Local District 4 - Project Based Learning March 16th 2011 Elaine

8/7/2019 Local District 4 - Project Based Learning March 16th 2011 Elaine

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Planning for Planning for

Project Based LearningProject Based Learning

Local District 4Local District 4



Why Why

Project Based Learning? Project Based Learning?





Students gain a deeper understanding of theStudents gain a deeper understanding of the

concepts and standards at the heart of a project.concepts and standards at the heart of a project.

Projects also build vital workplace skills andProjects also build vital workplace skills andlifelong habits of learning. Projects can allowlifelong habits of learning. Projects can allow

students to address community issues, explorestudents to address community issues, explore

careers, interact with adult mentors, usecareers, interact with adult mentors, use

technology, and present their work to audiencestechnology, and present their work to audiencesbeyond the classroom. PBL can motivate studentsbeyond the classroom. PBL can motivate students

who might otherwise find school boring orwho might otherwise find school boring or

meaningless.meaningless. Buck InstituteBuck Institute




�� English learners and all students need to beEnglish learners and all students need to be

engaged in authentic learning environments.engaged in authentic learning environments.

��English learners and other students need to beEnglish learners and other students need to be

involved and challenged in rigorous and thought involved and challenged in rigorous and thought

provoking pedagogy.provoking pedagogy.

��English learners need a pedagogy that is rich inEnglish learners need a pedagogy that is rich in

building Academic Language and builds Englishbuilding Academic Language and builds English

language development.language development.

Student Student




��

Project Based Learning can enhance and contextualizeProject Based Learning can enhance and contextualizeacademic language for English learners with scaffoldsacademic language for English learners with scaffolds

suggested by Gibbons.suggested by Gibbons.

��Project Based Learning can contextualize AcademicProject Based Learning can contextualize Academic

Language Objectives for English learners when it isLanguage Objectives for English learners when it isplanned as part of the Content Objectives.planned as part of the Content Objectives.

Student Student




�� Allows teachers to build a collaborative learningAllows teachers to build a collaborative learning

environment for themselves and for students.environment for themselves and for students.

��Allows teachers to plan together and align their different Allows teachers to plan together and align their different

content areas for English learners and other students tocontent areas for English learners and other students to

experience the connections and relevance of experience the connections and relevance of interdisciplinary learning.interdisciplinary learning.

��Allows teachers to build common instructionalAllows teachers to build common instructional

strategies that cross over into all content areas.strategies that cross over into all content areas.

TeacherTeacher




DefinitionDefinition

³³StandardsStandards--focused Project Based Learningfocused Project Based Learning

is a systemic teaching method that engagesis a systemic teaching method that engages

students in learning knowledge and skillsstudents in learning knowledge and skills

through an extended inquiry processthrough an extended inquiry process

structured around complex, authenticstructured around complex, authenticquestions and carefully designed productsquestions and carefully designed products

and tasks.and tasks.




Paradigm Shift Paradigm Shift

TRADITIONALTRADITIONAL

Input ModelInput Model

CompetitiveCompetitive

Remembering FactsRemembering Facts

Content CoverageContent Coverage

Teacher ResponsibleTeacher Responsible

for Student Learningfor Student Learning

STUDENTSTUDENT--CENTEREDCENTERED

Performance ModelPerformance Model

CollaborativeCollaborative

Learning ConceptsLearning Concepts

Content MasteryContent Mastery

Increased Student Increased Student

ResponsibilityResponsibility



What it is notW

hat it is notW

hat it is . . .W

hat it is . . . just for school learning just for school learning a lifelong process a lifelong process

discrete bits and pieces discrete bits and pieces Conceptually based Conceptually based

of dataof data

an external formula an external formula an internal process an internal process

a rigid sequence to be followed a rigid sequence to be followed a way of thinking a way of thinking

a way of being taught a way of being taught a way of learning a way of learning

teacher teacher--centeredcentered student student--centeredcentered teacher regulated teacher regulated self regulated self regulated







Traditional Thinking :Traditional Thinking :ConventionalWay of ConventionalWay of

TeachingTeaching

Student Centered Thinking:Student Centered Thinking:

A different Way of TeachingA different Way of Teaching

and Learningand Learning




Activity BasedActivity Based

InstructionInstruction

Take a field trip toTake a field trip to

Gettysburg.Write aGettysburg.Write a

report on thereport on the

experience.experience.

Project BasedProject Based

LearningLearning

Investigate the questionInvestigate the question

How could wars be madeHow could wars be made

more humane? Usemore humane? Use

Gettysburg as an example of Gettysburg as an example of a higha high--casualty battle.casualty battle.

Complete a portfolio,Complete a portfolio,

including an essay and aincluding an essay and a

literary response journal,literary response journal,

then conclude with athen conclude with a

debate.debate.

