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Teacher Leadership Institute Why Project Based Learning?. Office of Instruction WVDE. The 21 st Century Context for. Standards-Focused Project Based Learning. Education exists in the larger context of society. When society changes – so too must education if it is to remain viable. - PowerPoint PPT Presentation
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Education exists in the larger context of society.
When society changes – so too must education if it is to remain
viable.
Carla Williamson 5
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
International Center for Leadership in Education
Success Beyond the Test
• Core Academics• Stretch learning• Learner Engagement• Personal Skill
Development
Rigor
Relationships
Relevance
It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know.
Carol Ann Tomlinson
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.
Learning Criteria
• Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district
• Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements
Learning Criteria
• Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning
• Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes
Rigor/Relevance FrameworkTeacher/Student Roles
RIGOR
Relevance
High
Low
C
A
D
B
Low High
StudentThink
Student Think & Work
Teacher Work
StudentWork
21st Century Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation• Collaboration, Teamwork &
Leadership• Cross-cultural Understanding• Communication & Media Literacy• Computing and ITC Technology• Career & Learning Self-direction
21st Century Skills
7 C’s
1. Critical Thinking and Problem Solving
2. Creativity and Innovation
3. Collaboration, Teamwork and Leadership
Component Skills
1. Research, Analysis, Synthesis, Project Management, etc.
2. New Knowledge Creation, Design Solutions, Storytelling
3. Cooperation, Compromise, Consensus, Community Building
21st Century Skills
7 C’s
4. Cross Cultural Understandings
5. Communication and Media Literacy
6. Computing and ITC Literacy
Component Skills
4. Diverse ethnic, knowledge and organizational cultures
5. Crafting and analyzing messages, using technology effectively
6. Effective use of electronic information and knowledge tools
21st Century Skills
7 C’s
7. Career and Learning Self Direction
Component Skills
7. Managing change, lifelong learning, and career redefinition
Creating a Learning Environment
for 21st Century Skills
Students working in teams to experience and explore
relevant, real-world problems, questions, issues, and
challenges; then creating presentations and products to share what they have learned.
Project Learning is Skill-Based
To learn collaboration – work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
presentTo learn written communications –
write
Project Learning is Skill-Based
To learn technology –
use technology
To develop citizenship –
take on civic and global issues
To learn about careers –
do internshipsTo learn content –
research and do all of the above
A Project Learning Classroom is ...
• Project-centered• Open-ended• Real-world• Student-centered• Constructive• Collaborative• Creative
• Communication- focused
• Research-based• Technology-
enhanced• 21st Century reform-
friendly• Hard, but fun!
In a project learning classroom
The teacher’s role is one of coach, facilitator, guide,
advisor, mentor…
not directing and managing all student work.
Students Develop Needed Skills in
Information Searching & Researching
Critical AnalysisSummarizing and SynthesizingInquiry, Questioning and
Exploratory InvestigationsDesign and Problem-solving
Rigor/Relevance FrameworkTeacher/Student Roles
RIGOR
Relevance
High
Low
C
A
D
B
Low High
StudentThink
Student Think & Work
Teacher Work
StudentWork
Rigor/Relevance FrameworkStep 1.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Teacher gives students a real-world question to answer or problem to solve.
Rigor/Relevance FrameworkStep 2.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students seek information to answer question or solve problem.
Rigor/Relevance FrameworkStep3.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students test the relevancy of the information as it relates to the question or problem.
Rigor/Relevance FrameworkStep 4.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students reflect on the potential use of the new information as a solution
Rigor/Relevance FrameworkStep 5.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students apply the information learned to answer the question or to solve the problem.
Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Rigor-
Critical Thinking
Motivation-
Creativity – InnovationProblem Solving
Acquisition ofknowledge/
skills
Relevancy -
Validation
Rigor/Relevance FrameworkRelationships
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Relationships oflittle importance
RelationshipsImportant
RelationshipsImportant Relationships
Essential
PBL engages students in complex, real-world problem solving…
… is Academically Rigorous
…is Relevant
…uses Active Learning
WHAT IS PROJECT-BASED LEARNING?
PBL
SIMULTANEOUS OUTCOMES
LIFELONG LEARNER
HABITSOF MINDPROCESSESCONTENTACTIVITIES
Adapted from the work of Art Costa and Bena Kallick
2008 Teacher Leadership Institute
Backward Design Process• 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• Craft the Driving Question
2008 Teacher Leadership Institute
Backward Design Process• Plan the assessment• Create a balanced assessment
plan– Align products and outcomes– Know what to assess– Use rubrics
2008 Teacher Leadership Institute
Backward Design Process• Map the Project
– Organize tasks and activities– Decide how to launch the project– Gather resources– Draw a “Storyboard”
• Manage the Process– Share project goals with students– Use problem-solving tools– Use checkpoints and milestones– Plan for evaluation and reflection
Step 1. Develop a Project Idea
7 Suggestions:1.Work backward from a topic.2.Use your standards.3.Find projects and ideas on the Web.
www.bie.org 4.Map your community5.Match what people do in their daily
work.6.Tie the project to local and national
events. 7.Focus on community service.
