Project-Based Learning, Higher-Order Thinking, and Student-Centered Instruction

Doug Adams

ALTEC

dadams@altec.org

First activity!

As you are watching the movie clip, write questions you might ask On a test To the characters To the actors/writers/producer

Bloom’s Cognitive Taxonomy (1956)

Bloom’s Revised Taxonomy (2001)

(Anderson & Krathwohl et al, eds., 2001)

“Knowledge”

“Comprehension”

“Synthesis”

Mind-set Verbs

Analyze: Extract, deduce, investigate, fill in, combine, disassemble,

Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize

Create: Develop, invent, extend, hypothesize, compose

Apply: Do, use, organize, collect, operate, summarize, practice, solve, try

Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words)

Remember: State, show, list, tally, define, identify, repeat, recall, label, quote

Organizing Bloom’s Taxonomy

Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts

Level 2: Intermediate Using information, skills, and concepts in new

situations Level 1: Low

Understanding and interpreting information Acquiring and remembering new information

Supporting Higher-Order Thinking

It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)

“Low level” doesn’t mean easy:Write an essay explaining the decline and fall of the

Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee

“High level” doesn’t mean hard:Which movie did you like more, WALL-E or Cars?

Why?

Complex Thinking Strategies

Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

Complex Thinking Strategies

Identify some complex thinking strategies being used in this video

Curriculum-Framing Questions

Guide a unit of study and include: Essential QuestionsUnit Questions Content Questions

Essential Questions

Are broad, open-ended questions Address big ideas and enduring concepts Often cross disciplines and help students see how

subjects are related

Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?

Unit Questions

Are open-ended questions that tie directly to a project or unit

Help students demonstrate the scope of their understanding of a subject

Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web, how do the animals’

different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?

Content Questions

Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and general

recall of information (example: questions found on a test)

Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird? How are volcanoes made? Why is it cold in the winter when the sun is shining?

Project-Based Learning (PBL)

“I hear and I forget.

I see and I remember.

I do and I

understand.”-- (Confucius)

Why Projects?

To learn collaboration, work in teams.

To learn critical thinking, take on problems.

To learn oral communication, present.

To learn written communication, write.

To learn technology, use technology.

To develop citizenship, take on civic issues.

To learn about careers, do internships.

To learn content, do all of the above.

Project-Based Learning

Hands-on, student-centered activity in which students demonstrate understanding through performance/creation

Long-term Non-traditional Personalized Mastery of material in context

http://www.edutopia.org/project-learning-overview-video

Benefits of PBL

Increased motivation and engagement Increased application and retention Better transfer of skills 21st Century Skills:

critical thinking collaboration Communication

Connects school to real world Multiple assessment opportunities

Challenges with PBL

Designing projects Resources Time Expertise

Assessing projects Meeting standards Reliability and validity Rubrics

Resistance from establishment

Examples

Edutopia Barrel of Worms

(http://www.edutopia.org/newsome-park) Monarch Butterflies

(http://www.edutopia.org/journey-north) Matrix

http://www.youtube.com/user/matrixlearning

Steps to Creating a Project

1. Develop an idea

2. Decide goals

3. Define the knowledge to be demonstrated

4. Decide how students can demonstrate that knowledge

5. Create a schedule

6. Create an assessment plan

7. Monitor project and evaluate

1) Develop an idea

Start with a driving question – Essential or Unit question, NOT Content

Be authentic Use real-world problems Tie to community or school life Allow students to have an impact

Be current Involve students Use what you know

Driving Question

Shift from “right answer” to complex, local, active questions:

What are the characteristics of healthy soil?

vs

Is our soil healthy enough to support a vegetable garden?

Driving Question

Shift from abstract to concrete:

How do architects use geometry?

vs

How can we design a building with the most number of apartments with the given

specifications?

Driving Question

Shift from “too big” to answerable:

How has technology affected history?

vs

Does technology make war more or less humane?

Driving Question

Shift from “teacher talk” to student-friendly:

How does the author of Bleak House use voice and characterization to reflect on his

childhood and the social climate?

vs

How do our childhood memories affect how we see the world?

Activity

Look at an existing unit that you enjoy Come up with a driving question to use as

inspiration for a project Can work solo or teamed (no more than 3) Driving question should reflect input from all

2) Decide goals

Core content and skills to be assessed 21st Century skills to be assessed Additional content to be encouraged

What standards will be addressed?

3) Make a plan

Involve students How can we answer this question? What can we do to support the inquiry?

Look at available resources Primary sources online Local resources Internet

Primary Source Material

Engage Students Tie to prior knowledge Evaluate the source Look at details Make it personal

Promote Inquiry Make speculations (creator, purpose, audience) Compare to other primary and secondary

sources Talk about other places to find primary sources

Primary Source Example

Library of Congress (http://www.loc.gov) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources

More Primary Sources

Similar resources exist at many high-level government sites Geology & Geography (http://USGS.gov) Space and Physics (http://NASA.gov) Oceanography & Meteorology (http://NOAA.gov) Health & Medicine (http://CDC.gov &

http://HHS.gov) Energy (http://www.energy.gov) Smithsonian Museums (http://si.edu)

Project-Based Learning Resources

Buck Institute for Education (BIE) http://www.bie.org

Edutopia http://www.edutopia.org/project-learning http://www.edutopia.org/teaching-module-pbl

ePals http://www.epals.org

iEARN (International Education and Resource Network) http://www.iearn.org/

3) Create a schedule

What time can be allotted to the project? Start with “contact hours” How many days? Regular schedule or ad hoc? What events have a fixed time? Will multiple classrooms be involved?

Help students budget time Involve students in creating timeline Fixed benchmarks Help with time management

Activity

In groups, fill in more of the Project Planning Form Content and skills to be assessed Content and skills to be encouraged Standards Description Brainstorm resources Think about time limits and benchmarks

4) Create an assessment plan

Involve students in planning Rubrics

Self Peer Teacher Expert

Assess identified skills from goals Plan for differentiation

Activity

Complete Project Planning Form Describe final project

Who is the audience? What rubrics will you need to create? What other assessments will you need? What will you need to accommodate through

differentiation?

5) Monitor and evaluate

Be a mentor, not a director Help students stick to the timeline Remind students of rubrics Reflect often Discuss what worked and what didn’t Plan for changes Share ideas for new projects

Differentiated Instruction & Technology

Adapting educational activities and instructional approaches to meet the needs of all students

within a single classroom

Students vary in many ways:

• Background Knowledge• Readiness• Language Skills• Learning Styles• Interests• more?

Differentiated Instruction

Differentiation - Content

Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities

Example: ThinkTank (http://thinktank.4teachers.org)

Differentiation - Process

Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities

Example: RubiStar and PBL Checklists

(http://rubistar.4teachers.org/)

(http://pblchecklist.4teachers.org/)

Differentiation - Product

Allow students to demonstrate knowledge in a variety of ways

Vary performance expectations

Example: KidsVid and Web Poster Wizard

(http://kidsvid.altec.org/)

(http://poster.4teachers.org/)