing- watching and listening Interacting- asking questions to provoke deeper thinking

Analyzing- collecting and analyzing student artifacts

Reporting- organize performance data to share with student, parent and others

Step 4 Map the ProjectStep 4 Map the Project

What does the project look like?Analyzing instructional needs, selecting activities, estimating time, and preparing resources are key tasks in project planning. Learn how to plan for project success.

What does the project look like?Analyzing instructional needs, selecting activities, estimating time, and preparing resources are key tasks in project planning. Learn how to plan for project success.

Look at the different parts of the project in depth.

Look at the different parts of the project in depth.

Examples of project activities

Examples of project activities

Look at handout Look at handout

Step 5 Managing the Process

Step 5 Managing the Process

Effective project management teaches students to manage and take responsibility for their own work. Learn how to shift from being the "sage on the stage" to the guide on the side.

Effective project management teaches students to manage and take responsibility for their own work. Learn how to shift from being the "sage on the stage" to the guide on the side.

Steps in ManagingSteps in Managing

(1. )Orient- Orient students to the goals of the project. This is necessary not only at the beginning, but on a regular basis as the project progresses. Continuously reinforce the goals of the project, often by referring to the Driving Question, to keep students focused and motivated.

(1. )Orient- Orient students to the goals of the project. This is necessary not only at the beginning, but on a regular basis as the project progresses. Continuously reinforce the goals of the project, often by referring to the Driving Question, to keep students focused and motivated.

(2.) Grouping(2.) Grouping

Group students appropriately. Collaboration is a hallmark of PBL, but collaboration takes place in different ways. Students may work in small groups or as a whole group. They may work individually on products, and collaborate only on rubrics and presentations.

Group students appropriately. Collaboration is a hallmark of PBL, but collaboration takes place in different ways. Students may work in small groups or as a whole group. They may work individually on products, and collaborate only on rubrics and presentations.

(3.) Organize(3.) Organize Organize the project on a daily basis by continually defining the scope of inquiry, the study tasks, and the potential routes to solving the problem or answering the Driving Question. You are responsible for setting and enforcing deadlines, collecting artifacts from students as the project progresses, and offering the feedback necessary for keeping students on track toward successful completion of the project.

Organize the project on a daily basis by continually defining the scope of inquiry, the study tasks, and the potential routes to solving the problem or answering the Driving Question. You are responsible for setting and enforcing deadlines, collecting artifacts from students as the project progresses, and offering the feedback necessary for keeping students on track toward successful completion of the project.

(4.) Clarify(4.) Clarify

Clarify everything. Projects involve multitasking and decision making, with students making choices about where they should put their time and energy. Students will have many questions about what to do next or what is important to know. Be prepared to direct their efforts clearly.

Clarify everything. Projects involve multitasking and decision making, with students making choices about where they should put their time and energy. Students will have many questions about what to do next or what is important to know. Be prepared to direct their efforts clearly.

(5.) Monitor and Regulate

(5.) Monitor and Regulate

Monitor and regulate student behavior. Projects require students to move about the classroom, work independently, and sometimes leave the school campus to conduct research. This makes it necessary for teachers to train students in how to work effectively with less supervision, especially if students are accustomed to a more passive role in the classroom. Students need time limits, benchmarks, directions for managing time, scheduling aids such as daily goal sheets, and deadlines to learn to manage independent time.

Monitor and regulate student behavior. Projects require students to move about the classroom, work independently, and sometimes leave the school campus to conduct research. This makes it necessary for teachers to train students in how to work effectively with less supervision, especially if students are accustomed to a more passive role in the classroom. Students need time limits, benchmarks, directions for managing time, scheduling aids such as daily goal sheets, and deadlines to learn to manage independent time.

(6.) Manage(6.) Manage

Manage the workflow. This requires the usual collection of homework or other assignments at the right time. It also requires a constant watch on how the project is progressing and whether students are on track to complete the project successfully.

Manage the workflow. This requires the usual collection of homework or other assignments at the right time. It also requires a constant watch on how the project is progressing and whether students are on track to complete the project successfully.

(7.) Evaluate(7.) Evaluate

Evaluate the success of the project and help student recognize what has been learned--and what has not been learned--as a result of the project.

Evaluate the success of the project and help student recognize what has been learned--and what has not been learned--as a result of the project.

A balanced assessment plan also includes methods you will use to gather the evidence of student performance, interpret that evidence, and make judgments about the evidence. The assessment plan should include both formative assessments-assessments that allow you to give feedback as the project progresses-and summative assessments-assessments that provide students with a culminating appraisal of their performance.

A balanced assessment plan also includes methods you will use to gather the evidence of student performance, interpret that evidence, and make judgments about the evidence. The assessment plan should include both formative assessments-assessments that allow you to give feedback as the project progresses-and summative assessments-assessments that provide students with a culminating appraisal of their performance.

Best projects share:Best projects share: Loosely designed with different learning paths

Generative, students construct meaning Center on a driving question Capture students interest through complex and compelling real-life or simulated experiences

Realistic and cross multiple disciplines Reach beyond school to involve others Uses rich data and primary sources

Loosely designed with different learning paths

Generative, students construct meaning Center on a driving question Capture students interest through complex and compelling real-life or simulated experiences

Realistic and cross multiple disciplines Reach beyond school to involve others Uses rich data and primary sources

Structured so students learn with and from each other

Students work as inquiring experts Get 21st Century skills and illiteracies, including communication, project management, and technology use

Get at important learning dispositions including persistence, project management, and technology use

Students learn by doing

Structured so students learn with and from each other

Students work as inquiring experts Get 21st Century skills and illiteracies, including communication, project management, and technology use

Get at important learning dispositions including persistence, project management, and technology use

Students learn by doing

ExamplesExamples

http://www.envisionprojects.org/cs/envision/print/docs/750

http://www.envisionprojects.org/cs/envision/print/docs/750