Project-Based Learning…

Learning In Action!

Prepared for the dedicated Professional Learning Communities ofConstitution Elementary and Sunrise Elementary

by Dan Mulligan, Ed. D.April 2010

Learners are no longer passive receptacles of information, but active pursuers of knowledge.

Learning Partners is a simple cooperative structure that is useful for quick, energizing reviews. This structure is useful when energy lags and the learners need a lift. Checking in with a learning partner is a quick yet focused way to review and revitalize.

Give One – Get One

Note: This is a stress free activity…

On the back of your ‘We are the people” sheet, write one statement that expresses

your understanding of project-based learning;what might be some obstacles to using project

based learning;what benefits can you identify for students and

yourself by implementing project based learning; and

what experiences do you have with project based learning?

Be prepared to share with a new friend!

What is Project-based Learning

Project Based Learning (PBL) is an inquiry based process for teaching and learning. In PBL, students

focus on a complex question or problem, then answer the question or solve the problem through a

collaborative process of investigation over an extended period of time. Projects often are used to

investigate authentic issues and topics found outside of school. During the inquiry process, students

learn content, information, and facts necessary to draw conclusions about the question. Students also learn valuable skills and habits of

mind during the process.

Elements of Project Based Learning

Begin with the End in Mind

Crafting the Driving Question

Plan the Assessment

Map the Project

Manage the Process

Crafting the Driving Question

are provocative are open ended go to the heart of a discipline or topic are challenging can arise from real world dilemmas that students find interesting are consistent with curricular standards and

frameworks

http://pbl-online.org/

http://www.learner.org/jnorth/monarch/

BEGIN with the END in MIND!

(what students think of project based learning)

top

Change

“We must be

the change

we want to see

in the world.”

-- Mahatma Gandhi

What is Project-Based Learning?

PBL is curriculum fueled and standards based.

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 fosters abstract, intellectual tasks to explore complex issues.

PBL Principal #1Begin with the end in

mind

PBL Principal #2Crafting the

driving question

PBL Principal #3Plan the

assessment

PBL Principal #4Map the Project

PBL Principal #5Manage the

Process

Designing the Project

http://pbl-online.org/

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson “I do it”

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

In the most ineffective classrooms …

TEACHER RESPONSIBILITY(none)

STUDENT RESPONSIBILITY

Independent

“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The “Good Enough” Classroom

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

PRODUCT

Product is: What the students produce NOT a summation of content

Should involve: Varied levels of reasoning skills

Retelling, Comprehending, Applying, Analyzing, Evaluating, Creating

Differentiating the product means varying the complexity of the product (http://www.rogertaylor.com/reference/Product-Grid.pdf) that students create to demonstrate mastery of the concepts.

In order for students to construct meaning

of mathematics…each student must ‘do’

something with the mathematics.

1. Turn-on your computer2. Go to: http://pbl-online.org/3. Select: PBL-Online Collaboration

and Project Library4. Explore sample projects (e.g. World

Travelers)

Showcase

http://www.sodexofoundation.org/hunger_us/Images/Impact%20of%20School%20Breakfast%20Study_tcm150-212606.pdf

Benefits of Focus Activities

Help students focus and pay attention

Eliminate distracters Open “mental files” Provide choices Encourage self-directed learning

Trading Cards

Stand.

When music starts, walk around the room trading cards with each other.

When the music stops, please stop and listen for: the size of the group who is in the group.

In your groups, introduce yourselves and take turns answering the question that is asked.

1 – 4

Groups of Two:No same number, 2 odds together and

2 evens together

What is your favorite restaurant?

Groups of Two:Same Number

If you could travel to anywhere in the

world where would you go?

The Wright Family

Each participant needs to have their number card.

As the story is read aloud, participants listen for the words right and left.

When one of those two words is said cards are passed from person to person one place

in the said direction.

Groups of Four:No number the same

Personal Learning Goals

We will – Deepen our understanding of project based

learning; Identify strategies to make pbl an effective use

of instructional time; Observe and critique teachers and students

engaged in pbl; and Create at least two complete standards-based

pbl experiences per team.

Education exists in the larger context of society.

When society changes – so too must education if it is to remain

viable.

Today’s Youth

Digital learners Multimedia Find and manipulate data Analyze data and images Care about relationships

MySpace Facebook Travel in groups

Job Outlook 2009, National Association of Colleges and Employers (NACE)

Begin with the end in mind

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

Plan

Plan which content standards will be addressed while answering the question.

Involve students in the questioning, planning, and project-building process.

Teacher and students brainstorm activities that support the inquiry.

