Project and Problem Based Learningfor 21st Century Learning Environments

John HenryEIRC

jhenry@eirc.org

Jay DuganEIRC

jdugan@eirc.org

Carol JamesEIRC

cajames@me.com

What does a 21st Century Learning Environment need to have in order for students to…

Acquire the foundation skills, specific knowledge, and competencies needed to achieve their career goals.

Pair Share

Similarities to PBL and What Employers Want

• Reading, Writing, and be able to Communication well

• Critical Thinking and Problem Solving Skills

• Systems Thinking

• Working Independently (Study & Research)

• Listening Skills

• Be Creative

• Have a basic knowledge of Mathematics

• Understand Money, and Economics

• Computer and Technology Skills

• Information Literacy (finding sources, evaluating, and using and information effectively)

• Life Skills

• Health and Safety knowledge

• Citizenship and Government

Similarities to PBL and What Employers Want

21st Century Skills and PBL

Understand how to progress in the workplace environment.

Learn self-management, personal responsibility, and both independent and

community living skills.

Staff shall:• 1. Recognize positive behavior and achievement.• 2. Intervene and correct inappropriate student behavior and

nonperformance.• 3. Recognize and remediate student-learning difficulties.• 4. Engage, actively instruct, and guide students.• 5. Encourage students to be active participants in the learning

process.• 6. Maintain familiarity with current industry skill and safety

demands and requirements.• 7. Emphasize the relevance of training activities to career

success.• 8. Provide students with feedback on their progress. • 9. Model, mentor, and monitor the Career Success Standards at

all times.

Engage students through a PBL process that will connect them to the hands-on component of

CTE and academics

Student Relevance &

Meaningful to them

Engage the Student and the Achievement will Follow

Achievement Gap or Engagement Gap?

85% of Middle and High School Students report being bored in their classrooms

http://www.youtube.com/watch?v=alSQpinagp0

Always Think Outside the Box

FedEx

Framework for 21st Century Learning

http://www.21stcenturyskills.org/route21/

Why 21st Century Skills?

Students Deserve it - The World Demands it

Why 21st Century Skills and PBL?

The National Problem:

As a result of a relative decline in student achievement … and interest of students to pursue

Science, Technology, Engineering, Mathematics (STEM)-related careers …

the United States IS AT RISK.

Example of Engagement Activity

Toxic Popcorn

Interest, hands-on, interactive and collaborative

Toxic Popcorn

Scenario

A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate the region The popcorn is estimated to have a safe life of exactly 15 minutes before it explodes. It’s up to you to save the day!

• Inside the circle you will find two cans. One (unsafe container) is half full of the toxic popcorn. The other (safe) container is available for decontamination. Find a way to collaboratively and safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you.

Challenge

• No one may cross the plane of the circle with any part of the body.

• Only the ropes & tire tube may cross the plane of the circle.

• No spills are allowed, or the popcorn will explode.

• You may use only the materials provided.• The popcorn must be transferred with in 20

minutes or there will be a disaster.

Criteria

Rising Above the Gathering Storm

Energizing and Employing America for a Brighter Economic Future

Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, National Academy of Sciences, National Academy of Engineering, Institute of Medicine

FINDINGS

Having reviewed trends in the United States and abroad, the committee is deeply concerned that the scientific and technological building blocks critical to our economic leadership are eroding at a time when

many other nations are gathering strength.

Why 21st Century Skills and PBL?

• In the US only 15% of the undergraduates receive their degrees in natural sciences or engineering.

• Past 3 years alone, China & India have doubled production of 3- and 4-year degrees in engineering, computers science and IT, while the US production of engineers is stagnant and CS and IT have doubled.

Why 21st Century Skills and PBL?

• In 2003, US 15 years olds ranked 24th out of 40 countries that participated in an exam that assessed students abilities to apply mathematical concepts to real world problems

• 56% of engineering PhDs in the US are awarded to foreign-born students.

Why 21st Century Skills and PBL?

• Although US fourth graders score well against international competition, they fall near the bottom or dead last by 12th grade in Mathematics and Science, respectively.

• In 2004 chemical companies closed 70 facilities in the United States and have tagged 40 more for shutdown. Of 120 new chemical plants around the world 1 will be in the United States. 50 will be in China.

21st Century Skills

Planting green jobsBusinesses, ventures and proposals that could help satisfy

new renewable energy requirements

The Role of the Government in Advancing the Green Economy

The Best Way To Create 'Green' Jobs

"Going Green" is no longer ju

st a

slogan for m

any global companies, it's

becoming a strategic im

perative.