Step 1. Develop a Project Idea
7 Suggestions:1. Work backward from a topic.2. Use your standards.3. Find projects and ideas on the Web.
www.bie.org 4. Map your community5. Match what people do in their daily
work.6. Tie the project to local and national
events.7. Focus on community service.
Step 2. Student Autonomy
• Who selects the topic?• Who defines the learning
outcomes?• Does the teacher solicit student
input?• Do the student and teacher
negotiate learning outcomes?• Who defines the products and
activities?• Who controls the timeline and pace
of the project?
3. Select Standards
What do you want your students to know and be able to do?
Identify the key standards that you believe might best be met through project based instruction.
No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.
Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.
4. Simultaneous Outcomes
• Teachers incorporate more than academic outcomes into classroom activities– Specific skills (being able to work in
groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently)
– Habits of mind (curiosity, flexibility, perseverance)
5. Project Design Criteria
The Six A’s
• Authenticity• Academic Rigor• Applied Learning• Active Exploration• Adult Connections• Thoughtful Assessment
Practices
5. Project Design
Does the project• Meet standards?• Engage students?• Focus on essential understanding?• Encourage higher-level thinking?• Teach literacy and reinforce basic
skills?• Allow all students to succeed?• Use clear, precise assessments?• Require the sensible use of technology?• Address authentic issues?
Caution
Well-designed projects that meet PBL criteria
differ from activities, or even projects, that
have been traditional in the classroom.
Projects PBL
Teacher directed Inquiry based
Highly structured Open-ended
Summative On-going
Thematic Driving question/challenge
Fun Engaging
Answer giving Problem solving
De-contextualized – School world Contextualized – Real world
Continuum of Practice
pbl vs. projects
6. Optimal Learning Environment
• Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships)
• Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)
6. Optimal Learning Environment
Three Ideas for improving learning:
See the whole before practicing the parts.
Study content and apply it to authentic problems.
Make schoolwork more like real work.
Buck Institute PBL Handbook
Begin with the End in Mind
Idea Bank
Project IdeasProject OutcomesProject Design
Crafting the Driving Question
When crafting the Driving Question, remember:
Driving Questions are provocative. Driving Questions are open-ended. Driving Questions go to the heart of a
discipline or topic. Driving Questions are challenging. Driving Questions can arise from real-
world dilemmas that students interesting. Driving Questions are consistent with
curricular standards and frameworks.
Resources
Project Planning FormsBuck Institute PBL Handbook
“Begin with the End in Mind”&
“Draft the Driving Question”
Announcements
• Use the PBL Template found on the TLI 08 Google Site, not the one imaged on your computer.
• The K-2 group will get their elementary PBL books in content session today. We were able to secure additional copies from Scholastic for next week.
Balanced Assessment Plan
• Formative assessments that allow you to give feedback as the project progresses – Classroom Assessments for Learning
• Classroom Assessments of Learning that provide students with a culminating appraisal of their performance
Align Products with Outcomes.
Planning effective assessments requires that you work backwards to align the product or performances for the project with the outcomes.
Align Products with Outcomes
This requires: Identifying culminating products for
the project Using multiple products and
providing feedback to students Using artifacts – evidence of the
process of student thinking – to assess learning skills or habits of mind
Establish Performance Criteria
• How well do the students know the content?
• What is their skill level?
• How well did they apply their knowledge and skills as they prepared their product?
How will products allow students to demonstrate their learning?
If the project asks students to demonstrate proficiency in three areas, each outcome must be assessed and included in one or more of the components of the products for the project.
For example,
You have identified:• Four (4) content objectives• Three (3)learning skills objectives• Two (2) technology tool objectives
You may first decide the products students will produce:
• Exhibition• Research paper• Journal
Culminating Products
• Research papers• Report to school staff or authentic
audience• Multimedia shows• Presentations at school-wide
assemblies• Exhibitions in the school or
community• Websites• Public service announcements
Advantages to using exhibitions
• Participant involvement in establishment of criteria
• Demonstration of progress toward different goals or criteria
• Teamwork that provides emotional support and feedback
• Exercises in meta-cognitive training• Students as knowledgeable
practitioners• Multiple assessors
A systematic set of checkpoints for project
products will not only help keep students on schedule,
but it will also help them refine and improve their
work.
