Upload
barny
View
83
Download
0
Embed Size (px)
DESCRIPTION
Bill ConradJesse Ramos Alyssa LynchSheila Walters Ginny Pender Sandi Yellenberg. Context. Culture. Conditions. Project Based Learning & The 4 C’s of Change Leadership. Competencies. Welcome Define Project Based Learning (PBL) 6 Steps of Project Based Learning - PowerPoint PPT Presentation
Citation preview
Bill ConradBill Conrad Jesse RamosJesse Ramos
Alyssa LynchAlyssa Lynch Sheila WaltersSheila Walters
Ginny Pender Ginny Pender Sandi YellenbergSandi Yellenberg
Project Based Learning & Project Based Learning & The 4 C’s of Change The 4 C’s of Change Leadership Leadership
Context
ConditionsCulture
Competencies
WelcomeWelcome Define Project Based Learning (PBL)Define Project Based Learning (PBL) 6 Steps of Project Based Learning6 Steps of Project Based Learning Example of Project Based LearningExample of Project Based Learning Arenas of ChangeArenas of Change Supporting DataSupporting Data ClosureClosure
AgendaAgenda
Define Project Based Learning Define Project Based Learning (PBL)(PBL)
What’s the difference What’s the difference betweenbetween
PROBLEM PROBLEM Based LearningBased Learning
andand
PROJECT PROJECT Based Learning?Based Learning?
PROJECT based learning is PROJECT based learning is
LEARNER Centered LEARNER Centered
Students have control of defining Students have control of defining their projecttheir project
PROBLEM based learning PROBLEM based learning generally has students work on a generally has students work on a problem that is defined by the problem that is defined by the TEACHERTEACHER
Define Project Based Learning (PBL)
Are rigorousAre rigorous Are Standards basedAre Standards based Engage and motivate students who are typically Engage and motivate students who are typically
unmotivatedunmotivated Help bridge the gap between Help bridge the gap between learninglearning and and doingdoing Give Students challenges that do NOT have Give Students challenges that do NOT have
predetermined solutionspredetermined solutions Connect classroom learning and real world Connect classroom learning and real world
applications applications End with a final product (not necessarily a End with a final product (not necessarily a
report)report) Meet the needs of learners with varying skill Meet the needs of learners with varying skill
levels and learning styleslevels and learning styles
They both:They both:
Students:Make decisions within a prescribed frameworkCan participate in planning the pathways of their learningDesign the process for reaching the solutionAre responsible for accessing and managing the information they gatherCan participate in defining criteria and rubrics to assess the projectCan continue to improve their project with feedback from collaborative groupsStudents “do” things instead of just “learning about” them
In Project Based In Project Based LearningLearning
Teachers:Create a classroom atmosphere that tolerates errors and change
Facilitate student learning as a “guide on the side’ rather than a “sage on the stage”
Participate as learners throughout the process
Evaluate students continually throughout the project
In Project Based In Project Based LearningLearning
1.1. Develop a Project ideaDevelop a Project idea
2.2. Decide the scope of the projectDecide the scope of the project
3.3. Select standardsSelect standards
4.4. Incorporate Simultaneous OutcomesIncorporate Simultaneous Outcomes
5.5. Work from Project Designing Work from Project Designing CriteriaCriteria
6.6. Create the Optimal Learning Create the Optimal Learning EnvironmentEnvironment
I. Begin with the End in I. Begin with the End in MindMindDesigning & Planning Successful Designing & Planning Successful ProjectsProjects
Driving Questions Are:Driving Questions Are: ProvocativeProvocative Open-endedOpen-ended Got to the heart of a discipline or topicGot to the heart of a discipline or topic ChallengingChallenging Related to real-world issues or Related to real-world issues or
dilemmas that student find interestingdilemmas that student find interesting Consistent with curricular standardsConsistent with curricular standards Not too big to for learners to tackleNot too big to for learners to tackle
II. Craft the Driving II. Craft the Driving QuestionQuestion
Align Products with Align Products with OutcomesOutcomes
Know What to AssessKnow What to Assess
Use RubricsUse Rubrics
III. Plan the III. Plan the AssessmentAssessment
Organize Tasks & Organize Tasks & ActivitiesActivities
Decide How to Launch Decide How to Launch the Projectthe Project
Gather ResourcesGather Resources
Draw a “StoryboardDraw a “Storyboard
IV. Map the ProjectIV. Map the Project
Anticipate Your Role Anticipate Your Role Share Project Goals with Share Project Goals with
StudentsStudents Use Problem-Solving Use Problem-Solving
ToolsTools Use Checkpoints & Use Checkpoints &
MilestonesMilestones Plan for Evaluation & Plan for Evaluation &
ReflectionReflection
V. Manage the V. Manage the ProcessProcess
High Tech ESB LT
Problem Based Learning Project“This New House”
http://www.hightechhigh.org/pbl/this-new-house/
““This New House”-This New House”-OverviewOverview
Goal- to design a house using the principles of sustainable
architecture. To experience the key stages of the design
process.