ExampleExample

ThemesThemes

CivilWar BattlesCivilWar Battles








Observe and measureObserve and measure

various schoolvarious school

buildings and recordbuildings and record

datadata


LearningLearning

ExampleExample

ThemesThemes

GeometryGeometry Design a School of theDesign a School of the

Future with scaleFuture with scale

drawings and models,drawings and models,

taking into account thetaking into account the

site and anticipatedsite and anticipated

needs. Present plan toneeds. Present plan to

an audience of schoolan audience of school

officials or communityofficials or community

experts.experts.







Build a model of aBuild a model of a

California MissionCalifornia Mission


LearningLearning

ExampleExample

ThemesThemes

44thth Grade Standard:Grade Standard:

California MissionsCalifornia Missions

Investigate the questionInvestigate the question

Why were the CaliforniaWhy were the California

Missions built andMissions built and

explain their strategicexplain their strategic

locations. Using thelocations. Using the

Mission in Los AngelesMission in Los Angeles

compile your evidencecompile your evidence

and be able to argue theand be able to argue the

pros and cons of theirpros and cons of their

placements.placements.




Table Talk Table Talk :: Activity vs. Project Activity vs. Project

��Review the differences between anReview the differences between an

activity based instruction and a project activity based instruction and a project

based on the three examples.based on the three examples.

��Discuss what the differences are and whyDiscuss what the differences are and why

you think that is the case.you think that is the case.




Essential ElementsEssential Elements1.1. Need to KnowNeed to Know

2.2. A Driving QuestionA Driving Question

3.3. Student Voice and ChoiceStudent Voice and Choice

4.4. 2121st st Century SkillsCentury Skills

5.5. Inquiry and InnovationInquiry and Innovation6.6. Feedback and RevisionFeedback and Revision

7. A Publicly Presented Product 7. A Publicly Presented Product




Essential ElementsEssential Elements

1. Need to Know:1. Need to Know:

Typical projects (and most instruction) begin by presentingTypical projects (and most instruction) begin by presenting

students with knowledge and concepts and then, oncestudents with knowledge and concepts and then, once

learned, give them the opportunity to apply them. PBLlearned, give them the opportunity to apply them. PBL

begins with the vision of an end product or presentationbegins with the vision of an end product or presentationwhich requires learning specific knowledge and concepts,which requires learning specific knowledge and concepts,

thus creating a context and reason to learn and understandthus creating a context and reason to learn and understand

the information and concepts. It creates a need to knowthe information and concepts. It creates a need to know

essential content and skillsessential content and skills..





2. A Driving Question:2. A Driving Question:

.. Students work and deepen their learningStudents work and deepen their learning

by centering on significant issues, debates,by centering on significant issues, debates,

questions and/or problems.questions and/or problems.





3. Student Voice & Choice:3. Student Voice & Choice:

.. Students learn to work independently andStudents learn to work independently and

take responsibility when they are asked totake responsibility when they are asked to

make choices. The opportunity to makemake choices. The opportunity to make

choices, and to express their learning in theirchoices, and to express their learning in their

own voice, also helps to increase studentsown voice, also helps to increase students

educational engagement.educational engagement.



Framework for 21st Century LearningFramework for 21st Century Learning





4. 214. 21st st Century Skills:Century Skills:Students need to do much more than rememberStudents need to do much more than remember

informationinformationthey need to use higherthey need to use higher--order thinkingorder thinking

skills. They also have to learn to work as a team andskills. They also have to learn to work as a team and

contribute to a group effort. They must listen to others andcontribute to a group effort. They must listen to others and

make their own ideas clear when speaking, be able to readmake their own ideas clear when speaking, be able to reada variety of material, write or otherwise expressa variety of material, write or otherwise express

themselves in various modes, and make effectivethemselves in various modes, and make effective

presentations. These skills, competencies and habits of presentations. These skills, competencies and habits of

mind are often known as "21st Century Skills".mind are often known as "21st Century Skills".





4. 214. 21st st Century Skill Domains:Century Skill Domains:�� ICT LiteracyICT Literacy

�� Cognitive SkillsCognitive Skills

�� Interpersonal SkillsInterpersonal Skills

�� Self & Task Management SkillsSelf & Task Management Skills

�� Personal CharacteristicsPersonal Characteristics

�� OtherOther





4. 214. 21st st Century Skills Frameworks:Century Skills Frameworks:��

SCANS Framework SCANS Framework (Secretary's Commission on(Secretary's Commission onAchieving Necessary SkillsAchieving Necessary Skills-- Department of LaborDepartment of Labor--

1992)1992)

�� 16 Habits of Mind16 Habits of Mind

�� College ReadinessCollege Readiness

�� Framework for 21Framework for 21st st Century LearningCentury Learning�� EnGauge 21EnGauge 21st st Century SkillsCentury Skills

�� Seven CsSeven Cs

�� National Educational Technology StandardsNational Educational Technology Standards

�� EFF Content Standards for Adult LiteracyEFF Content Standards for Adult Literacy



