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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

Why Project Based Learning?

Office of Instruction

WVDE

slide2
Education exists in the larger context of society.

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

today s youth
Today’s Youth
  • Digital learners
  • Multimedia
  • Find and manipulate data
  • Analyze data and images
  • Care about relationships
    • MySpace
    • Facebook
    • Travel in groups
the rigor relevance framework
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

success beyond the test
Success Beyond the Test
  • Core Academics
  • Stretch learning
  • Learner Engagement
  • Personal Skill

Development

Rigor

Relevance

Relationships

learning criteria
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
learning criteria9
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
slide10

Learning Criteria

Learner

Engagement

Personal Skill

Development

Core

Stretch

rigor relevance framework teacher student roles
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

the new learning formula
The New Learning Formula

3 Rs X 7Cs =

21st Century Learning

21 st century skills
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
21 st century skills15
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
21 st century skills16
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
21 st century skills17
21st Century Skills

7 C’s

Component Skills

7. Managing change, lifelong learning, and career redefinition

7. Career and Learning Self Direction

creating a learning environment for 21 st century skills
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.

a project learning classroom is
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!
today s students are digital natives
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

digital learners are engaged by
Digital Learners are Engaged by
  • Multitasking/Toggling
  • Multimedia learning
  • Online social networking
  • Online information searching
  • Games, simulations and creative expressions
project learning is skill based
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

project learning is skill based23
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

students develop needed skills in
Students Develop Needed Skills in
  • Information Searching & Researching
  • Critical Analysis
  • Summarizing and Synthesizing
  • Inquiry, Questioning and Exploratory Investigations
  • Design and Problem-solving
in a project learning classroom
In a project learning classroom

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

not directing and managing all student work.

rigor relevance framework teacher student roles26
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

rigor relevance framework step 1
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
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

rigor relevance framework29
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

rigor relevance framework30
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

rigor relevance framework31
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

rigor relevance framework32
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

slide33

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

Carol Ann Tomlinson

what zone am i in
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.

rigor relevance framework relationships
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

2008 teacher leadership institute
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
2008 teacher leadership institute37
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
2008 teacher leadership institute38
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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