2009 Legislation on Green Jobs

The Vital Role of COMMUNITY

COLLEGES in Building

a Sustainable Future and

GREEN WORKFORCE

Energy Maste

r

Plan

and Jobs

Clean Energy Sales

Biofue

l Jobs

Solar Jobs

K-12 Education- The pipeline to Green Job

Green Engineering for our Future

Green jobs involve environmentally friendly products and services or businesses and

organizations that concern themselves with improving the environment.

Career and Technical Education

NJ Green Program of Study

Green Jobs Defined

PBL

•Problem Based Learning is a student-centered instructional model that simultaneously develops both problem solving strategies and subject matter content by having students confront real-world problems with limited information provided by the teacher.

•It is based on the idea that learning should start with an ill-structured problem or messy situation that the learner wants or feels compelled to solve.

•PBL Appeals to human desire for resolution/ equilibrium/harmony

PBL Is . . .

The core idea of Project and Problem Based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context.

Ms. McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans.

The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use.

Product or Process?

• Giving students a project, that is hands-on, with step-by-step instructions, designed and guided by the teacher that results in a student produced product.

This process is missing student voice and choice and ownership of assessment, and may not be relevant.

PBL is not…

Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans.

The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use.

Pair Share

How Would You Redesign?

Project and Problem Based Leaning is high on the list for addressing skill development and engaging students. But before we can move forward, you need to take a look at your understanding of project and problem based learning.

So... using the combined knowledge and resources of this group investigate, collaborate, coordinate and report your understanding

You have approximate 30 minutes to complete.

Consider the following… Why do PBL? What are the Pros and Cons of PBL? What are the Characteristics of PBL?What are the Differences and Similarities of Project and Problem Based Learning? How is Differentiated Instruction used in PBL? How is PBL Assessed? What are the Student and Teacher roles when doing PBL How is Technology being used to support PBL?

Differentiated Instruction

When a teacher tries to teach something to the entire class at the same time, “chances

are, one-third of the kids already know it; one-third will get it; and the remaining third won’t.

So two-thirds of the children are wasting their time.”

- Lilian Katz

When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz

• As a student, I was in the 1/3 who…• As a teacher, I was in the 1/3 who...• As a parent, my child is in the 1/3

who…

Reflect on this quote by completing these phrases:

Test Your Understanding of DI

• Break into groups of 4-5 people• As a group, discuss the multiple choice

questions on “Differentiated Instruction” and come to consensus on the correct answer.

• Be prepared to share your answers with the group at large.

DI Quiz1. One of the leading experts in Differentiated Instruction is

a. Robert Marzanob. Grant Wigginsc. Carol Anne Tomlinsond. Jerry Seinfeld

2. Effective differentiated practices depend upon a rigorous and viable curriculum and then begins with:

a. assessmentb. lesson planningc. the ability to function on very little sleepd. content knowledge

3. When we differentiate what students are learning we are differentiatinge. interestsf. productg. processh. content

DI Quiz (pg 2)4. When we differentiate learning activities, we are differentiatinga. processb. the fun factorc. productd. Content

5. Differentiation is dependent upon a classroom culture thate. emphasizes competitiveness among studentsf. embraces and honors diversityg. focuses on personalized instructionh. honors the “do whatever it takes” attitude

6. A student’s learning profile includesi. learning stylesj. multiple intelligence preferencek. Genderl. cultural background and experiencem. all of the above

DI Quiz (pg 3)

7. A student’s readiness always parallels his/her ability:

a. True

b. False

8. Before we begin differentiating our instruction, we must know our students and:

c. the importance of state assessments

d. be able to read their minds

e. send home weekly communications about our classroom activities

f. identify what we want them to know, be able to do and understand

(Tomlinson 2001)

• Technologies Available– Multiple Intelligences Survey

• http://surfaquarium.com/MI/inventory.htm– Learning Styles Questionnaire

• http://www.engr.ncsu.edu/learningstyles/ilsweb.html• www.berghuis.co.nz/abiator/lsi/lsitest1.html

– Rubistar• Online rubric generator• http://rubistar.4teachers.org/index.php

– Project-based learning checklist• http://pblchecklist.4teachers.org/

Importance of Assessment

“We are no longer teaching if what we teach is more important than who we teach or how we teach.” - Carol Ann Tomlinson (2003)

Differentiated Instruction Awareness

• Differentiated instruction is a philosophy of teaching that:

– Creates a personalized and responsive classroom environment

– Maximizes student growth and individual success while honoring and celebrating the unique qualities of each student

– Offers a variety of learning options within a student centered classroom

– Blends whole group, small group, and individualized instruction utilizing a standards-based curriculum

What is Differentiated Instruction?

