Why Project Based Learning?

Office of InstructionWVDE

Education exists in the larger context of society.

When society changes – so too must education if it is to remain

viable.

Today’s Youth

• Digital learners• Multimedia• Find and manipulate data• Analyze data and images• Care about relationships

– MySpace– Facebook– Travel in groups

Job Outlook 2002National Association of Colleges and Employers (NACE)

6

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

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

Learning Criteria

Core StretchLearner

EngagementPersonal SkillDevelopment

Learning Criteria

Rigor/Relevance FrameworkTeacher/Student Roles

RIGOR

Relevance

High

Low

C

A

D

B

Low High

StudentThink

Student Think & Work

Teacher Work

StudentWork

The New Learning Formula

3 Rs X 7Cs =21st Century Learning

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.

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!

Today’s Students are Digital Natives

Conventional Twitch SpeedSpeed

Step-by-Step Random AccessLinear Processing Parallel ProcessingText First Graphics FirstWork-Oriented Play-OrientedStand-alone Connected

Digital Learners are Engaged by

• Multitasking/Toggling• Multimedia learning• Online social networking• Online information searching• Games, simulations and

creative expressions

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

Students Develop Needed Skills in

Information Searching & Researching

Critical AnalysisSummarizing and SynthesizingInquiry, Questioning and

Exploratory InvestigationsDesign and Problem-solving

In a project learning classroom

The teacher’s role is one of coach, facilitator, guide,

advisor, mentor…

not directing and managing all student work.

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 Framework

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students seek information to answer question or solve problem.

Rigor/Relevance Framework

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 Framework

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 Framework

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

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.

Rigor/Relevance FrameworkRelationships

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Relationships oflittle importance

RelationshipsImportant

RelationshipsImportant Relationships

Essential

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