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PBL South Dakota Day 1
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Transcript of PBL South Dakota Day 1
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Project-Based Learning
in the Digital Age
Jane Krauss and Suzie Boss
Laptop and Leaders Academy
June 7-9, 2010
Region 3 Education Service Agency of South Dakota
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About Your Guides
Colleagues, co-authors, PBL advocates
Jane Krauss Suzie Boss
With guests:
Terry Smith and Bruce Hammonds
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Where We’re Going
Monday Getting to Know You
Intro to PBL
PBL in Practice
Grant Information with Ann
From Ideas to Design
Design a Project Brief
Project Support
~PBL After Hours~
TuesdayCritical Friends Review
Breakouts
Assessment
Essential Learning Functions supported by tech
Project Work
Plan Next Steps
Project Support
~PBL After Hours~
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Where We’re Going in 2+ Days
In four stages, complete a project plan-establish conceptual framework-draft project brief(s)-seek input, redraft-develop project plan see: Project Planning in wiki
On beyond these days:-seek partnerships-prepare, schedule, set expectations-plan assessments-Go!
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Tools in Context
• Google Sites (wiki) • blogs• Google office apps• Skype • Wordle• Wallwisher• *Google SketchUp• *Glogster
•Embeddable media•Slideshare•Flickr •Delicious, Diigo social bookmarking•Ning Network Classroom 2.0•Let’sGoVote
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About You
Projects are life. Life is a series of projects.
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About You
Discuss: • Project• Capabilities you drew on, developed along the
way
Note taker writes in Google Doc - Life’s a Project
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About You
Tapping into PracticeIn Google Site personal wiki page or on paper reflect:
1) What projects have your students done? 2) What have you wanted to try? 3) List all traditions, celebrations, civic/public events
in and out of school
5 and 5
discussion
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Let’s Hear from Kids
Digital Youth Portrait: Cameron
Edutopia
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PBL ~ What’s Different?
Neil Stephenson’s class, Calgary Science School Neil’s Blog Thinking in Mind
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Let’s Define PBL…
In project-based learning, students learn important subject matter
by investigating open-ended questions
and “making meaning”
that they transmit in purposeful ways.
Projects allow students a degree of choice, setting
the stage for active engagement and teamwork.
Technology helps it happen
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Effective Projects
Probe matters of importance
Mirror authentic work
Are designed for “optimal ambiguity” allowing students multiple points of entry and directions for learning, creativity and outcomes
Develop knowledge, skills and dispositions
Go beyond understanding and studying to some kind of action or resolve
Are right-sized
Cause kids to teach and learn from one another
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Activity-Based Learning Project-Based Learning
Teacher-Directed Student-Driven
Giving Answers Making Meaning
Useful to Know Enduring Understanding
School-World Real-World
Curricular Enhancement Curricular Focus
Activity-Based v. Project-Based Learning
Continuum of Practice
Fun Captivating
(or not)
Thematic
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• Read, write, do math with apples
• Visit an orchard• Make apple sauce• Conduct a taste test• Paint and draw apples• Put on a Johnny
Appleseed play
PBLWhy these apples?
Activity based v. PBL
“Why are these the apples sold in our store?”
geography, agriculture, economics
“How did they get from the tree to here?”
labor, distribution systems
“Did grandma eat these apples at my age?”
change over time, narratives
Thematic Unit
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The Project Spiral
Projects get better and better
Common practices emerge
Traditions develop
Expectations grow
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The Project Spiral
Impact goes beyond kids
“I did a live video-chat
with some enterprising
high school freshmen at
Arapahoe High School in
Littleton, CO”--Cory Doctorow
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Let’s Go Vote
Funning Around in Mitchell
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About You
When it comes to PBL, you are:
Meet Terry Smith
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Let’s Hear from Kids
Christian Long’s Class Hons. English
The Alice Project - Class site
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Why do we study the Renaissance?
Reinventing a Research Project: Key Figures of the Renaissance
discussion
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Study a major figure of the Renaissance period.
Create a digital slideshow that informs others about this person’s most significant accomplishments.
Demonstrate clear organization and cite all sources of information and images.
Original Assignment: Key Figures of the Renaissance
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Reconsidered Project: Mingling at the Renaissance Ball
With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period.Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event.
Modified from Kim DiBiase - NBCT, Apple Learning Exchange
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With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event.
CollaborationInterest,
Big ideas
Research,
Experts
Creativity
Argument,
Negotiation Synthesis
Presentation
Judgment
Reconsidered project: Mingling at the Renaissance Ball
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How to Teach This Way?
Key Components
Support–Key conditions met, honored
Instructional design –“Backward” design–Shaped by input
Preparation –Materials–Expectations
Necessary tools –Social tools–Supported use
Seek continuous improvement
Fearlessness
Fraternité
Forgiveness
Fidelity & Fortitude
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About You
When it comes to PBL, you are:
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Where to Go Next
Tenderfoot? Join others in a project.Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.orgEdutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive
Other projects to join:iEARN: www.iearn.orgFlat Classroom Project: www.flatclassroomproject.org
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Where to go next
Explorer? Expand beyond your classroom.
Find collaborative partners at:Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative:
http://globaleducation.ning.com/
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Where to Go Next
Scout? Build buzz and go to scale.• Buzz-builders: Twitter, blogs, Facebook• Invite others to join: Edutopia groups • Share your wisdom with others in PBL~Better
with Practice group:
www.classroom20.com/group/pblbetterwithpractice
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(Scan Projects)
HS
MS
Elem
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Project Brief Example
Athens, OH6th GradeRecently, a student's grandparent fell on a broken sidewalk and fractured her hip. Kids expressed concern about mobility and safety in the community.
The driving question for our investigation is: How can everyone safely get where they need to go? Groups craft "need to know" questions and investigate the needs of different citizen constituencies (elderly, disabled, bike commuters, parents with strollers, joggers, young pedestrians, etc.), develop reasoned solutions to mobility concerns for those groups, develop an action plan and campaign for change.
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Project Briefs
Conceptual Framework
Write : Project Brief
Include elements that help reader
understand subject matter, student
interaction, learning outcomes
IdeaIdea
Idea