Differentiated Instruction Awareness

What is Differentiated Instruction?

Traditional ClassroomDifferentiated

Classroom1. Assessment at the end of

a unit of study1. Assessment is ongoing,

diagnostics and influences instruction

2. Dominance of whole class instruction

2. Variety of instructional strategies used within a classroom

3. Adapted textbooks are the main instructional resource

3. Multiple types of materials are utilized as resources

4. The teacher is the main problem solver

4. Students are actually engaged in solving problems

5. Quantitative focus to assignments

5. Qualitative focus to assignments (Based on C Tomlinson, 2000)

Using Technology to Differentiate Instruction

http://ettcateirc.wikispaces.com/Using+Technology+to+Differentiate+Instruction

PBL

Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind

What does the research say about PBL?

A three-year 1997 study of two secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics.

What does the research say about PBL?

The study by Jo Boaler, at Stanford University, found that students at a project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula.

What does the research say about PBL?

In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project-Based classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.

What does the research say about PBL?

The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

What does the research say about PBL?

Students from Multimedia PBL Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers.

The projects integrate real-world issues and practices.

What does the research say about PBL?

  Alternative school offers unique curriculum, project-based learning

Lakeview School in Ill., uses PBL to reach students who are struggling in traditional schools by implementing a curriculum that is based on "doing things based on real world situation." .

Chicago Tribune

What does the research say about PBL?

Data show project-based learning may help boost achievement: Anecdotal evidence has long supported the notion that project-based learning can deepen learning for students and help them gain skills they need for college and careers.

What does the research say about PBL?

Envision Schools founder Bob Lenz writes in this blog post. But a new report finds that 12th-grade students who were taught a project-based economics curriculum outscored a control group on standardized tests, and their teachers were reportedly more satisfied with the material, Lenz notes. Edutopia.org/Bob Lenz's blog (9/30)

Sit and Get Passive

ActiveLearning

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning.

During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work.

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

New Version Old Version

Bloom's Taxonomy

PBL FRAMEWORK

Pedagogy

Content Assessment

RESOURCES & CONSTRAINTS

PROJECT or SCENARIO

Technology

Learning to Change- Changing to Learn http://www.youtube.com/watch?v=tahTKdEUAPk

http://www.marcuscake.com/key-concepts/internet-evolution

Where we are now…Web 2.0 Technology

The term "Web 2.0" (2004–present) is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design

and collaboration on the World Wide Web.

Examples of Web 2.0 include web-based communities, hosted services, web applications, social-networking sites, video-sharing sites, wikis, blogs, etc

Web 2.0 for Social Communities or Collaboration for Learning

Social Media Revolutionhttp://www.youtube.com/watch?v=lFZ0z5Fm-Ng

Teaching and Learning 4.0

A collaborative environment that connects to the creative community of learners to the world that

serves as a learning laboratory

Creative Community

A Creative Community is one that prospers in today’s global marketplace by developing, retaining and attracting the talented "creative class" required

for new economy growth.

Creative and Collaborative Classroom Setting

• Combining open source and a project and problem-based learning approach

• Access for everyone, anytime, anywhere.

• An integrated approach through staff members not in isolation but as collaborative working groups

Adapted from David Wiley, CreateWV Conference 2009

Adapted from David Wiley, CreateWV Conference 2009

Changing Educational Paradigms

http://electronicportfolios.org/google/index.html

Social Bookmarking

Web Conferencing Tools

Wikis and Blogs

Podcasts & Screencasts

Video Resources

Technology Give and Get

Why Do PBL?

Think critically and be able to analyze and solve complex, real-world problems

Find, evaluate, and use appropriate learning resources

Work individually and cooperatively in teams and small groups

Demonstrate versatile and effective communication skills, both verbal and written

Use content knowledge and develop skills to become life-long learners in order to succeed in a global economy

Is a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem solving and other meaningful tasks, allows students to work autonomously and in groups to construct their own learning, culminates in realistic, student generated products.

Buck Institute for Education

Project Based Learning?

Constructivism

Learning as an active process in which learners construct new ideas or concepts based upon

their current or past knowledge. Students continually build upon what they have already

learned.

Cognitive Coaching• Students actively define problems and

construct potential solutions • Teachers model, coach, and fade in student

support • Teachers give students time to think• Teachers guide them to, not give them the

resources needed to solve problems

Specific tasks in a problem-based learning environment include

• determining whether a problem exists;

• creating an exact statement of the problem;

• identifying information needed to understand the problem;

• identifying resources to be used to gather information;

• generating possible solutions;

• analyzing the solutions; and presenting the solution, orally and/or in writing.