FrameworksFrameworks

SkillSkill

DomainsDomains

SCANSSCANS

Framework Framework

1616

HabitsHabitsOf MindOf Mind

CollegeCollege

ReadinessReadiness

2121st st CenturyCentury

LearningLearningFramework Framework

X X X X

ICT LiteracyICT Literacy

Cognitive SkillsCognitive Skills

InterpersonalInterpersonal

SkillsSkills

Self & Task Self & Task

Management Management

SkillsSkills

PersonalPersonal

CharacteristicsCharacteristics

OtherOther

2121st st Century Skills FrameworksCentury Skills Frameworks





4. 214. 21st st

Century Skills:Century Skills:

ICT LiteracyICT Literacy

�� Information Media LiteracyInformation Media Literacy

�� Technological LiteracyTechnological Literacy





4. 214. 21st st

Century Skills:Century Skills:

Cognitive SkillsCognitive Skills

�� Critical Thinking ProblemCritical Thinking Problem

SolvingSolving

�� Creative ThinkingCreative Thinking




Table Talk:Table Talk: Cognitive SkillsCognitive Skills��What do these SCANS, Comprehensive Definition of CollegeWhat do these SCANS, Comprehensive Definition of College

Readiness and Habits of Mind components mean to you inReadiness and Habits of Mind components mean to you interms of learning and teaching environments?terms of learning and teaching environments?

��What elements of these are part of your schools learningWhat elements of these are part of your schools learning

and teaching environment?and teaching environment?

��How do you think you can make these components moreHow do you think you can make these components more

prominent at your school?prominent at your school?





4. 214. 21st st

Century Skills:Century Skills:Interpersonal SkillsInterpersonal Skills

�� CommunicationCommunication

�� CollaborationCollaboration

�� CrossCross--CulturalCultural

�� LeadershipLeadership

�� SocialSocial




Table Talk:Table Talk: Interpersonal SkillsInterpersonal Skills

��Review the Interpersonal SkillsReview the Interpersonal Skills

��Reflect on what the classroom would look like at Reflect on what the classroom would look like at

your school if these 21your school if these 21st st

Century SkillD

omains andCentury SkillD

omains andFrameworks were embedded with the Content?Frameworks were embedded with the Content?

��Share out at your table.Share out at your table.





4. 214. 21st st Century Skills:Century Skills:

Self & Task Management SkillsSelf & Task Management Skills

�� Self Monitoring & Self DirectionSelf Monitoring & Self Direction

�� Project Management Project Management




Table Talk: Self & Task Management SkillsTable Talk: Self & Task Management Skills

��Review the Self & Task Management Skills.Review the Self & Task Management Skills.

��Reflect on how pervasive these Skill Domains andReflect on how pervasive these Skill Domains and

Frameworks are in your schools classrooms.Frameworks are in your schools classrooms.

��Share the evidence of how teachers have built theseShare the evidence of how teachers have built these

skills at your school.skills at your school.





4. 214. 21st st Century Skills:Century Skills:

Personal CharacteristicsPersonal Characteristics

�� Ethics & Civic ResponsibilityEthics & Civic Responsibility

�� Accountability for High StandardsAccountability for High Standards





5. Inquiry & Innovation:5. Inquiry & Innovation:

Not all learning has to be based onNot all learning has to be based on

inquiry, but some should. And this inquiryinquiry, but some should. And this inquiry

should lead students to construct should lead students to construct something newsomething new an idea, anan idea, an

interpretation, a new way of displayinginterpretation, a new way of displaying

what they have learned.what they have learned.





7. Publicly Presented Product:7. Publicly Presented Product:

What you know is demonstrated byWhat you know is demonstrated by

what you do, and what you do must bewhat you do, and what you do must beopen to public scrutiny and critique.open to public scrutiny and critique.




Criteria for Designing ProjectsCriteria for Designing Projects

1.1. AuthenticityAuthenticity

2.2. Academic RigorAcademic Rigor

3.3. Applied LearningApplied Learning

4.4. Active ExplorationActive Exploration

5.5. Adult ConnectionsAdult Connections

6.6. Assessment PracticesAssessment Practices




Promotes Collaboration and ConnectionsPromotes Collaboration and Connections

1.1. Team TeachingTeam Teaching

2.2. Interdisciplinary CurriculumInterdisciplinary Curriculum

3.3. Shift in Paradigm: Teacher asShift in Paradigm: Teacher as

Facilitator (leading from behind)Facilitator (leading from behind)




Pedagogy:Pedagogy:

��Deliberate instructionDeliberate instruction

��Intentional instructionIntentional instruction

��Collaborative teachingCollaborative teaching

��Collaborative learningCollaborative learning

��Student centered learningStudent centered learning




Resources:Resources:

��http://www.bie.org/ http://www.bie.org/ Buck InstituteBuck Institute

��http://www.connectedcalifornia.org/index.phphttp://www.connectedcalifornia.org/index.php Connect Connect

Ed of CaliforniaEd of California

��http://www.edutopia.org/project http://www.edutopia.org/project--basedbased--learninglearning

EdutopiaEdutopia




Onward!Onward!

¡Adelante!¡Adelante! Sulong!Sulong!

ti ti n v n v phía tr phía tr c c

en avant!en avant!

,, ,, ,,

Local District 4 - Project Based Learning March 16th 2011 Elaine

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