Duration = 8 weeks
10th graders in pairs
Geometry/Chemistry
Teacher as
facilitator
Step 1-Begin with the end in Step 1-Begin with the end in mindmind
Learning Goals: “Students will Learning Goals: “Students will understand…understand…
ProductsProducts
Content topicsContent topics
Standards Standards addressed addressed
“ “Students…Students…
Step 2- Craft the Driving Step 2- Craft the Driving QuestionQuestion
““How does human habitation affect How does human habitation affect the environment?”the environment?”
““How can a home be designed to How can a home be designed to have minimal impact on the have minimal impact on the environment?”environment?”
Step 3- Plan the AssessmentStep 3- Plan the Assessment
Grade Rubric App
Step 4- Map the PlanStep 4- Map the Plan
1.
2.
3.
4.
Step 5 – Manage the Step 5 – Manage the ProcessProcess
1. Get in pairs or triads1. Get in pairs or triads
2. Each group needs one technology device2. Each group needs one technology device
3. Go to: 3. Go to: http://www.hightechhigh.org/pbl/this-new-house/activities.html
4. Find the puzzle piece on your table with a number4. Find the puzzle piece on your table with a number
5. Review the activity number that corresponds with your puzzle 5. Review the activity number that corresponds with your puzzle numbernumber
6. Choose a reporter to summarize the skills and activities in the 6. Choose a reporter to summarize the skills and activities in the project project
7. 10 minutes for review, 10 minutes total for everyone to report out7. 10 minutes for review, 10 minutes total for everyone to report out
8. Place your puzzle piece on the poster board8. Place your puzzle piece on the poster board
Team ActivityTeam Activity
What went well with this project?What went well with this project?
What I would do differently?What I would do differently?
How did the project support diverse How did the project support diverse learners?learners?
What would this project look like What would this project look like with greater curriculum integration.with greater curriculum integration.
Closure- ReflectionsClosure- Reflections
Tying All Together with the Tying All Together with the 4C’s4C’s
Your system is Your system is perfectly designed perfectly designed to produce the to produce the results you’re results you’re getting.getting.
Research Supporting Research Supporting Project-based LearningProject-based Learning
Problem-Solving Problem-Solving TeachingTeaching
Characteristics of Problem-solving TeachingCharacteristics of Problem-solving Teaching Defining or determining the Cause of a ProblemDefining or determining the Cause of a Problem Identifying, prioritizing, and selecting alternatives for a Identifying, prioritizing, and selecting alternatives for a
solutionsolution Using multiple perspectives to uncover the issues related to Using multiple perspectives to uncover the issues related to
a particular problema particular problem Designing an intervention planDesigning an intervention plan Cognitive flexibility in problem solvingCognitive flexibility in problem solving
Does Project-Based Learning Does Project-Based Learning WorkWork??
Over 40 years of research demonstrate that Project-Based Learning can:• be more effective than traditional instruction in
increasing academic achievement on annual state-administered assessment tests.
• be more effective than traditional instruction for teaching mathematics economics, science, social science, clinical medical skills, and for careers in the allied health occupations and teaching.
• be more effective than traditional instruction for long-term retention, skill development and satisfaction of students and teachers.
• be more effective than traditional instruction for preparing students to integrate and explain concepts.
• improve students’ mastery of 21st-century skills.• be especially effective with lower-achieving students.• provide an effective model for whole school reform.
Source: Does PBL Work. The Buck Institute. 2009. http://www.bie.org/research/study/does_pbl_work
Research Research Supporting Project-Supporting Project-Based LearningBased Learning
http://www.bie.org/research
Questions?Questions?Context
Conditions
Culture
Competencies
Prob