Characteristics of PBL

• Learning is student centered • Real-world context. Making connections between

what students are learning and their own lives• Development of critical thinking skills• Time to analyze and solve problems• Student autonomy and choice• Decisions are student initiated and self-directed.• Group collaboration and teamwork, developing social

and communication skill.

• Ongoing evaluation, not a single evaluation element

• Teacher adapts and adjusts to change

• Teacher as scenario writer

• Inquiry questioning by the teacher and student

• Supportive and non-competitive climate for students

Characteristics of PBL

Characteristics of PBL

• Interdisciplinary oriented. Demonstrates connections between classes.

• The focus is on the process more so than the solution.

• Multiple outcomes instead of a single answer, or right or wrong.

How does PBL work?

• Students confront a messy or ill-structured problem.

• In groups, students organize prior knowledge and attempt to identify the nature of the problem.

• Students pose questions about what they do not understand.

• Students design a plan to solve the problem and identify the resources they need.

• Students begin to gather information as they work to solve the problem.

PBL addresses student needs by taking learning theory into account with PBL and answers the

student question:

Who cares? Why do we need to know this?

• Students take on an active role in their educational experiences.

• Students are actively involved in the learning process, and they learn in the context in which knowledge is to be used.

• Students are empowered with the responsibility of managing a largely self-directed learning process so that they are better equipped to take on the responsibilities of mature professional life.

• Students are encouraged to develop the skill of transferring knowledge into new domains, a skill that students can carry with them throughout their lifetimes.

Teacher as coach…

• Models/coaches/fades in support:• Asking about thinking • Monitoring learning • Probing/ challenging students' thinking • Keeping students involved • Monitoring/ adjusting levels of challenge • Managing group dynamics • Keeping process moving

Problem based learning provides opportunities for students to

examine and try out what they know

Students discover what they need to learn

Paper or Plastic

An educational company has asked for your help to create an activity with the following materials.

20 pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity must teach

collaboration/team building skills as well as math and science. Work in groups of 3 to 5. You have

20 minutes to complete and present your group results.

You have been given 20 pieces of paper, 4 paper clips and 10 inches of tape. Your group is to build the

highest paper tower possible that will support a ball for 10 seconds when placed on top. The structure is

to be free standing and cannot touch any other object that would aid in support. The tape is also not to be used to attach the tower to any other object. You

have 15 minutes to complete.

In your group, review the examples of PBL scenarios on your handout. Create your own open-ended scenario that can be used with your students.

• No more than 5 sentences• No more than 15 minutes

PBL Scenario Challenge

Examples of Scenarios

http://pbl4teachers.wikispaces.com

Articles on PBL

http://pbl4teachers.wikispaces.com/PBL+Articles

Students learn and practice team building and social skills by working in cooperative teams

and sometimes with people in the community

Gives students practice in a variety of skills that they will be able to use in future careers or

during their adult lives such as responsibility, leadership, and problem solving.

Describe what you think the Benefits and Obstacles of PBL will be.

List Benefits and Obstacles

• • • • • • • •

Benefits of PBL

Problem-based learning encourages students to take control and become active in their learning.

Benefits of PBL

As more PBL graduates make their way into the workforce the reputation of PBL will grow and it is likely that employers could

show preference for graduates with the types of knowledge, skills and attitudes developed and encouraged by problem-

based learning

PBL Benefits

proactive thinkers critical thinkers problem solvers capable of self-assessment self-sufficient and self-motivated able to find and use appropriate resources technologically advanced leaders as well as team players capable of communicating ideas and listening to others eager to jump into the next challenge or problem situation

PBL learners become:

Obstacles Described by Teachers

• It takes a lot of preparation time• We don't have the resources• We lack administrative support and support

from other teachers• You often feel uneasy because you're not

knowledgeable about the content• The open-ended, no right or wrong answer

aspect of project work can be threatening

Obstacles Described by Teachers

• Administrators can fault you for not covering the curriculum

• There are risks associated with giving up teacher control

• Students may not participate and are not always self-motivated

Obstacles Described by Teachers

• students may have difficulty with higher order thinking or open-ended problems

• There is a risk that students might not learn much, or receive much of value from Problem Based Learning unless designed right

Benefits Described by Students

• We got to choose what to work on.• We learned that we can make a difference• There was a clear goal that was a challenge

to work on• There was an audience for the product and

we knew we had to meet the deadline and present it to the audience.

Benefits Described by Students

• We weren't afraid to try things we didn't know because the teacher said we would have the opportunity to reevaluate and try again.

• Everyone felt needed and had a part. Nobody got left out

• We didn't need to use our texts, and we were actively doing things and learning something.

