PROJECT BASED LEARNING & TECHNOLOGY

FOR THE 21ST CENTURY

THE TIMES THEY ARE ACHANGIN

• http://www.youtube.com/watch?v=wuyrP_HhWEg&feature=related

RELEVANCE IN THE REAL WORLD

PROJECT BASED LEARNING& TECHNOLOGYIN THE ALTERNATIVE SETTING

RELEVANCE

• Authentic, real-world contexts• Authentic, interested audiences• Authentic, actual projects that have value• Authentic, ambitious, rigorous expectations• Authentic skills beyond content such as

collaboration, communication & critical thinking that will last a lifetime.

BLOOM’S REVISED (DIGITAL)

TAXONOMY

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

PBL is based on Bloom’s Taxonomy

http://leadinginnovation11a.wikispaces.com/Toolbox+-+How+PBL+Makes+Learning+Relevant

I NEED MY TEACHERS TO LEARN

• http://www.youtube.com/watch?v=RxHb5QVD7fo

MANDALA – CIRCLE WITHIN A SQUARE:HARMONY

http://www.bing.com/videos/search?q=music+videos+peter+paul+%26+mary&view=detail&mid=DD6097B1FE1D81C6C77CDD6097B1FE1D81C6C77C&first=0&FORM=LKVR4

WHAT IS PBL?

• In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations.

http://www.bie.org/about/what_is_pbl/

THE PBL CYCLICAL PROCESS

If we look at PBL in a linear way….:

BEGIN WITH THE END IN MIND:FINAL PRODUCTS

• The teacher will provide suggestions for final products but will not demand a particular product. Products may include power points, skits, speeches with visual aids, scrapbooks, board games, comic strips or a digital story.

• This moves control of the final product and responsibility for excellence to the student.

1. THE TEACHER CREATES AN ENTRY DOCUMENT

• This could be a skit, a letter read aloud in costume, an INTERESTING power point, a short movie or video…..be creative

• This document must grab students’ attention and also answer logistical questions such as due dates and required work.

ENTRY DOCUMENT

2. THE TEACHER DEVELOPS A DRIVING QUESTION:

*Is Shakespeare’s ROMEO & JULIET relevant to us today? Explain your answers to the producers of our civic theater; OR

*Create a design for a new middle school and present your design to the school board.

This question drives the research and guides students toward a solution to a problem.

3. TAKE TIME TO TEACH THE RUBRIC

• Teach the rubric at the beginning of the project.

• From the beginning students know what actions and products will result in what grades.

• Give students a copy of the rubric, either written or electronic.

Sample rubrics:

NATIVE AMERICAN RIGHTS FUNDACCOUNTABILITY PROJECT

and THE UNIVERSE:

CHARACTERISTICS OF STARS AND GALAXIES

4. At this point, groups

complete a contract.

Contracts include contact

information, agreements, firing

and reporting procedures (see

handouts).

5. KNOWS & NEED TO KNOWSStudents brainstorm about their previous

knowledge and what they need to know in order to answer their driving question:

KNOWS NEED TO KNOWS1.2. 3.

6. From Knows & Need to Knows

• Each group develops their own inquiry question: – In ROMEO & JULIET, gang violence is a major

element of the story; is gang violence still a problem in society, and if it is, what can we do to impact the situation and change things? OR

– In ROMEO & JULIET, teen suicide is an emotional element of the story; do teens still commit suicide for love, and if so, how can we address this issue?

7. From these questions,

• Each groups’ question is presented to the teacher in a briefing.

• The teacher either approves or helps refine the question.

• THEN, • Each group plans and develops their own project.

• From here, students move on to planning the

final product and beginning research.

8. Students actively research their topic and begin to develop a solution

• Students research, talk, research, document, and report.

• Students report to their groups and to the teacher.• The teacher monitors and facilitates.• Students are in control of their own research and

group. (OMG)• Students begin to develop a final product.

9. Scaffolding

• What if students are struggling with grammar? Or perhaps need instruction in how to document a source? Maybe how to animate their Power Point?

• Then you need a 7 to 10 minute workshop specific to the need and specific to the students who require the help.

• (see Scaffolding Hand Out)

10. Groups May Need to Give You Progress Reports

• Many classes do not need to provide frequent progress reports.

• However, some do, especially when you first introduce PBL to your students.

• As time passes, students become more and more responsible for their own products, behaviors, groups, and actions.

11. Final Products

• You have come full circle – now students are ready to present their final products.

• You may want to have a “rehearsal day.”• The teacher provides a real, interested

audience. • Students are graded on their presentation.• Students receive a grade as a group and

individually.

