Designing Project Based Instruction

CUIN 5303

Forward Design• Follow the textbook• Activity-based• Disadvantages• May not make sense to you• Pacing• May not be aligned with final assessments

Backwards Curriculum Design• Identify desired results• Determine acceptable evidence• Planning Learning Experiences and Instruction

Identify Desired Results• What should students know, understand and be able to do?• Consider goals, examine established content standards, and

review curriculum expectations.• More content than can be “covered” so that we must make

choices.

Establishing Curricular Priorities

• Middle ring is essential to student success - it specifies prerequisite knowledge and skills needed by students for them to accomplish key performances. • Enduring understanding =

big ideas

Determine Acceptable Evidence

• Teaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.• What is the final assessment? Design it first.• Exam, debate, paper, presentation, website, etc.,

• Consider a Continuum of Assessment• checks of understanding-->traditional quizzes, tests--

>open-ended prompts--->performance tasks and projects• Simple complex• Short duration long duration

Plan Learning Experiences and Instruction

• What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?• What activities will equip students with the needed

knowledge and skills?• What will need to be taught and coached, and how

should it best be taught, in light of performance goals?• What materials and resources are best suited to

accomplish these goals?• Is the overall design coherent and effective?

5 E Model

• Engage• Explore• Explain• Elaborate• Evaluate

• Edutopia.org

• http://www.projectapproach.org/index.php?option=com_content&task=view&id=87&Itemid=9

• club house

• http://www.projectapproach.org/index.php?option=com_bookmarks&Itemid=91&mode=0&catid=4&navstart=0&search=*

• http://www.edutopia.org/pbl_search?filter0=elementary+math&x=61&y=15

The 5E Model of InstructionStudents redefine, reorganize, elaborate, & change initial concepts through self-reflection & interaction with peers & environment.

ENGAGE• Students mentally focus on an object, problem, situation, or

event• Make connections to past & future activities• Ask question, define problem, show discrepant event, acting

out problematic situation

ENGAGE

• Ask a question. Which is longer, the distance around the tennis ball canister or the height of the canister?• What do you call the labeled parts of the

cylinder?

• Assess: Check prior knowledge listed.

h

C r

EXPLORE• Give all students common, concrete experiences to build

concepts, processes, and skills• Explore objects, events, or situations to establish

relationships, observe patterns, identify variables, and question events

EXPLORE• Give students a concrete experience.• Students carefully measure objects.• Create a table comparing radius (r), diameter (d), and

circumference (C) for various objects.• Assess: Can you make a conjecture as to the relationship

between C and d?

EXPLAIN• Provides common use of terms relative to the learning

experience.• Ask students to give their explanations• Connect explanations to experiences in engagement &

exploration.• Present concepts, processes, or skills briefly, simply, clearly, &

directly.

EXPLAIN • Observe the connection between the exploration and the solution to the specific problem being investigated.

• Assess: Clearly state and explain the solution.

3C d

3

2

C d

C d r

ELABORATE• Provide experiences that apply, extend, or elaborate the

concepts, processes, or skills.

ELABORATE/EXTEND

• Draw a many-sided regular polygon and find the perimeter.

• Repeat the process with regular polygons containing more and more sides.

• Assess: What figure do the polygons look like, and what is the relationship between the perimeter and diameter of the polygons.

EVALUATE• Students use skills they have acquired and evaluate their

understanding.

• Students receive feedback on adequacy of their explanations.• KEY: WRAP-UP the lesson by citing important objectives

learned!

EVALUATE• Explain and solve various circle situations and word problems

involving circles.• State important objectives learned• Find C, d, or r using

C d

2C d r