PROJECT-BASED LEARNING

1. PROJECT-BASED LEARNING

2. WHAT IS PROJECT-BASED LEARNING? … is Academically Rigorous PBL engages students in complex, real-world problem solving… …is Relevant PBL …uses Active Learning

3. WHAT IS PROJECT-BASED LEARNING? Project Based Learning 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 to construct their own learning, culminates in realistic, student generated products. BIE

4. The defining features of the Project Based Learning model are: • The project work is central rather than peripheral • Students are accountable for themselves and their peers • The work is related to the world outside the classroom • Contextualized learning for an In-depth exploration of • important topics • Frequent opportunities for feedback so they learn from • experience • Impact on the hard to teach “life skills” and “process skills”

5. PROJECT ASSESSMENT & EVALUATION INSTRUCTIONAL DELIVERY CURRICULUM DESIGN 6 A’s RESOURCES & CONSTRAINTS PBL FRAMEWORK

6. HANDS ON ACTIVITIES HABITS OF MIND LIFELONG LEARNER PROCESSES CONTENT SIMULTANEOUS OUTCOMES REAL WORLD SKILLS RELEVANCE ADDRESS STANDARDS Adapted from the work of Art Costa and BenaKallick

7. Begin with the end in mind.

8. Backward Design Process • Begin with the End in Mind • Develop a project idea • Decide the scope of the project • Select standards • Incorporate simultaneous outcomes • Work from project design criteria • Create the optimal learning environment • Craft Driving Questions

9. Backward Design Process • Plan the assessment • Create a balanced assessment plan • Align to products and outcomes • Know what to assess • Use rubrics -- Ongoing

10. PURPOSES OF ASSESSMENT • Help students become aware of areas of need • Formative -- help students along the way, ongoing • Proof of learning, growth • Feedback helps create better product/project • Opportunity to test depth of understanding • Helps to define lesson design and performance • Helps teachers determine what to reteach • Allows for natural adult connections • Helps to share the workload • Checkpoint for integration

11. BALANCED ASSESSMENT • COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK • USE A VARIETY OF METHODS: • Tests • Product assessments • Performance assessments • Self-Reports

12. Backward Design Process • Map the Project • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a “Storyboard” • Plan an engagement activity • Manage the Process • Share project goals with students • Use problem-solving tools • Use checkpoints and milestones • Plan for evaluation and reflection

13. Step 1. Develop a Project Idea Suggestions: • Work backward from a topic. • Use your standards. • Find projects and ideas on the Web. www.bie.org • Map your community • Match what people do in their daily work. • Tie the project to local and national events. • Focus on community service.

14. Step 2. Define scope of project. • Duration • Breadth • Technology • Outreach • Partnership • Audience

15. Step 3. Student Autonomy • Who selects the topic? • Who defines the learning outcomes? • Does the teacher solicit student input? • Do the student and teacher negotiate learning outcomes? • Who defines the products and activities? • Who controls the timeline and pace of the project?

16. Step 4. Select Standards What do you want your students to know and be able to do? • Identify the key standards that you believe might best be met through project based instruction. • No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project. • Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

17. Step 5. Simultaneous Outcomes • Teachers incorporate more than academic outcomes into classroom activities • Specific skills (being able to work in groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently) • Habits of mind (curiosity, flexibility, perseverance)

18. Step 6. Project Design Criteria The Six A’s • Authenticity • Academic Rigor • Applied Learning • Active Exploration • Adult Connections • Thoughtful Assessment Practices

19. Optimal Learning Environment • Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships) • Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

20. Optimal Learning Environment Three Ideas for improving learning: • See the whole before practicing the parts. • Study content and apply it to authentic problems. • Make schoolwork more like real work.

21. Step 7. Project Design Does the project • Meet standards? • Engage students? • Focus on essential understanding? • Encourage higher-level thinking? • Teach literacy and reinforce basic skills? • Allow all students to succeed? • Use clear, precise assessments? • Require the sensible and appropriate use of technology? • Address authentic and real world issues?

22. Today’s Students are Digital Natives Conventional Twitch Speed Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work-Oriented Play-Oriented Stand-alone Connected

23. 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. • 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.

24. 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.

25. Project and Problem Based LearningDifferences and SimilaritiesExample

26. An education 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 should include 21st Century Skills and other content areas. Work in groups of 3 to 5. You have 20 minutes to complete and present your group results.

27. 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 tennis 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. One final objective for your group is to make connections to STEM content areas relating to this activity. You have 20 minutes to complete.

28. Example of a Problem Based Learning Method Present the Problem, Scenario, or Situation Define problem statement List what is known List what is unknown, or needed to know List what is needed to be done: Action Plan, who will do what and why Gather and analyze information (Dynamic Governance) Present Findings

29. Crafting the Driving Question When crafting the Driving Question, remember: • Driving Questions are provocative. • Driving Questions are open-ended. • Driving Questions go to the heart of a discipline or topic. • Driving Questions are challenging. • Driving Questions can arise from real-world dilemmas that students interesting. • Driving Questions are consistent with curricular standards and frameworks.

30. A Project Learning Classroom is ... • Project-centered • Open-ended • Real-world • Student-centered • Constructive • Collaborative • Creative • Communication- focused • Research-based • Technology- enhanced • 21st Century friendly • Hard, but fun!

31. Project Learning is Skill-Based To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communication – present To learn written communications – write

32. Project Learning is Skill-Based To learn technology – use technology To develop citizenship – take on civic and global issues-- Service Learning To learn about careers – do internships To learn content – research and do all of the above

33. Students Develop Needed Skills in • Information Searching & Researching • Critical Analysis • Summarizing and Synthesizing • Inquiry, Questioning and Exploratory Investigations • Design and Problem-solving

34. In a project learning classroom The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

35. Culminating Products Examples • Research papers • Report to school staff or authentic audience • Multimedia shows • Presentations at school-wide assemblies • Exhibitions in the school or community • Websites • Public service announcements

36. Mark Swiger swiger.mark@gmail.com Marshall County Schools, WV John Henry EIRC jhenry@eirc.org 609-330-9218