Examples of multiple products
• Proposals• Outlines• Plans• Blueprints• Drafts• Edited drafts
revised drafts• models
• Product critiques• Videos• Final versions of
papers• Field guides• Biographies• Websites
Artifacts
• Notes• Journal entries• E-mail/Telephone records• Records of conversations, decisions,
revisions• Interviews using a structured set of
questions developed by the students• Short reflective paragraphs describing
the progress of a project• Task chart• Project Team Contract• Meeting notes
Know What to Assess
• Unpack the content standards and objectives– Series of specific statements of what
needs to be learned– Think about unpacking the task(s)– Define the “habits of mind” or
learning skills and technology tools by specific statements or indicators
RUBRIC TIPS
BUILD RUBRICS WITH STUDENTS
SAVE AND USE WORK SAMPLES
CRITERIA: Less is more!
INDICATORS: Describe what it looks like
LEVELS: Even number, student-friendly
TRADITIONAL ASSIGNMENT
RESEARCH PAPERRequired Elements:
Select a disease to study Go to library and do
research Write ten pages Use proper essay form Include a bibliography
PBL ASSIGNMENT
HEALTH PROJECTRequired Elements: Develop family medical histories Write proposal to study health issue of
personal or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials for
underserved population Present to real audience
TRANSFORMING PRACTICE
Traditional Assignment
Student works alone Context is school Assessment by
teacher only
PBL Assignment
Student works alone and in teams
Context is family and community
Assessment by real audience and teacher
PURPOSES OF ASSESSMENT
Help students become aware of areas of need
Formative -- help students along the way, ongoing
Proof of learning, growth
Feedback helps create better product/project
Opportunity to test depth of understanding
Helps to define lesson design and performance
Helps teachers determine what to reteach
Allows for natural adult connections
Helps to share the workload
Checkpoint for integration
In-Process Feedback: WHEN? WHO?
Key considerations: Frequency, Timing, & Who Gives
Feedback
START
END
FORMATIVE ASSESSMENT
Use Rubrics
• Scoring guide that differentiates levels of student performance
• Provides clear description of proficient student work
• Guide for helping students achieve & exceed performance standards
• Work best when accompanied by exemplars
• Powerful when students apply rubrics to previous student work
The process of writing a rubric requires teachers to think deeply
about what they want their students to know and do. The
clearer the outcomes, the clearer the assignments and the better
the products.
Effective Rubrics
• Are based on an analysis of student work. • Discriminate among the performances by
targeting the central features of performance
• Provide useful and appropriate discrimination to allow for sufficient judgments regarding performances.
• Use rich descriptive language that allows for students to verify their score and accurately self-assess and self-correct
• Allow us to remove much of the ambiguity as we recognize levels of performance
School-Wide Rubrics
School-wide rubrics can be a powerful tool when developing a culture of high expectations in your school.
Guidelines for Writing Rubrics
To write clear descriptions of proficient student work requires:• thoughtful analysis;• drafting and re-drafting; and• pilotingAll rubrics have three common features:• elements• scales• criteria
Collaboration
Below Standard At Standard Above Standard
Leadership
Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to do by others.
Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule.
Student understands and articulates goals of class/group.
Student accepts responsibilities for his or her actions and the actions of the
group.
In addition to meeting the criteria for At Standard, the:Student thoughtfully organizes and divides the work between group members.Student monitors progress toward group goal.Student adapts easily to changes in the task or group.
0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50
Cooperation
Student does not willingly follow directions.
Student vocalizes intense opposition to group or classroom goals.
Student does not comply with group, classroom and community rules.
Student follows directions from group leaders, group members and adults who
take the lead or offer assistance.
Student expresses the ability in words and deeds to adapt to the goals of the
group, even when those goals may be different than their own.
Student complies with group, classroom and community rules.
In addition to meeting the criteria for At Standard, the:
Student encourages cooperation through words and actions.
Student creates or initiates procedures (or activities) that encourage cooperation.
Student willingly switches roles in group or classroom as required by the situation.
0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50
Attitude & Demeanor
Student does not display positive attitude in words, expression or body
language
Student does not provide positive feedback.
Student does not dress, act or respond appropriately to the task at hand.
Student displays positive attitude toward individual and group tasks in words,
expression and body language
Student provides positive feedback to peers and adults
Student dresses, acts and responds appropriately to the task at hand.
In addition to meeting the criteria for At Standard, the:
Student models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer
norms.
Student goes out of their way to encourage positive behavior and attitude.
When building your rubric,
• Language used to label the scale should reflect performance in relation to a standard (below standard, above standard, exceed standard, etc.)
• Be sure to use enough points to accurately represent the degrees of student performance.
When applying criteria to the elements and scales:
• Describe which criteria apply to different aspects of performance
• Write criteria that describe behaviors or results that be easily measured or observed.
• Determine which criteria are critical for the assignment
• Begin your rubric with a description of exemplary performance.
