Project Based Learning PBL

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2. Characteristics of PBL. Organizes standards-based curriculum around a meaningful open-ended problem or project with more than one approach or answerEncourages active inquiry and higher-order thinking skillsEngages students as stakeholdersCreates a learning environment where teachers coach, gu

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Project Based Learning PBL

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1. 1 Project Based Learning (PBL) An Innovative Model for Learning

2. 2 Characteristics of PBL Organizes standards-based curriculum around a meaningful open-ended problem or project with more than one approach or answer Encourages active inquiry and higher-order thinking skills Engages students as stakeholders Creates a learning environment where teachers coach, guide inquiry and facilitate deeper levels of understanding Concludes with realistic products

3. 3 Project Based Learning emphasizes learning activities that are: student-centered They become the problem solver, decisions maker, investigator, documentarian They take on the role of those working in a particular discipline long-term Projects can be a variety of lengths What they are not is one-day teacher centered lessons integrated with real world issues and practices and have compelling questions Significance beyond the classroom walls

4. 4 Project Based Learning Develops real world skills many of the skills are those desired by today's employer such as: the ability to work well with others make thoughtful decisions take initiative solve complex problems. Allows for a variety of learning styles accessible for all learners

5. 5 The Students Move from following orders . . to carrying out self-directed learning activities from memorizing and repeating . . To discovering, integrating and presenting from listening and reacting . . To communicating and taking responsibility

6. 6 The Students Move from knowledge of facts, terms and content . . to understanding processes from theory . . to application of theory from teacher dependent . . to empowered

7. 7 Methodology Guide on the side no longer sage on the stage More coaching and modeling less telling More finding out with students less being the expert More cross disciplinary thinking less specialization More performance-based assessment Less knowledge-based assessment Risks to teachers Uneasy because not knowledgeable about content Open ended nature – no right answers can be threatening Can be faulted for not finishing curriculum Risks with giving up control – students may not participate, students can get out of control, students may have trouble with HOTS or open – ended questions Barriers Takes a lot of preparation time Resources not available Lack of administrative support and support from other teachers Mandate to cover curriculum Mandated standardized test Valid assessment is complex and difficultRisks to teachers Uneasy because not knowledgeable about content Open ended nature – no right answers can be threatening Can be faulted for not finishing curriculum Risks with giving up control – students may not participate, students can get out of control, students may have trouble with HOTS or open – ended questions Barriers Takes a lot of preparation time Resources not available Lack of administrative support and support from other teachers Mandate to cover curriculum Mandated standardized test Valid assessment is complex and difficult

8. 8 Project Based Learning and 21st Century Skills Project-based learning helps students develop skills for living in a knowledge-based, highly technological society. Students make effective use of IT as they produce a product, presentation, or performance IT is integrated into the learning – students are NOT learning IT skills in isolation technology is used to promote critical thinking and communication These 21st Century skills include: personal and social responsibility planning, critical thinking, reasoning, and creativity strong communication skills, both for interpersonal and presentation needs cross-cultural understanding visualizing and decision-making knowing how and when to use technology and choosing the most appropriate tool for the task The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and Digital Age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this combination of skills students become directors and managers of their learning process, guided and mentored by a skilled teacher. By bringing real-life context and technology to the curriculum through a project-based learning approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners. These 21st Century skills include: personal and social responsibility planning, critical thinking, reasoning, and creativity strong communication skills, both for interpersonal and presentation needs cross-cultural understanding visualizing and decision-making knowing how and when to use technology and choosing the most appropriate tool for the task The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and Digital Age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this combination of skills students become directors and managers of their learning process, guided and mentored by a skilled teacher. By bringing real-life context and technology to the curriculum through a project-based learning approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners.

9. 9 Differences in Project Based Learning and an activity based lesson

10. 10 Examples

11. 11 Fourth Grade Science Goal: understand how rocks are formed, learn about the sources, properties and mineral composition of indigenous rocks used in building materials Essential Question: Where does this rock in my hand fit into my life? Project: Students became geologists in their town planning initiative whereby they are responsible for what kind of native materials planners might use to create streets, buildings, pathways, and other structures

12. 12 Upper Elementary/Middle School Science Goal: Understand the different weather phenomena that exist around the world Essential Question: What do we fear? Project: Students will become weather forecasters informing the world about different weather phenomena and plans for being safe if these phenomena are encountered.

13. 13 Upper Elementary/Middle School/High School Math Goal: Students will understand how the stock market works and the effects on those involved Essential Question: How should I invest my money? Project: Students will form companies, become investors and or brokers, develop a plan for investment and track investments for a year

14. 14 Let’s Try One

15. 15 Let’s Try One

16. 16 The Design Process Start with the desired results What is important for students to do, know, perform What are the enduring understandings that are needed? What are the essential questions? Think about the evidence of learning How will you measure their understanding? What collective evidence using a variety of formal and informal assessments will you use? Plan the learning experiences Take a real-world topic and begin an in-depth investigation What activities will help the students gain the knowledge and skills you have identified? What strategies will you use?

17. 17 References Friedman, P.D. & Wilhelm, J.D.(1988). Hyperlearning. New York: Stenhouse Publishers. Trowbridge, L.W. & Bybee, R.W. (1996). Teaching Secondary School Science. New Jersey: Prentice Hall Vermillion, R.E. (1991). Projects and Investigations. New York: Macmillan Publishing Co.

18. 18 Online Sources http://www.ericfacility.net/ericdigests/ed368509.html http://www.uoregon.edu/~moursund/Math/pbl.htm http://www.jordan.palo-alto.ca.us/students/connections/pbl/pblplan.html http://eduscapes.com/tap/topic43.htm http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm http://www.iste.org/research/roadahead/pbl.htm http://www.glef.org/PBL/whypbl.htm http://www.bie.org

19. 19 http://college.hmco/education/pbl/background.htm l http://www.bie.org http://www.mcdenver.com/useguide/pbl.htm http://www.cord.org/lev2.cfm/56 Online Sources

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