Crafting the driving question

Drive the project Capture a project theme or a "big idea" Point students toward mastering content

and skills that enable them to answer the question

Not be easily solved or answered Tip: Creating Driving Questions takes

time and careful thought. Often, brainstorming with colleagues produces the best Driving Questions.

Question

Start with the Essential question.

Take a real-world topic and begin an in-depth investigation.

Make sure it is relevant for your students.

The question that launches your project-based learning lesson must be engaging to the students.

It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution. Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community?

Make it a one that students can feel that they are making an impact by answering the question or solving the problem. The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.

Plan an effective assessment

Align the products or performances for the project with the outcomes

Know what to assess - establish criteria to assess each product and performance

Create rubrics for the project Each step includes several sub-steps,

and should result in a balanced assessment plan.

What Zone Am I In?

Too Easy• I get it right away…• I already know how…• This is a cinch…• I’m sure to make an A..,• I’m coasting…• I feel relaxed,,,• I’m bored…• No big effort necessary.

On Target• I know some things…• I have to think…• I have to work…• I have to persist…• I hit some walls…• I’m on my toes…• I have to regroup…• I feel challenged…• Effort leads to success..

Too Hard• I don’t know where to start…• I can’t figure it out…• I’m spinning my wheels…• I’m missing key skills…• I feel frustrated…• I feel angry…• This makes no sense…• Effort doesn’t pay off…

THIS is the place to be. THIS is the achievement zone.

Map the project

Organize Tasks and Activities Decide How to Launch the Project Gather Resources Draw a "Storyboard"

Managing the Process

Share Project Goals with Students Use Problem-Solving Tools Use Checkpoints and Milestones Plan for Evaluation and Reflection

Let’s Begin

Think BIG!

The Question

is the Answer!

What is the Question?

1. Turn-on your computer2. Go to: http://pbl-online.org/3. Select: Design your project

GOAL: Create a PBL for implementation during

the 2010 – 2011 academic year.

Five-Year Olds Drive Their Project Based Learning

Apply

Do We Embrace Questions?

• Makes you think• Can have more than one answer• Makes you reread to make sure• Can be asked in different ways• Can’t be answered just in the book• Makes you think about your life• Makes you want to read more• Makes you smarter!!!!

What Makes a Great Question?

• Unique• Answer Has Value• Not Convenient• Requires Action• Leads• Inspires

Project-Based Learning (PBL)

PBL Principal #1Begin with the end in

mind

PBL Principal #2Crafting the

driving question

PBL Principal #3Plan the

assessment

PBL Principal #4Map the Project

PBL Principal #5Manage the

Process

Designing the Project

http://pbl-online.org/

1. Turn-on your computer2. Go to: http://pbl-online.org/3. Select: PBL-online collaboration

and project library4. Create a user name and password5. Log-in, select: continue, search6. Select: preK – K, LifeCycles

http://www.explorerelementary.org/classprojects.htm

5 Phases of Direct Instruction

Chris Weber, Garden Grove Unified School District, Principals Study Group Session 3, 2008-2009.

Focus Lesson

Guided Instruction

Collaborative

Independent

“I do it”

“We do it”

“You do it together”

“You do it alone”

Two Ideas: One Common Purpose

Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead.

Teaching has been an activity undertaken behind closed doors between moderately consenting participants.

Technology enables students, teachers, and administrators to reach out beyond the school building.

Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community.

Excerpts from Edutopia

How Does Project-Based Learning Work?

Question

Plan

Schedule

Monitor

Assess

Evaluate

Project-based learning, as with all lessons, requires much preparation and planning.

When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed.

Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.

Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?

Students will need to be given direction for managing their time, a definite life skill.

Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills?

The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

Schedule

Teacher and students design a timeline for project components.

Set benchmarks.

Keep it simple and age-appropriate.

Monitor

Facilitate the process.

Mentor the process.

Utilize rubrics.

Assess

Make the assessment authentic.

Know authentic assessment will require more time and effort from the teacher.

Vary the type of assessment used.

Evaluate

Take time to reflect, individually and as a group.

Share feelings and experiences.

Discuss what worked well.

Discuss what needs change.

Share ideas that will lead to new inquiries, thus new projects.

Read “More Fun Than a Barrel of ... Worms?!”

Read “Geometry in the Real World: Students as Architects”

Read “March of the Monarchs”

Discuss which of the projects you just read about ‘grabbed’ your attention. Why?

What ideas do you have for a project? What question will you ask your students?

Activities

Record your ideas.

Record questions that will launch project-based learning.

Choose one of your questions. Brainstorm with your colleagues. Create a concept map.

