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Why Project Based Learning?. Office of Instruction WVDE. Education exists in the larger context of society. When society changes – so too must education if it is to remain viable. . Today’s Youth. Digital learners Multimedia Find and manipulate data Analyze data and images

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Why project based learning l.jpg

Why Project Based Learning?

Office of Instruction

WVDE


Slide2 l.jpg

Education exists in the larger context of society.

When society changes – so too must education if it is to remain viable.


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Today’s Youth

  • Digital learners

  • Multimedia

  • Find and manipulate data

  • Analyze data and images

  • Care about relationships

    • MySpace

    • Facebook

    • Travel in groups


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


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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


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Success Beyond the Test

  • Core Academics

  • Stretch learning

  • Learner Engagement

  • Personal Skill

    Development

Rigor

Relevance

Relationships


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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


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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


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Learning Criteria

Learner

Engagement

Personal Skill

Development

Core

Stretch


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Learning Criteria


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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


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The New Learning Formula

3 Rs X 7Cs =

21st Century Learning


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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


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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


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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


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21st Century Skills

7 C’s

Component Skills

7. Managing change, lifelong learning, and career redefinition

7. Career and Learning Self Direction


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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.


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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!


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Today’s Students are Digital Natives

Conventional Twitch Speed

Speed

Step-by-Step Random Access

Linear ProcessingParallel Processing

Text FirstGraphics First

Work-OrientedPlay-Oriented

Stand-aloneConnected


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Digital Learners are Engaged by

  • Multitasking/Toggling

  • Multimedia learning

  • Online social networking

  • Online information searching

  • Games, simulations and creative expressions


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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


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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


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Students Develop Needed Skills in

  • Information Searching & Researching

  • Critical Analysis

  • Summarizing and Synthesizing

  • Inquiry, Questioning and Exploratory Investigations

  • Design and Problem-solving


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In a project learning classroom

The teacher’s role is one of coach, facilitator, guide, advisor, mentor…

not directing and managing all student work.


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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


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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


Rigor relevance framework l.jpg

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


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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


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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


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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


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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


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

Carol Ann Tomlinson


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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.


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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


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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


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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


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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


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