Post on 24-Feb-2016
description
Project-Based Learning
Develop an understanding of the rationale for and best practices in PBL design, assessment, and management
Integrate 21st century skills and PBL
Align PBL with provincial learning outcomes
Create the first draft of a PBL plan
Participate in a peer review protocol to improve the PBL plan
Workshop Outcomes
8:30 – 10:15 Overview of PBL rationale and methodology
10:30 – 12:00 Begin with the End in Mind/ Crafting a Driving Question
12:00 – 1:00 Lunch
1:00 – 2:30 Begin with the End in Mind/ Crafting a Driving Question (cont…)
2:45 – 3:30 Assessment
Day 1 Agenda
8:30 – 10:15 Managing projects Creating a collaborative cultureDeveloping high-performance teamsEntry and exit strategies
10:30 – 12:00 Planning time
12:00 – 1:00 Lunch
1:00 – 1:30 Using the Project Planning Rubric
1:30 – 3:30 Peer Review Protocol
Day 2 Agenda
Why change anything?
An ‘international crisis of disengagement’
Industrial vs. Information Age Kids come to school to watch
their teachers work!
An education system that was designed in the 19th century
doesn’t work really well in the 21st century.
Legacy policies and traditions
• Agrarian calendar and circadian rhythm• A system of “bells and cells”• Crammed curriculum• Not enough emphasis on higher order thinking• Lack of competency assessment
Generation Net• Sheltered kids of “helicopter parents”• Team-oriented and assertive• Multi-taskers• Always had the net• Receive and process information differently• Published authors and artists• Social-networkers• Disengaged and disconnected
Digital learners prefer learning “just in time.”
Many educators prefer teaching “just in case.”
NB Student Survey
• 61% reported that most of
class time was used to sit and
listen to the teacher
• 43% reported that they were
taught things they already
knew
NB Student Survey
• Only 42% felt that they were
inspired to learn in school
• Only 39% felt that it was
important to do well in school
Becoming relevant• Challenge the status quo• Integrate the curriculum• Reduce number of learning outcomes – go deep• Use authentic, real-world problems to guide
learning activities, curriculum development and assessment
• Get past the social networking debate
Key Concept of Change
Those who dislike change will dislike irrelevance
even more.
We are the future.
• Highly skilled in literacy, numeracy and science
• Critical thinkers and creative problem- solvers
• Collaborators• Skilled communicators• Resourceful, reliable, resilient and
physically active• Involved in our communities, yet
connected to the world
You will know we are ready when we are:
Kids don’t know what to do…
Kids don’t know what to do…when they don’t know what to do!
Bill Daggett
Ray McNulty
International Center for Leadership in Education (ICLE)
Benjamin Bloom
Benjamin Bloom
Taxonomy of Learning
.
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation
BLOOM’S TAXONOMY
Creating
Evaluating
Analyzing
Applying
Understanding
Memorizing
.
Synthesis
Analysis
Application
Comprehension
Knowledge
Circa 1956 Today’s revision
Evaluation
BLOOM’S TAXONOMY
Creating
Evaluating
Analyzing
Applying
Understanding
Memorizing
.
Synthesis
Analysis
Application
Comprehension
Knowledge
Circa 1956 Today’s revision
Evaluation
BLOOM’S TAXONOMY
WHY do I need to know this?
Rigour
Rigour
Relevance
Rigour
Relevance
Rigour
Relevance
A BC D
Creating 6
Evaluating 5
Analyzing 4
Applying 3
Understanding 2
Memorizing 1
Rigour/Relevance Framework
1Knowledge
in one discipline
2Apply
knowledge in one
discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world predictable situations
5Apply
knowledge to real-world
unpredictable situations
Rigour/Relevance FrameworkCreating 6
Evaluating 5
Analyzing 4
Applying 3
Understanding 2
Memorizing 1
1Knowledge
in one discipline
2Apply
knowledge in one
discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world predictable situations
5Apply
knowledge to real-world
unpredictable situations
AAcquisition
BApplication
CAssimilation
DAdaptation
Rigour/Relevance FrameworkCreating 6
Evaluating 5
Analyzing 4
Applying 3
Understanding 2
Memorizing 1
Quadrant A – Acquisition Recall or awareness of basic knowledge. Students gather and store bits of knowledge and information that they are generally expected to remember and understand.
