Why Project Based Learning?

1. Why Project Based Learning? Office of Instruction WVDE

2. Education exists in the larger context of society. When society changes – so too must education if it is to remain viable.

3. Today’s Youth • Digital learners • Multimedia • Find and manipulate data • Analyze data and images • Care about relationships • MySpace • Facebook • Travel in groups

5. Job Outlook 2002National Association of Colleges and Employers (NACE)

6. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL International Center for Leadership in Education

7. Success Beyond the Test • Core Academics • Stretch learning • Learner Engagement • Personal Skill Development Rigor Relevance Relationships

8. Learning Criteria • Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district • Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements

9. Learning Criteria • Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning • Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

10. Learning Criteria Learner Engagement Personal Skill Development Core Stretch

11. Learning Criteria

12. Rigor/Relevance FrameworkTeacher/Student Roles C D Student Think Student Think & Work R I G O R High A B Teacher Work Student Work Low Low High Relevance

13. The New Learning Formula 3 Rs X 7Cs = 21st Century Learning

14. 21st Century Skills • Critical Thinking & Problem Solving • Creativity & Innovation • Collaboration, Teamwork & Leadership • Cross-cultural Understanding • Communication & Media Literacy • Computing and ITC Technology • Career & Learning Self-direction

15. 21st Century Skills 7 C’s Component Skills Research, Analysis, Synthesis, Project Management, etc. New Knowledge Creation, Design Solutions, Storytelling Cooperation, Compromise, Consensus, Community Building • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork and Leadership

16. 21st Century Skills 7 C’s Component Skills Diverse ethnic, knowledge and organizational cultures Crafting and analyzing messages, using technology effectively Effective use of electronic information and knowledge tools • Cross Cultural Understandings • Communication and Media Literacy • Computing and ITC Literacy

17. 21st Century Skills 7 C’s Component Skills 7. Managing change, lifelong learning, and career redefinition 7. Career and Learning Self Direction

18. Creating a Learning Environmentfor 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.

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

20. 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

21. Digital Learners are Engaged by • Multitasking/Toggling • Multimedia learning • Online social networking • Online information searching • Games, simulations and creative expressions

22. 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

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

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

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

26. Rigor/Relevance FrameworkTeacher/Student Roles C D Student Think Student Think & Work R I G O R High A B Teacher Work Student Work Low Low High Relevance

27. Rigor/Relevance FrameworkStep 1. C Teacher gives students a real-world question to answer or problem to solve. D R I G O R High A B Low Low High Relevance

28. Rigor/Relevance Framework C D R I G O R High A B Students seek information to answer question or solve problem. Low Low High Relevance

29. Rigor/Relevance Framework C D R I G O R High Students test the relevancy of the information as it relates to the question or problem. A B Low Low High Relevance

30. Rigor/Relevance Framework C Students reflect on the potential use of the new information as a solution D R I G O R High A B Low Low High Relevance

31. Rigor/Relevance Framework C D Students apply the information learned to answer the question or to solve the problem. R I G O R High A B Low Low High Relevance

32. Rigor/Relevance Framework C D Rigor - Critical Thinking Motivation - Creativity – Innovation Problem Solving R I G O R High A B Relevancy - Validation Acquisition of knowledge/skills Low Low High Relevance

33. It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know. Carol Ann Tomlinson

34. What Zone Am I In? • On Target • I know some things… • I have to think… • I have to work… • I have to persist… • I hit some walls… • I’m on my toes… • I have to regroup… • I feel challenged… • Effort leads to success.. • Too Easy • I get it right away… • I already know how… • This is a cinch… • I’m sure to make an A.., • I’m coasting… • I feel relaxed,,, • I’m bored… • No big effort necessary. • Too Hard • I don’t know where to start… • I can’t figure it out… • I’m spinning my wheels… • I’m missing key skills… • I feel frustrated… • I feel angry… • This makes no sense… • Effort doesn’t pay off… THIS is the achievement zone. THIS is the place to be.

35. Rigor/Relevance FrameworkRelationships C D Relationships Important R I G O R Relationships Essential High A B Relationships of little importance Relationships Important Low Low High Relevance

36. 2008 Teacher Leadership Institute 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 the Driving Question

37. 2008 Teacher Leadership Institute Backward Design Process • Plan the assessment • Create a balanced assessment plan • Align products and outcomes • Know what to assess • Use rubrics

38. 2008 Teacher Leadership Institute Backward Design Process • Map the Project • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a “Storyboard” • Manage the Process • Share project goals with students • Use problem-solving tools • Use checkpoints and milestones • Plan for evaluation and reflection