Project-Based Learning

Develop an understanding of the rationale for and best practices in PBL design, assessment, and management

Integrate 21st century skills and PBL

Align PBL with provincial learning outcomes

Create the first draft of a PBL plan

Participate in a peer review protocol to improve the PBL plan

Workshop Outcomes

8:30 – 10:15 Overview of PBL rationale and methodology

10:30 – 12:00 Begin with the End in Mind/ Crafting a Driving Question

12:00 – 1:00 Lunch

1:00 – 2:30 Begin with the End in Mind/ Crafting a Driving Question (cont…)

2:45 – 3:30 Assessment

Day 1 Agenda

8:30 – 10:15 Managing projects Creating a collaborative cultureDeveloping high-performance teamsEntry and exit strategies

10:30 – 12:00 Planning time

12:00 – 1:00 Lunch

1:00 – 1:30 Using the Project Planning Rubric

1:30 – 3:30 Peer Review Protocol

Day 2 Agenda

Why change anything?

An ‘international crisis of disengagement’

Industrial vs. Information Age Kids come to school to watch

their teachers work!

http://cooperativelearning.learnhub.com/lesson/video/18-seinfeld-teaches-history

An education system that was designed in the 19th century

doesn’t work really well in the 21st century.

Legacy policies and traditions

• Agrarian calendar and circadian rhythm• A system of “bells and cells”• Crammed curriculum• Not enough emphasis on higher order thinking• Lack of competency assessment

Generation Net• Sheltered kids of “helicopter parents”• Team-oriented and assertive• Multi-taskers• Always had the net• Receive and process information differently• Published authors and artists• Social-networkers• Disengaged and disconnected

Digital learners prefer learning “just in time.”

Many educators prefer teaching “just in case.”

NB Student Survey

• 61% reported that most of

class time was used to sit and

listen to the teacher

• 43% reported that they were

taught things they already

knew

NB Student Survey

• Only 42% felt that they were

inspired to learn in school

• Only 39% felt that it was

important to do well in school

Becoming relevant• Challenge the status quo• Integrate the curriculum• Reduce number of learning outcomes – go deep• Use authentic, real-world problems to guide

learning activities, curriculum development and assessment

• Get past the social networking debate

Key Concept of Change

Those who dislike change will dislike irrelevance

even more.

We are the future.

• Highly skilled in literacy, numeracy and science

• Critical thinkers and creative problem- solvers

• Collaborators• Skilled communicators• Resourceful, reliable, resilient and

physically active• Involved in our communities, yet

connected to the world

You will know we are ready when we are:

Kids don’t know what to do…

Kids don’t know what to do…when they don’t know what to do!

Bill Daggett

Ray McNulty

International Center for Leadership in Education (ICLE)

Benjamin Bloom

Benjamin Bloom

Taxonomy of Learning

.

Synthesis

Analysis

Application

Comprehension

Knowledge

Evaluation

BLOOM’S TAXONOMY

Creating

Evaluating

Analyzing

Applying

Understanding

Memorizing

.

Synthesis

Analysis

Application

Comprehension

Knowledge

Circa 1956 Today’s revision

Evaluation

BLOOM’S TAXONOMY

WHY do I need to know this?

Rigour

Rigour

Relevance

Rigour

Relevance

A BC D

Creating 6

Evaluating 5

Analyzing 4

Applying 3

Understanding 2

Memorizing 1

Rigour/Relevance Framework

1Knowledge

in one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply

knowledge to real-world predictable situations

5Apply

knowledge to real-world

unpredictable situations

Rigour/Relevance FrameworkCreating 6

Evaluating 5

Analyzing 4

Applying 3

Understanding 2

Memorizing 1

1Knowledge

in one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply


5Apply



AAcquisition

BApplication

CAssimilation

DAdaptation


Evaluating 5

Analyzing 4

Applying 3

Understanding 2

Memorizing 1

Quadrant A – Acquisition Recall or awareness of basic knowledge. Students gather and store bits of knowledge and information that they are generally expected to remember and understand.

Low rigour/low relevance

For example: Memorize elements in the periodic table Write an essay on a historical topic Distinguish rational and irrational numbers

Quadrant B – ApplicationDefinite opportunities for students to apply knowledge and design solutions, typically for a real-world problem.

Low rigour/high relevance

For example:

• Apply laws of gasses to design storage containers

• Prepare a multi-media presentation

• Calculate mathematical values for an excellent golf swing

Quadrant C – AssimilationComplex activities that require students to extend and refine their understanding in one subject area.

High rigour/low relevance

For example:

• Calculate potential and kinetic energy of a roller coaster

• Analyze characters in a novel

• Solve quadratic equations and linear inequalities

Quadrant D – AdaptationLearning experiences are high in rigour and relevance, complex (multi-disciplinary), creative, and require unique solutions to unpredictable problems.