Low rigour/low relevance
For example: Memorize elements in the periodic table Write an essay on a historical topic Distinguish rational and irrational numbers
Quadrant B – ApplicationDefinite opportunities for students to apply knowledge and design solutions, typically for a real-world problem.
Low rigour/high relevance
For example:
• Apply laws of gasses to design storage containers
• Prepare a multi-media presentation
• Calculate mathematical values for an excellent golf swing
Quadrant C – AssimilationComplex activities that require students to extend and refine their understanding in one subject area.
High rigour/low relevance
For example:
• Calculate potential and kinetic energy of a roller coaster
• Analyze characters in a novel
• Solve quadratic equations and linear inequalities
Quadrant D – AdaptationLearning experiences are high in rigour and relevance, complex (multi-disciplinary), creative, and require unique solutions to unpredictable problems.
High rigour/high relevance
For example:
• Create a building plan for a roller coaster
• Develop guidelines for publishing material on the web
• Devise a sound nutritional plan for a group of 3 year-olds who are picky eaters
1Knowledge
in one discipline
2Apply
knowledge in one
discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world predictable situations
5Apply
knowledge to real-world
unpredictable situations
Teacher Works
Rigour/Relevance FrameworkCreating 6
Evaluating 5
Analyzing 4
Applying 3
Understanding 2
Memorizing 1
Student Works
Student Thinks
Student Thinks and
Works
Relevance Rigour
Relationships
Reflection
“Children become better problem solvers in direct relation to the opportunities they have to solve problems and to reflect on what works and what doesn’t.
Real-world problems do not come neatly packaged with predictable, easy-to-solve answers, so we need to provide students with experience in grappling with problems that mirror the world beyond school.”
~Willard Daggett
Rigour/Relevance and PBL
www.bie.org
www.pbl-online.org
Project-Based Learning
A different method of teaching and learning Not just the icing on the cake! A substantial change – PLCs and CFGs Dewey-ist tradition of learning by doing Core instructional approach – but not the only D
quadrant strategy
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learning
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Curricular add-on (dessert) Project organizes curriculum & instruction (main course)
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Curricular add-on (dessert) Project organizes curriculum & instruction (main course)
Assessment of product Assessment of product and process
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Curricular add-on (dessert) Project organizes curriculum & instruction (main course)
Assessment of product Assessment of product and processSchool world work product and assessment
Real world work products and assessment involving community
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Curricular add-on (dessert) Project organizes curriculum & instruction (main course)
Assessment of product Assessment of product and processSchool world work product and assessment
Real world work products and assessment involving community
Individual or group Team
Project-Based Learning
Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter
Driving question, problem or challenge
Curricular add-on (dessert) Project organizes curriculum & instruction (main course)
Assessment of product Assessment of product and processSchool world work product and assessment
Real world work products and assessment involving community
Individual or group Team
Content Content, competencies, and habits of mind
Project-Based Learning
The School: A consistent culture/system
e.g. student-centred learning
A supportive infrastructuree.g. common planning time
A unified vision for achievement and successe.g. common skills rubrics
What works for PBL
The Teacher:
Genuine interest in content
Youth-friendly
A feel for inquiry
Ability to model competencies
Planning and design skills
What works for PBL
The Student:
An explanation of ‘why PBL’
Progressive training
A sense of partnership and community
Clarity of outcomes and performance measures
Support and leadership from the teacher
What works for PBL
The Parent: May need to be re-educated about projects (letter home
suggested) Invite them to the presentations; give them rubrics to
help assess May need Kleenex when they see kids ‘performing’
during exhibitions
What works for PBL
1. Curriculum
2. Competencies
3. Collaborative
4. Current
5. Community
6. Connected
7. Cool!!
The 7 Cs of PBL
Project-Based Learning
Design Principle 1
Begin With the End in Mind
• Only 2-3 specific outcomes from the curriculum document (big picture ideas)
• 1-2 components of the NB Competencies
• Avoid mission creep!