What content standards will be addressed? What subjects can be woven into the process?

Activities

References

Edutopia: Success Stories for Learning in the Digital AgeThe George Lucas Educational FoundationJossey-Bass, Copyright © 2002

The George Lucas Educational Foundation Web sitewww.edutopia.org

Why We Assess Students - And HowMcLean, James E. and Lockwood, Robert E.Corwin Press, Inc.

Learning By HeartBarth, Roland S.Jossey-Bass, Copyright © 2001

Eight Features of Project-Based Learning

1) Engages students in complex, real-world issues and problems; where possible, the students select and define issues or problems that are meaningful to them.

Eight Features of Project-Based Learning

2) requires students to use inquiry, research, planning skills, critical thinking, and problem-solving skills as they complete the project

Eight Features of Project-Based Learning

3) Requires students to learn and apply content-specific skills/standards and knowledge in a variety of contexts as they work on the project

Eight Features of Project-Based Learning

4) Provides opportunities for students to learn and practice interpersonal skills as they work in cooperative teams and, whenever possible, with adults in workplaces or the community

Eight Features of Project-Based Learning

5) Gives students practice in using the array of skills needed for their adult lives and careers (how to allocate time/resources; individual responsibility, interpersonal skills, learning through experience, etc.)

Eight Features of Project-Based Learning

6) Includes expectations regarding accomplishments/learning outcomes; these are linked to the learning standards and outcomes for the school/state and are stated at the beginning of the project.

Eight Features of Project-Based Learning

7) Incorporates reflection activities that lead students to think critically about their experiences and to link those experiences to specific learning standards

Eight Features of Project-Based Learning

8) Ends with a presentation or product that demonstrates learning and is assessed; the criteria could be decided upon by the students.

http://pblchecklist.4teachers.org/

http://pbl-online.org/video/video.htm

WHY BOTHER?

A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning:

A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions:

1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new

situations.

2. Students must use disciplined inquiry.

3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at

Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry.

Step 1: Establish Project Goals, Objectives and Standards

Your project design will look quite different depending on the goals. A common mistake is trying to cover too many things, whereas the best projects focus on one or two specific areas. There are many goals from which to choose:

to teach specific subject matter (science, math, geography, history, reading and writing...) 

to teach information management skills 

to teach collaboration 

to motivate kids 

to "showcase" student work 

to encourage school- community partnerships  

to prepare students for the workforce

http://media.iearn.org/projects

Step 1: Identify the Learning Objective

In the rush to "do" the latest hot technology, it's easy to gloss over the required curriculum. Be sure that you and your students know the learning objectives that your project must support. What required coursework will this project teach or

supplement? 

Where does the project fit into your curriculum guidelines?  

Is the project aligned with your required curriculum framework and requirements?

Web Resourcesclearinghouse of resources

http://www.free.ed.gov/index.cfm

Algebraic Logic Puzzle

Discover the value of each of the shapes.

The total weight is 32.Clue:

Puzzle 1

- 2 = +

Use your number sense to discover the value of each shape.

Rules to remember:1. The right and left sides of each

horizontal beam must balance.2. Each shape has a unique and

consistent weight within the puzzle and no shapes weigh zero.

3. There are no ‘useless’ clues.4. All weights are either one- or two-

digit, positive whole numbers.5. A piece hanging below the fulcrum

does not affect the balance between the left and right arms. Although this piece has its own definite weight.

6. Size of pieces has no relation to weight.

Web Resources(free text-to-speech plug-in for WORD)

http://www.wordtalk.org.uk/Home/

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Movement – The Body Remembers

If we take into consideration the adolescent attention span and the body’s need for proper circulation, movement becomes a key factor in

attention and motivation issues that hamper learning.

Providing movement in your instruction, will not only keep your students interested and awake, but will also help to ensure understanding and

retention of the subject matter.

STATUESThis type of activity is also called Experiential

Learning, Applied Learning, Hands-on Learning, and Creating Artificial Realities, to

name a few.

Students create statues individually or in groups of two to six. Students are given

anything from a single term to a concept or situation that they must represent and

reproduce with their bodies of act out in a role-play situation.

Web Resources(over 200 educational applications for the Itouch)

http://sites.google.com/site/learningcontinuity/with-ipod-touches

Great Sites for Images

http://etc.usf.edu/clipart/index.htm

Web ResourcesAMAZING MUSIC RESOURCE

http://musictechtips.wordpress.com/2010/03/07/cool-online-instruments-and-games-for-the-music-classroom/

Web Resources(over 200 educational applications for the Itouch)

http://sites.google.com/site/learningcontinuity/with-ipod-touches