Other Tips Related to Rubrics
• Use the Idea Bank in your Buck Institute PBL Handbook
• Use Bloom’s Taxonomy for action verbs• Link your grade level CSOs with the scoring
criteria. What do performance descriptors say?
• Be thoughtful as you determine the essential elements you want to assess; do not have too many/too few rubrics for the project.
• Use student-friendly language• Maintain high standards for exemplary work• Focus on tangible results – the product
In closing,
OUTCOMEPLANASSESSMENT
ASSESSPLANINSTRUCTION
INSTRUCTION
: Remember to align your assessments to your learning goals.
Remember to have a balanced assessment system.
Do not grade students during learning & practice.
Align the assessment and the rubric to the Identified learning goals (content, learning skills and technology tools
Announcements
• Check out at Waterfront is at 12:00 Noon. Be sure to honor this time.
• All equipment checked out by participants is due in the TLI office by 12:00 Noon.
• Continue to monitor your access email address, because all TLI correspondence will be sent to that address.
• You may keep the globe given to your county.
Mapping the Project Stage 3
•Analyzing instructional needs
•Planning activities•Estimating time•Preparing resources
Gathering Resources
• Information–Websites, books, articles, experts
• Supplies• Technology tools• Adults to attend final
exhibition
Caution!
When there are central ideas that everyone should understand or critical skills that everyone should obtain, structure group work so that all students learn the common core concepts.
Caution!
Begin with powerful, central ideas or complex concepts and then plan activities around this content. Design so that the challenge associated with the project is in discovering and using subject-matter principles.
Caution!
Emphasizing technology in place of content can take up time, encourage “splash” at the expense of deep learning, and mask the fact that students have not done sufficient work to solve the problem or address the issues raised by the Driving Question.
PBL Handbook
Drawing a Storyboard
• Sketch the project in a flow chart or storyboard format
• Create a timeline• Identify milestones and assignments• Include the following:
– Project launch– Sequence of activities– Drafts, rehearsals, practices– Due dates– Exams– Homework assignments– Reflection and review
Managing the Process
• Orient students to the goals of the project on a regular basis.
• Group students appropriately• Organize the project on a daily basis• Clarify everything• Monitor and regulate student
behavior• Manage the flow of work• Evaluate the success of the project
Key Steps
• Share project goals with students
• Use problem-solving tools– Know/Need to Know list– Learning Logs– Planning, investigation, product briefs
• Use checkpoints and milestones• Plan for evaluation and
reflection
Checkpoints or Milestones
• Informal briefings by group leaders• Interview random or selected students• Quick writes to groups or entire class • Review student/class checklists of
completed project steps• Examine student or group progress
logs• Sit with groups to monitor progress• Debriefing sessions after activity or
product completion
Rigor/Relevance FrameworkStep 1.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Teacher gives students a real-world question to answer or problem to solve.
Rigor/Relevance FrameworkStep 2.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students seek information to answer question or
solve problem.
Rigor/Relevance FrameworkStep3.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students test the relevancy of the information as it relates to the question or problem.
Rigor/Relevance FrameworkStep 4.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students reflect on the potential use of the new information as a solution
Rigor/Relevance FrameworkStep 5.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students apply the information learned to answer the question or to solve the problem.
Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Rigor
-Critical
Thinking
MotivationCreativity – Innovation
Problem Solving
Acquisition ofknowledge/skills
Relevancy -
Validation
Student performance tied to project goals/requirements
Student performance compared to prior work/external standard
Clarity of instructions
Clarity of process
Clarity of assessment
Reflect on Process & Outcomes
planning
Review Standards
Write/Refine the Driving Question
Write/Refine/Find the Project
Describe Student Products (demonstration of understanding)
Create an Engaging Entry Event
Meet with your team; get some help
Project Duration: Contact hours vs. days/periods
Day 0
Tip: Create master project calendar for your school
Create Assessments (Authentic)Design ScaffoldsCollect ResourcesSchedule Facilities/EquipmentCreate GroupsCreate CalendarsCreate/Collect ExemplarsCreate Presentation Schedule (arrange panel)Participate in Critical Friends
Day 0.5
planning
Unleash Entry EventCreate Need-to-Know ListAnnounce Groups/Presentation Schedules
Students begin to….
Hold Initial Group MeetingsWrite Group ContractsWrite Preliminary Task ListsComplete Individual Activity LogsBegin Research and Reading
Day1.0
Let It Roll!
Group reportPeer EvaluationIndividual Defense – take the time!
Followed by…
Structured ReflectionSelf EvaluationPeer Collaboration ScoringAssignment of Bonuses/RewardsProject Debriefs
Days 14.0 to 15.0
Presentation
Evaluations and Reflections
Students who have the opportunity to discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills.
Culminating Evaluation
• What did we learn?• Did we collaborative effectively?• What skills did we learn?• What skills do we need to
practice?• What was the quality of our work?• Where can we improve?