PBL resources are in the Portal!
1. Go to portal.nbed.nb.ca
2. Search in People for Ruth.Wilson
3. Click on Shared Documents
NB Competencies• Critical thinking and creative problem
solving
• Collaboration
• Communication
• Personal development and self awareness
• Global citizenship
Planning backwards
Who is the audience for the work?
What products will students create?
How will you assess the student work?
How should activities be organized?
Keep it real! Connect to your community Include at least one literacy outcome Assign real work products Bring in the experts
Design Principle 2
Craft the Driving Question
Abstract/Conceptual What is justice?
Should art be censored?
More concrete Is our water safe to drink?
Are roller coasters safe?
Design Principle 2
Craft the Driving Question
Problem-Solving How can we improve traffic flow around our school?
How does our government use policy to address an economic crisis?
Design Challenge How can we design a school theatre to meet specs
and seat the most people?
How can we build a website to attract more visitors to our community?
1. Can my students read and comprehend the Driving Question?
2. Is the Driving Question open-ended? Does it require a complex answer, or is there one right answer or a simple “yes” or “no”?
3. To answer the Driving Question, will my students need to learn important content knowledge and use 21st century skills?
4. Does the Driving Question allow me to create a local context for the topic under study or have students solve an authentic, real-world problem? (Optional, but highly recommended if possible)
Refining the Driving Question
From “simple right answer” to more complex, local, and actively problem-solving:
What are the characteristics of healthy soil?
Is our soil healthy enough to support a vegetable garden?
Refining the Driving Question
From abstract to concrete and challenging:
How do architects use geometry?
How can we design a theatre that meets building specifications with the greatest number of seats?
Refining the Driving Question
From “too big” to answerable:
How has technology affected world history?
Has technology made war more or less humane in Iraq and Afghanistan?
Refining the Driving Question
How and why do rivers influence the settlement and culture of populations?
How and why has the Saint John River influenced the settlement of Fredericton?
Refining the Driving Question
Is breaking the law justifiable?
To be a good citizen, must you always obey the law?
Refining the Driving Question
Does music reflect political events?Prove or disprove
How does music reflect political and cultural upheaval in history?
Refining the Driving Question
How does tourism affect the historical locations, the economy and the environment
of New Brunswick?
Is tourism helpful or harmful to the history, economy, and environment of New Brunswick?
Refining the Driving Question
Can science be used to solve crimes?
Would you trust your guilt or innocence to science?
Refining the Driving Question
http://wvde.state.wv.us/teach21/pbl.html
http://projects.hightechhigh.org/
http://www.pbl-online.org/
http://www.bie.org
http://pathways.ohiorc.org/
http://www.envisionprojects.org/cs/envision/print/docs/750
http://www.wested.org/pblnet/exemplary_projects.html
http://virtualschoolhouse.visionlink.org/projects.htm
PBL Resources
Design Principle 3
Plan the AssessmentA balanced assessment plan includes a variety of:
•formative and summative assessment activities; •team and individual activities; •and a balance between knowing and doing.
Design Principle 3
Plan the Assessment
Work ProductsJournal 25Quizzes 10Travel Brochure 10Interview Questions 5Video 25Team Assessment (Self, Group, Teacher) 25
TOTAL 100
Design Principle 4
Map the PBL• Timelines and milestones• Plan the entry event• Develop the entry package and briefcase• Plan the final presentations• Debriefing activity
Design Principle 5
Managing PBL
Managing progress:
rough drafts, concept maps, models, storyboards, plans, proposals, research notes, practice presentations (assess, don’t grade)
opportunities for teacher and peer feedback
Managing process:
lists of questions for inquiry journals / blogs resource lists ask groups to report / meet with group leaders
Design Principle 5
Managing PBL
Project Calendar Rubrics and Assessments Resource list Presentation/exhibition schedule Teams list Checklist (due dates and points possible) Templates for contracts, task lists, etc.
