DESIGNING HIGH QUALITY PROJECTS
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DESIGNING HIGH QUALITY PROJECTS. CPA Institute November 2008. Overview of the Workshop. Introductions Success Analysis: Powerful Teaching/ Engaging Learning Learning from PBL Exemplars PBL PowerPoint: Simultaneous Outcomes & The 6 A’s Team Time: Designing a Project.

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Designing high quality projects

DESIGNING HIGH QUALITY PROJECTS

CPA Institute

November 2008


Overview of the workshop

Overview of the Workshop

  • Introductions

  • Success Analysis: Powerful

    Teaching/ Engaging Learning

  • Learning from PBL Exemplars

  • PBL PowerPoint: Simultaneous

    Outcomes & The 6 A’s

  • Team Time: Designing a Project


Overview of the workshop continued

Overview of the Workshop (continued)

  • Creating a 6 A’s Poster

    (& possibly a Project Story Board)

  • Exploring PBL Resources

  • Giving and Receiving Feedback

  • Next Steps …..Finishing PBL Design, Implementing Your Project, Sharing Project

    (or work in progress) at the March 2009

    CPA Conference


Objectives

OBJECTIVES

  • Consider how PBL can help teachers meet simultaneous objectives in their instructional design.

  • Learn about PBL design principles through examination of project exemplars and design tools.

  • Begin designing a project using the simultaneous outcomes and the 6 A’s indicators for quality project design.

  • Produce a 6 A’s Poster & give/receive feedback


Success analysis

Success Analysis

  • Think about a time when you were very successful as a teacher and students were highly engaged in their work. What about this particular teaching/learning experience was so powerful? Write a brief description of a powerful teaching and learning experience. Be prepared to share. (alternate choice: when you had a powerful learning experience in high school)


The ideal learner

The Ideal Learner

  • Imagining the ideal

  • Broadening our perspective

  • Reflecting on the actual

  • Moving from actual to ideal


The ideal learner1

THE IDEAL LEARNER

  • GAP

ACTUAL

LEARNERS

IDEAL

LEARNERS

PBL


Designing high quality projects

WHAT IS PROJECT-BASED LEARNING?

PBL engages students in complex,

real-world problem solving…

… is Academically Rigorous

…is Relevant

PBL

…uses Active Learning


What is pbl

What is PBL?

  • Project-based learning can be defined as follows:

    • Learning experiences which engage students in complex, real-world projects through which they develop and apply knowledge & skills

    • A strategy which recognizes that significant learning taps students’ inherent drive to learn, capability to do important work, & the need to be taken seriously.


Pbl definitions continued

PBL definitions continued

  • Learning in which the results are not predetermined or fully predictable;

  • Learning which requires students to draw from many information sources and disciplines in order to solve problems; and

  • Learning which requires students to coordinate time, work schedules, and project outcomes in order to accomplish goals on a predicted time schedule. –Autodesk Foundation


More on pbl

More on PBL

  • Project-based Learning:

    • Engages students in complex, real-world issues and problems; where possible, the students select and define issues or problems that are meaningful to them;

    • Requires students to use inquiry, research, planning skills, critical thinking, and problem-solving skills as they complete the project


More on pbl continued

More on PBL (continued)

  • Provides opportunities for students to learn and practice interpersonal skills as they work in cooperative teams and, wherever possible, with adults in workplaces or the community.

  • Gives students practice in using the array of skills needed for their adult lives & careers (e.g., how to allocate their time and resources; individual responsibility; interpersonal skills; learning through experiences, SCANS skills, etc.)


More on pbl continued1

More on PBL (continued)

  • Includes expectations regarding accomplishments/learning outcomes; these are linked to the learning standards and outcomes for the school district and are stated at the beginning of the project

  • Incorporates reflection activities that lead students to think critically about their experiences and to link those experiences to specific learning standards


More on pbl continued2

More on PBL (continued)

  • Ends with a presentation or product that demonstrates learning and is assessed; the criteria could be decided upon by the students.” - W. Diehl, T. Grobe, H.Lopez, &C. Cabral


Quality pbl

Quality PBL

  • “Quality project-based learning seeks to blend authentic, real-world experiences with rigorous academic study so that students can practice and demonstrate skills that will serve them well in college, career, and life. It advances the notion of what a “project” can accomplish, emphasizing connections between classroom and community…


Quality pbl1

Quality PBL

  • Quality project-based learning is a pedagogy quite compatible with, and receiving considerable momentum from, two current movements in education reform – the school-to-career (STC) movement and the standards movement.”

    • Jobs for the Future, A Portable Action Lab


Pbl framework

PROJECT

ASSESSMENT

& EVALUATION

INSTRUCTIONAL

DELIVERY

CURRICULUM

DESIGN

6 A’s

PBL FRAMEWORK

ACCOMMODATIONS, RESOURCES, CONSTRAINTS


Research base for pbl

Research base for PBL

  • “There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is they’re studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as needed, the ideas just disappear.”

