WELCOME!PBL

FRAMEWORKPackets are available digitally through the NCMSC site

Contact information: Leila.Merrell@Cabarrus.k12.nc.us

Background◦ 7th Grade STEM Teacher 2015 – 2016◦ Part of the team that started the STEM program at JN Fries

Magnet Middle School in Concord, NC◦ PBL based lessons for 5 years.◦ Inquiry and Student Centered Learning for 10 years.

Project Based LearningWhat do you know? What questions do you

have?

When starting a PBL, students will share the information they recorded in small groups or whole class. Informal pre-assessments can be seen through these discussions.

WHAT MAKES A GOOD PBL PROBLEM?

Project Based LearningVideo Clip: https://www.youtube.com/watch?v=dFySmS9_y_0 ◦What is the level of student engagement?◦What steps did you see the students take to work on their

project?◦What curriculum standards did the students meet through their

work?◦What role did the teacher take during the PBL?

Why is Project Based Learning good to use?◦ Connects students to their local and global communities◦ Fosters 21st century skills◦ Provides opportunities to integrate technology into the

classroom◦ Provides opportunities to apply what they have learned◦ Improves research and communication skills◦ Cross curricular

HOW CAN WE BUILD GOOD PROJECTS?

closure

What new questions do you have about project based learning?

WHAT MAKES A PROJECT A

GOOD ONE?

PBL IN ELAELA PBL on narrative writing in conjunction with the social studies exploration unit.

Objectives◦ SWBAT write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (7.W.3)

◦ SWBAT demonstrate how geography, demographic trends, and environmental conditions shape modern societies and regions. (7.G.1)

Overview of PBL Class New Scenario Days

Warm-up Scenario Know/Need to know Chart

Think – Pair – ShareScenario Know/Need to know Chart

ResearchUnanswered questions

Closing Questions

Overview of PBL Class Between Scenario Days

Warm-up PBL tracking sheet

essential question/objective for the dayFocuses student on daily task/research

Based on closing questions from previous days or areas I noticed weaknesses

Mini-lessonBased on closing questions from previous days or areas I noticed weaknesses

Whole class, small group, individual as needed

Research/ReviseClosing Questions

PBL tracking sheetReview of what was accomplished Chance to let me know where students had difficultyDaily assessment of student progress

Keeping track …Between Scenario Days

Warm-up PBL tracking sheet

essential question/objective for the dayFocuses student on daily task/research

Based on closing questions from previous days or areas I noticed weaknesses

Mini-lessonBased on closing questions from previous days or areas I noticed weaknesses

Whole class, small group, individual as needed

Research/Revise

Closing QuestionsPBL tracking sheet

Review of what was accomplished Chance to let me know where students had difficultyDaily assessment of student progress

Example ScenarioYou are a free-lance writer with a profile on oDesk? Your profile intrigued a publisher who has contacted you. There is a market for stories that will help people understand the reasons and impacts of exploration on the world. She would like to gather quick write samples of exploration short stories to get a feel of your writing style and the direction your exploration narrative might take. She wants the example by tomorrow so she can choose which writers she will include in an anthology of exploration.

Scenario 1: Potential Questions

I know◦ I am a writer.◦ The topic is

exploration. ◦ My story will be

published.◦ I am writing a quick-

write of a narrative.

Information I Need◦ What is oDesk?◦ What is an anthology?◦ What are the impact of

exploration?◦ What are the reasons for

exploration?◦ Where/how is it being published?◦ What is the due date?◦ What does it have to be fiction or

non-fiction? ◦ Who is our target audience?◦ How much do we get paid?

Think – Pair – Share (Turn and Talk)

Keeping it flowing…

◦Scenario 1◦whole class/group on day 1◦Think-Pair-Share

◦Scenarios 2-6◦List PBL essential questions on the board◦Students choose which question to address

Teacher Actions◦ Provide one situation at a time. ◦ Allow the students to discuss what is known and what

information/skill is missing with a group. ◦ Present mini lessons to small groups or whole class if everyone

is in the same place. ◦ Allow students time to practice the new skills with a calculator

for checking answers. (Math Specific)◦ Provide homework assignments that allow students to practice

the computation and word problem skills.

How is planning a PBL different from traditional planning?

Traditional lesson planning

◦ Start by determining what the students will learn.

◦Determine what steps will be needed to reach the objectives.

◦Gather resources.◦ Plan individual lessons to

present to students.

PBL planning◦ Start by determining what the

students will learn.◦ Determine what steps will be

needed to reach the objective.◦ Develop an overall problem or

scenario that can encompass the steps.

◦ Gather resources.◦ Design individual scenarios to

lead students through the steps/resources.

Planning the Scenarios

◦ Think like your students.◦ What questions will they

have?◦ What misconceptions might

come up?◦ Peer revise. Someone else

will see things you don’t!

◦ Think about how to lead students from one scenario to the next.

Working with scenarios:

Write your scenario.

What questions will the

students ask?

What questions will your students

ask?

Prepare information

that students will receive.

Revise your scenario until it leads to the

right questions.

Think like your students!World War I Example Student Questions

What we know

◦ A note was written on July 23 to the government of Serbia.

◦ Austria-Hungary has declared war.

◦We are jumpers.◦ It is 1914.

What information we need

◦What was in the note?◦Why did Austria-Hungary

declare war?◦What was going on in these

places in 1914?◦Where is Serbia?◦Who is Count Leopold?

Differentiating PBLAbility

◦Group students based on pre-assessment.

◦Group students based on reading ability.

◦ Provide different modes of information (i.e. articles, videos, pictures).

◦ Adjust the level of teacher support.

Interest

◦ Allow student choice when possible with topic.

◦ Allow students to choose their own type of project or presentation:◦ Digital?◦ Musical?◦ Written?◦ Allow their creativity to take

over!

Traps and Pitfalls◦ start small◦ develop well◦ don’t force integration◦ specific plan◦ teach how to ask q’s◦ teach how to read a rubric◦ everything will take longer than you think it will◦ flexible due dates◦ structured stepping stones◦ too many choices/decisions at any one stage

THANK YOUEnjoy the rest of your day.

Thinking about …

PBL

ask

improve

plan

imag

ine

create