High rigour/high relevance

For example:

• Create a building plan for a roller coaster

• Develop guidelines for publishing material on the web

• Devise a sound nutritional plan for a group of 3 year-olds who are picky eaters

1Knowledge

in one discipline

2Apply

knowledge in one

discipline

3Apply

knowledge across

disciplines

4Apply


5Apply



Teacher Works


Evaluating 5

Analyzing 4

Applying 3

Understanding 2

Memorizing 1

Student Works

Student Thinks

Student Thinks and

Works

Relevance Rigour

Relationships

Reflection

“Children become better problem solvers in direct relation to the opportunities they have to solve problems and to reflect on what works and what doesn’t.

Real-world problems do not come neatly packaged with predictable, easy-to-solve answers, so we need to provide students with experience in grappling with problems that mirror the world beyond school.”

~Willard Daggett

Rigour/Relevance and PBL

www.bie.org

www.pbl-online.org


A different method of teaching and learning Not just the icing on the cake! A substantial change – PLCs and CFGs Dewey-ist tradition of learning by doing Core instructional approach – but not the only D

quadrant strategy


Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learning


Doing Projects PBLEnjoyable; “hands-on” learning Engaging; “heads-on” learningFocused on theme, concept, time period, novel, topic, culture, chapter

Driving question, problem or challenge




Curricular add-on (dessert) Project organizes curriculum & instruction (main course)





Assessment of product Assessment of product and process





Assessment of product Assessment of product and processSchool world work product and assessment

Real world work products and assessment involving community







Individual or group Team







Individual or group Team

Content Content, competencies, and habits of mind


The School: A consistent culture/system

e.g. student-centred learning

A supportive infrastructuree.g. common planning time

A unified vision for achievement and successe.g. common skills rubrics

What works for PBL

The Teacher:

Genuine interest in content

Youth-friendly

A feel for inquiry

Ability to model competencies

Planning and design skills

What works for PBL

The Student:

An explanation of ‘why PBL’

Progressive training

A sense of partnership and community

Clarity of outcomes and performance measures

Support and leadership from the teacher

What works for PBL

The Parent: May need to be re-educated about projects (letter home

suggested) Invite them to the presentations; give them rubrics to

help assess May need Kleenex when they see kids ‘performing’

during exhibitions

What works for PBL

1. Curriculum

2. Competencies

3. Collaborative

4. Current

5. Community

6. Connected

7. Cool!!

The 7 Cs of PBL

Design Principle 1

Begin With the End in Mind

• Only 2-3 specific outcomes from the curriculum document (big picture ideas)

• 1-2 components of the NB Competencies

• Avoid mission creep!

PBL resources are in the Portal!

1. Go to portal.nbed.nb.ca

2. Search in People for Ruth.Wilson

3. Click on Shared Documents

NB Competencies• Critical thinking and creative problem

solving

• Collaboration

• Communication

• Personal development and self awareness

• Global citizenship

Planning backwards

Who is the audience for the work?

What products will students create?

How will you assess the student work?

How should activities be organized?

Keep it real! Connect to your community Include at least one literacy outcome Assign real work products Bring in the experts

Design Principle 2

Craft the Driving Question

Abstract/Conceptual What is justice?

Should art be censored?

More concrete Is our water safe to drink?

Are roller coasters safe?

Design Principle 2

Craft the Driving Question

Problem-Solving How can we improve traffic flow around our school?

How does our government use policy to address an economic crisis?

Design Challenge How can we design a school theatre to meet specs

and seat the most people?

How can we build a website to attract more visitors to our community?

1. Can my students read and comprehend the Driving Question?

2. Is the Driving Question open-ended? Does it require a complex answer, or is there one right answer or a simple “yes” or “no”?

3. To answer the Driving Question, will my students need to learn important content knowledge and use 21st century skills?

4. Does the Driving Question allow me to create a local context for the topic under study or have students solve an authentic, real-world problem? (Optional, but highly recommended if possible)

Refining the Driving Question

From “simple right answer” to more complex, local, and actively problem-solving:

What are the characteristics of healthy soil?

Is our soil healthy enough to support a vegetable garden?


From abstract to concrete and challenging:

How do architects use geometry?

How can we design a theatre that meets building specifications with the greatest number of seats?


From “too big” to answerable:

How has technology affected world history?

Has technology made war more or less humane in Iraq and Afghanistan?


How and why do rivers influence the settlement and culture of populations?

How and why has the Saint John River influenced the settlement of Fredericton?


Is breaking the law justifiable?

To be a good citizen, must you always obey the law?


Does music reflect political events?Prove or disprove

How does music reflect political and cultural upheaval in history?


How does tourism affect the historical locations, the economy and the environment

of New Brunswick?

Is tourism helpful or harmful to the history, economy, and environment of New Brunswick?


Can science be used to solve crimes?

Would you trust your guilt or innocence to science?


http://wvde.state.wv.us/teach21/pbl.html

http://projects.hightechhigh.org/

http://www.pbl-online.org/

http://www.bie.org

http://pathways.ohiorc.org/

http://www.envisionprojects.org/cs/envision/print/docs/750

http://www.wested.org/pblnet/exemplary_projects.html

http://virtualschoolhouse.visionlink.org/projects.htm

PBL Resources

http://wvde.state.wv.us/teach21/pbl.html

http://projects.hightechhigh.org/

http://www.pbl-online.org/

http://www.bie.org/

http://pathways.ohiorc.org/

http://www.envisionprojects.org/cs/envision/print/docs/750

http://www.wested.org/pblnet/exemplary_projects.html

http://virtualschoolhouse.visionlink.org/projects.htm

Design Principle 3

Plan the AssessmentA balanced assessment plan includes a variety of:

•formative and summative assessment activities; •team and individual activities; •and a balance between knowing and doing.