Managing PBL – Entry Package
• Field trip
• Guest speaker
• Film, video, website
• Lively discussion
• Simulation or activity
• Provocative reading
• Startling statistics
• Puzzling problem
• Piece of real or mock
correspondence
• Song, poem, art
Managing PBL – Entry Event
• Launch with the Entry Event• Introduce the Driving Question• Create need-to-know list or set of questions
for inquiry• Distribute and review Entry Package
Managing PBL: Day 1
Students begin to…. Hold initial team meetings Write team contracts Write preliminary task lists Complete individual activity logs Begin research, reading, or other content-related work
Managing PBL: Day 1
1. Curriculum
2. Competencies
3. Collaborative
4. Current
5. Community
6. Connected
7. Cool!!
The 7 Cs of PBL
How can we design a
walking trail with minimum eco-systems
impact?
1. Curriculum
2. Competencies
3. Collaborative
4. Current
5. Community
6. Connected
7. Cool!!
The 7 Cs of PBL
How does art affect mood?
1. Curriculum
2. Competencies
3. Collaborative
4. Current
5. Community
6. Connected
7. Cool!!
The 7 Cs of PBL
How can we help businesses
in our community
become wheelchair accessible?
Clear criteria: collaboration rubric, contracts, set of expectations / norms
Practice skills before and during project
Monitoring style: helicopter vs. predator drone
Sit with each team occasionally
Reports from teams / leaders
Hiring and firing
Managing PBL - Teamwork
• Teams, not groups• Teacher chooses team members• Create a set of expectations for team work (e.g.
collaboration rubric) and assess/grade it• Team contracts (possibly with a firing clause)• Teach students project management skills:
dividing tasks, managing time, setting deadlines• Regular check-ins
Managing PBL - Teamwork
Arrange schedule, logistics in advance
Invite audience, plan their role, provide information and rubrics
Have audience ask questions to assess content and process
Managing PBL – Final Presentations
Individual accountability in teams:
• require shared presentation duties• question each individual (about any part of
presentation)• play hardball: any student may be asked to do
any part of presentation• collect reports on who did what work to prepare
Managing PBL – Final Presentations
Avoid death-by-repetition presentations:
• Varied answers to DQ or solutions to problem
• Differentiate point of view / roles
• Same DQ but use varied texts, places, times, people, cultures, etc.
• Choice of products / ways to present answer to DQ
Managing PBL – Final Presentations
• Practice, practice, practice!• Make work products as authentic as possible• Public audience ups the stakes = higher quality• Require students to share presentation duties• Give audience members an assessment role
Managing PBL – Final Presentations
1. The work has personal and/or social value beyond the school setting.
2. The work is taken seriously by adults engaged in similar issues or work.
3. Students have access to appropriate technology, tools, and materials.
4. Students see a reason for what they are doing beyond getting a grade.
5. The work is structured to emulate high performance work environments.
Characteristics of Great Projects
http://www.hightechhigh.org/unboxed/issue3/keeping_it_real/
It’s a wrap!
• Whole group, focus group, small group, individual• Get info by discussion, survey, journal, etc.• Content: what was learned (correct any misunderstandings); what
was the answer to the DQ• Process: how we learned and worked; skills we developed• The entire PBL experience: the good, the bad, and the ugly• Where do we go from here? (future projects, skills to work on,
connections to the course, next unit, etc.)
• Celebrate success• Facilitate student self-reflection and self-assessment• Gather feedback on project design and management• Use data to remediate and to improve your project• Collect examples of student work• Archive your project• Write thank you notes to your outside experts
Reflect and perfect!
Critical Friends Protocol1) A gives an overview of the project. (7 minutes)2) B asks clarifying questions. (3 minutes)3) A “leaves.” 4) B discusses the project.
Warm “I like …” (4 minutes) Cool “I wonder if …” (4 minutes) “A good next step might be to …” (4 minutes)
5) A “returns” and reflects. (3 minutes)