Benefits Described by Students

• We were using skills we knew we would need in our jobs, like using time wisely, exercis ing responsibility, and not letting the group down.

• We learned that when the real world is the source of evaluation, you had better have your act together.

• Yes, enjoyed it, felt like I had more responsibility.

Benefits Described by Students

• I liked it, got a lot of ideas out, but did need some guidance some times.

• Like the idea of going off on our own to research everything possible instead of being limited by teacher specification.

Benefits Described by Students

• Communicating with outside sources, and making contacts for information.

• How to communicate and work with the corporate world, make contacts. How to write, how to work with other people in groups

• How to be a leader.

Similarities Between Project Based and Problem Based Learning

• Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning.

• Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations.

Similarities Between Project Based and Problem Based Learning

• Both approaches are student-centered and the teacher acts as facilitator or coach.

• Students work in cooperative groups for extended periods of time

• In both approaches, students seek out multiple sources of information.

• There is often a performance-based assessment.

Differences Between Project Based and Problem Based Learning

• In Project based learning, the students define the purpose for creating an end product.

• In Problem based learning, the students are presented with a problem to solve.

• In Project based learning, the students present their conclusion and there is an end product.

• In Problem based learning, when the students present their conclusion, there may or may not be an end product.

PBL vs. PBL

Similarities

- Both deal with a

motivating prompt, a

question or problem, that

has to be addressed by

creating a solution or product.

- Each is a valid

instructional strategy that

promotes active learning and engages

students.

The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring

meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have

learned from the experience.

Teacher and Student Role in PBL.

Students are at the center of the work to be accomplished. The classroom environment is student centered, not

teacher directed. Students are responsible for brainstorming, solving problems, working together,

documenting, evaluating their progress and presenting their findings.

Teacher and Student Role in PBL.

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Focus of CurriculumContent Coverage

Knowledge of Facts

Learning “building-blocks skills in isolation

Depth of Understanding

Comprehension of Concepts and Principles

Development of complex problem-solving

Traditional vs. PBL

Scope and Sequence

Follows fixed curriculum

Proceeds unit by unit

Narrow, discipline-based focus

Follows student interest

Large units composed of complex problems or real-world issuesBroad, interdisciplinary focus

Teacher Role

Lecturer and director of instruction

Expert

Resource provider and participant in learning activities

Advisor

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Traditional vs. PBL

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Teacher Role

Lecturer and director of instruction

Expert

Resource provider and participant in learning activities

Advisor

Focus of assessment

Products

Test scores

Comparison with others

Reproduction of information

Process and products

Tangible accomplishments

Criterion performance and gains over time

Demonstration of understanding

Traditional vs. PBL

Materials of instruction

Texts, lectures and presentations

Teacher-developed exercises sheets and activities

Direct or original sources: printed materials, interviews, documents and other sources

Data and materials developed by students

Use of Technology

Ancillary, peripheral

Administered by teachers

Useful for enhancing teacher’ presentation

Central, integral

Directed by students

Useful for enhancing student presentation or amplifying student capabilities

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Traditional vs. PBL

With reports such as Rising Above the Gathering Storm, statistics from Tapping America’s Potential, it is clear we need to improve workplace readiness skills and engage our students in the STEM areas. One way that is gaining momentum is to teach STEM through the lens of sustainability by using the systems of a building and the surrounding area as a learning lab.

So… Using the collective knowledge of the group, Internet or any other resources create a PBL scenario and activity that will engage students.

What do you know ?

What do you need to know?

What are your results?

Resources

PBL Wiki

http://pbl4teachers.wikispaces.com/

Resources• PBL for Teachers

http://pbl4teachers.wikispaces.com/

• Seymour Papert: Project-Based Learning. Inside a state juvenile correctional facilityhttp://www.edutopia.org/seymour-papert-project-based-learning

• Project Based Learning from Educational Leadershiphttp://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx

• Global Perspectives - http://www.cotf.edu/earthinfo

Resources • Exploring the Environment• http://www.cotf.edu/ete/• Project InSTEP Teacher Instructional Designs• http://instep.cet.edu/instrucdes.html• PBL Essentials• http://www.pbli.org/pbl/generic_pbl.htm• PBL in Math• http://www.mcli.dist.maricopa.edu/pbl/sd96/knowns.html• PBL Clearinghouse• http://www.udel.edu/pbl/problems/ • Project and Problem Based Learning• http://www.uoregon.edu/~moursund/Math/pbl.htm

Project Based Learning site for students to practice skills

http://www.studygs.net/pbl.htm

John HenryEIRC

www.eirc.orgjhenry@eirc.org