Design Principle 3

Plan the Assessment

Work ProductsJournal 25Quizzes 10Travel Brochure 10Interview Questions 5Video 25Team Assessment (Self, Group, Teacher) 25

TOTAL 100

Design Principle 4

Map the PBL• Timelines and milestones• Plan the entry event• Develop the entry package and briefcase• Plan the final presentations• Debriefing activity

Design Principle 5

Managing PBL

Managing progress:

rough drafts, concept maps, models, storyboards, plans, proposals, research notes, practice presentations (assess, don’t grade)

opportunities for teacher and peer feedback

Managing process:

lists of questions for inquiry journals / blogs resource lists ask groups to report / meet with group leaders

Design Principle 5

Managing PBL

Project Calendar Rubrics and Assessments Resource list Presentation/exhibition schedule Teams list Checklist (due dates and points possible) Templates for contracts, task lists, etc.

Managing PBL – Entry Package

• Field trip

• Guest speaker

• Film, video, website

• Lively discussion

• Simulation or activity

• Provocative reading

• Startling statistics

• Puzzling problem

• Piece of real or mock

correspondence

• Song, poem, art

Managing PBL – Entry Event

• Launch with the Entry Event• Introduce the Driving Question• Create need-to-know list or set of questions

for inquiry• Distribute and review Entry Package

Managing PBL: Day 1

Students begin to…. Hold initial team meetings Write team contracts Write preliminary task lists Complete individual activity logs Begin research, reading, or other content-related work

Managing PBL: Day 1

1. Curriculum

2. Competencies

3. Collaborative

4. Current

5. Community

6. Connected

7. Cool!!

The 7 Cs of PBL

How can we design a

walking trail with minimum eco-systems

impact?

1. Curriculum

2. Competencies

3. Collaborative

4. Current

5. Community

6. Connected

7. Cool!!

The 7 Cs of PBL

How does art affect mood?

1. Curriculum

2. Competencies

3. Collaborative

4. Current

5. Community

6. Connected

7. Cool!!

The 7 Cs of PBL

How can we help businesses

in our community

become wheelchair accessible?

Clear criteria: collaboration rubric, contracts, set of expectations / norms

Practice skills before and during project

Monitoring style: helicopter vs. predator drone

Sit with each team occasionally

Reports from teams / leaders

Hiring and firing

Managing PBL - Teamwork

• Teams, not groups• Teacher chooses team members• Create a set of expectations for team work (e.g.

collaboration rubric) and assess/grade it• Team contracts (possibly with a firing clause)• Teach students project management skills:

dividing tasks, managing time, setting deadlines• Regular check-ins

Managing PBL - Teamwork

Arrange schedule, logistics in advance

Invite audience, plan their role, provide information and rubrics

Have audience ask questions to assess content and process

Managing PBL – Final Presentations

Individual accountability in teams:

• require shared presentation duties• question each individual (about any part of

presentation)• play hardball: any student may be asked to do

any part of presentation• collect reports on who did what work to prepare


Avoid death-by-repetition presentations:

• Varied answers to DQ or solutions to problem

• Differentiate point of view / roles

• Same DQ but use varied texts, places, times, people, cultures, etc.

• Choice of products / ways to present answer to DQ


• Practice, practice, practice!• Make work products as authentic as possible• Public audience ups the stakes = higher quality• Require students to share presentation duties• Give audience members an assessment role


1. The work has personal and/or social value beyond the school setting.

2. The work is taken seriously by adults engaged in similar issues or work.

3. Students have access to appropriate technology, tools, and materials.

4. Students see a reason for what they are doing beyond getting a grade.

5. The work is structured to emulate high performance work environments.

Characteristics of Great Projects

http://www.hightechhigh.org/unboxed/issue3/keeping_it_real/

It’s a wrap!

• Whole group, focus group, small group, individual• Get info by discussion, survey, journal, etc.• Content: what was learned (correct any misunderstandings); what

was the answer to the DQ• Process: how we learned and worked; skills we developed• The entire PBL experience: the good, the bad, and the ugly• Where do we go from here? (future projects, skills to work on,

connections to the course, next unit, etc.)

• Celebrate success• Facilitate student self-reflection and self-assessment• Gather feedback on project design and management• Use data to remediate and to improve your project• Collect examples of student work• Archive your project• Write thank you notes to your outside experts

Reflect and perfect!

Critical Friends Protocol1) A gives an overview of the project. (7 minutes)2) B asks clarifying questions. (3 minutes)3) A “leaves.” 4) B discusses the project.

Warm “I like …” (4 minutes) Cool “I wonder if …” (4 minutes) “A good next step might be to …” (4 minutes)

5) A “returns” and reflects. (3 minutes)

Project-Based Learning

Documents

Transcript of Project-Based Learning