  • -- Howard Gardner, Harvard University


Simultaneous outcomes

HABITS

OF MIND

LIFELONG

LEARNER/ college/career

success

PROCESSES

ACTIVITIES

CONTENT

SIMULTANEOUS OUTCOMES

based on work of Art Costa & Bena Kallick


Costa s habits of mind

Costa’s Habits of Mind

  • Persisting

  • Managing Impulsivity

  • Listening With Understanding and Empathy

  • Thinking Flexibly

  • Thinking About Thinking (Metacognition)

  • Striving for Accuracy

  • Questioning and Posing Problems

  • Applying Past Knowledge to New Situations


Habits of mind continued

Habits of Mind (continued)

  • Thinking & Communicating With Clarity & Precision

  • Gathering Data Through All Senses

  • Creating, Imagining, Innovating

  • Responding With Wonderment & Awe

  • Taking Responsible Risks

  • Finding Humor

  • Thinking Interdependently

  • Remaining Open to Continuous Learning


The six a s of designing projects

THE SIX A’s OF DESIGNING PROJECTS

  • AUTHENTICITY

  • ACADEMIC RIGOR

  • APPLIED LEARNING

  • ACTIVE EXPLORATION

  • ADULT RELATIONSHIPS

  • ASSESSMENT PRACTICES

Developed by Adria Steinberg, Jobs For the Future. Used w. permission.


Academic rigor

ACADEMIC RIGOR

  • ACADEMIC RIGOR

  • ADULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • High-order thinking skills and methods of inquiry from academic and professional fields

  • Aligned with state content standards


Adult relationships

ADULT RELATIONSHIPS

  • ACADEMIC RIGOR

  • ADULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • Adult mentors

  • Experts in the field

  • Guest artists

  • Community panels


Authenticity

AUTHENTICITY

  • ACADEMIC RIGOR

  • AD\ULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • Real world context

  • Issues that matter to students

  • Real and appropriate audience


Active exploration

ACTIVE EXPLORATION

  • ACADEMIC RIGOR

  • ADULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • Experiences beyond

    the classroom

  • Field-based investigations

  • Community exploration

  • Expert interviews

  • Internships


Applied learning

APPLIED LEARNING

  • ACADEMIC RIGOR

  • ADULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • Teamwork

  • Communication

  • Product design

  • Problem-solving

  • Self-management skills

  • Information collection,

    organization and analysis


Assessment practices

ASSESSMENT PRACTICES

  • ACADEMIC RIGOR

  • ADULT RELATIONSHIPS

  • AUTHENTICITY

  • ACTIVE EXPLORATION

  • APPLIED LEARNING

  • ASSESSMENT PRACTICES

  • Exhibitions of work

  • Variety of assessment tools

  • Professional standards of performance

  • Student involvement in creating criteria for project (rubric)


Types of assessment

TYPES OF ASSESSMENT

Tests, Quizzes, Reports, Recitations

KNOWLEDGE

(Mastery)

JUDGMENT

Portfolios, Journals, Observations

Exhibitions, Demonstrations

UNDERSTANDING

(Application of knowledge)

REFLECTION

(Growth over time)


Assessment evaluation

ASSESSMENT & EVALUATION

PRODUCT

Tests, Quizzes, Reports, Recitations

KNOWLEDGE

(Mastery)

JUDGMENT

PROCESS

PROGRESS

Portfolios, Journals, Observations

Exhibitions, Demonstrations

UNDERSTANDING

(Application of knowledge)

REFLECTION

(Growth over time)


Project framework

COURSE CONCEPTS

COURSE CONCEPTS

UNIFYING THEMES

TOPICS & SUBTOPICS

TOPICS & SUBTOPICS

CONTENT

STANDARDS

PROCESS

SKILLS

HABITS

OF MIND

EVALUATION

ASSESSMENT

PROJECT FRAMEWORK

PROJECT

ESSENTIAL QUESTION(S)

PERFORMANCE TASK

ACTIVITIES

CRITICAL ELEMENTS

COMMUNICATION &DISSEMINATION


Traditional assignment

TRADITIONAL ASSIGNMENT

  • RESEARCH PAPER

  • Required Elements:

    • Select a disease to study

    • Go to library and do research

    • Write ten pages

    • Use proper essay form

    • Include a bibliography


Pbl assignment

PBL ASSIGNMENT

  • HEALTH PROJECT

  • Required Elements:

  • Develop family medical histories

  • Write proposal to study health issue of personal or community interest

  • Keep research log, including citations

  • Produce a newsletter,

  • Develop lesson plans and materials for underserved population

  • Present to real audience


Transforming practice

  • Traditional Assignment

  • Student works alone

  • Context is school

  • Assessment by teacher only

  • PBL Assignment

  • Student works alone and in teams

  • Context is family and community

  • Assessment by real audience and teacher

TRANSFORMING PRACTICE


Scaffolding for pbl success

Scaffolding for PBL Success

  • Structure (Format)

  • Great Groups, Terrific Teams

  • Content

  • Training

  • Expertise

  • Oversight

  • Handouts & Documentation

  • Tools

  • Time, Supporting all Learners, & more…


Project design time

PROJECT DESIGN TIME

Collaborate with your team to design a project that you can implement with students this year. Prepare an exhibition of your project design for our Gallery Walk. (Create a 6 A’s chart, create a story board or other graphic representation of your project, or other creative display.)


Next steps

Next Steps

Finishing your PBL Design

Implementing Your Project

Conserving Project Artifacts

Sharing PBL work at March CPA Conference


Some favorite pbl resources

Some Favorite PBL Resources

  • George Lucas Education Foundation http://www.glef.org

  • Buck Institute of Education http://www.bie.org

  • Jobs for the Future http://www.jff.org

  • What Kids Can Do http://www.whatkidscando.org

  • Adria Steinberg’s Real Learning, Real Work


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