Grading

• PBL has its own grading system that includes:–Work ethic–Collaboration–Technological skill–Presentation skill–Grasp of content

12. I LIKE, I WONDER, NEXT STEPS…

• Following each presentation, the class and the audience fills out this form either electronically or on paper.

I LIKE I WONDER NEXT STEPS

Then, reflect

• How did it go?• Did the students learn?• What made the project successful?• What needs changing?• Were the students interested, enthusiastic?• Was technology incorporated into the lesson?

GIMME SHELTER

• http://www.youtube.com/watch?v=WJDnJ0vXUgw

TECHNOLOGY AS A UDL

• Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn.

• UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Everyone learns differently; Technology allows for different styles while keeping the field

equitable:

Recognition NetworksThe "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are

recognition tasks.

Strategic NetworksThe "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math

problem are strategic tasks.

Affective NetworksThe "why" of learning

How learners get engaged and stay motivated. How they are challenged,

excited, or interested. These are affective dimensions

National Center on Accessible Instructional Materials. (2011).

Gardner’s Multiple Intelligences

http://www.bing.com/images/search?q=gardner's+multiple+intelligences

Why use technology?1. Educational technology standards are the road map to teaching

effectively and growing professionally in an increasingly digital world. 2. Technology literacy is a crucial component of modern society. 3. Technology is changing our society rapidly and dramatically; education

must prepare students for the world they will live in.4. We can transform education from boring and tedious to exciting and fun.5. Technology promote classroom transformation by ensuring that digital

age students are empowered to learn, live, and work successfully today and in the future.

6. Technology takes students beyond the walls of their classrooms and into a world of endless opportunity.

7. Technology evolves and changes; if we are to remain fresh and interesting in the classroom, we must evolve and change as well.

http://www.iste.org/standards

How do we pay for technology?

• US Department of Education – http://www2.ed.gov/about/offices/list/os/

technology/edgrants.html• Target Tech Grants, Texas Education Agency

– http://www.tea.state.tx.us/index2.aspx?id=5096&menu_id=2147483665

• George Lucas’ Edutopia Foundation– http://www.edutopia.org/grantinfo

Can I learn new things?

• Am I too old to learn new tricks?– Of course not…

• Am I too lazy to learn something new?– Learning something new fends off disease…

• Will my district support my efforts?– Maybe – what are your district goals?– There are many PLCs that will support you!

• Is there money for workshops?– Try on line courses; they are much cheaper…

• Will my efforts pay off?– Yes! You AND your students will be happier!

Can I use PBL Methodology Without Technology?

• Yes, you can; however• PBL is easier for the teacher with technology;• Is more engaging for the student;• Produces better results with technology;• And better prepares students for their future.

How do I become PBL Certified?

• The Buck Institute – http://www.bie.org/

• Think Forward Project Based Learning Institute– http://www.manorisd.net/portal/newtech/

• ESC Region One – http://www.esc1.net/esc1/site/default.asp

Free

Project Based Learning Resources

• http://21centuryedtech.wordpress.com/2010/01/16/free-project-based-learning-resources-that-will-place-students-at-the-center-of-learning/

• http://21centuryedtech.wordpress.com/2011/10/06/connecting-pbl-and-stem-40-free-engaging-resources-to-use-in-the-classroom/

References• Bloom’s Digital Taxonomy. (2012). Creative Commons: Educational Origami.

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy.• Gardner, H. (2012). Theory of Multiple Intelligences. Retrieved from

http://www.bing.com/images/search?q=gardner's+multiple+intelligences.• International Society for Technology in Education. (2012). Retrieved from

http://www.iste.org/standards.aspx. • National Center on Accessible Instructional Materials. (2011). What is Universal Design

for Learning? Wakefield, MA: CAST. Retrieved from http://cast.org /udl/index.html. • Problem/Project Based Learning Resources. (2009). Retrieved from

http://beakerandflask.pbworks.com/w/page/9553267/FrontPage• Twenty-First Century Educational Technology Learning. (2011). Retrieved from

http://21centuryedtech.wordpress.com/2011• Toolbox - How Problem Based/Project Based Learning (PBL) Makes Learning &

Assessment Relevant. (2012). North Carolina State University. Retrieved from http://leadinginnovation 11a.wikispaces.com/Toolbox+-+How+PBL +Makes+Learning+Relevant

• The Various Parameters of Technology Innovation. Retrieved from advancements intechnology.com

• Youtube….

A copy of this presentation is at:http://www.hcisd.org/Page/5630

http://www.youtube.com/watch?v=d2nfgp3Ga80&feature=related