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PBL Design Sessions

PBL Design Sessions. Smith Elementary December, 2011. Critical Elements of PBL. Entry document Know/Need to Know Scaffolding Rubrics Assessments Presentations 21 st century learning skills. Know your Who! Embed design qualities to engage them!. Projects vs. Problems.

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PBL Design Sessions

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  1. PBL Design Sessions Smith Elementary December, 2011

  2. Critical Elements of PBL • Entry document • Know/Need to Know • Scaffolding • Rubrics • Assessments • Presentations • 21st century learning skills Know your Who! Embed design qualities to engage them!

  3. Projects vs. Problems • Projects are typically culminating projects after assignments and instruction. • In PBL’s (problem/project-based learning), students are driven towards assignments and instruction in order to get tothe project.

  4. Project Ideas • Start with your standards. These are taught & assessed. Choose 1 to 3 standards. • What other learning outcomes or skills will your project teach? These may be taught & assessed, or just “encouraged.” • Look at your scope/sequence, and see which student expectations can be grouped together.

  5. Entry Event • Rigor - Must be challenging ; aligned to state standard, but stretches the critical thinking. • Relevant – It must be interesting to the students. • Authentic – Gives kids first-hand experience with content, real world applications, brings content to life, presents to an audience (beyond the teacher).

  6. Know & Need to Know • Drives your instruction & lessons • Helps students form driving questions: How can we . . . • Gives kids a purpose in learning the content.

  7. Scaffolding is a step-by-step support that fills in gaps of learning, both content and process skills, to ensure students can successfully produce the end product. • Have I built this in as a “need-to-know?” • Does it keep the end in mind? • Where is individual responsibility? • Does it address a learning outcome – Am I hitting the nouns and verbs of my SE’s? • How will this activity be differentiated for different learners? • What are students’ preconceptions/misconceptions? • Where in the project does this activity make most sense?

  8. Rubrics guide the work and explain the expectations. • Based on state standards. • Use specific, quantifiable verbs. • Gives students the “what” but not the “how” about their final product. • Used by student and by teacher. The rubric doesn’t have to assess every standard, but the scaffolding lessons should cover them, especially ongoing ones. Pull the key terms from the standard into your rubric. Kids should be familiar with the language of the TEKS.

  9. Assessments • Formative (during PBL) – quizzes, tests, journals, learning logs, drafts, notes, checklists, practice pieces, etc. • Summative (end of PBL) – product with rubric, presentation with rubric, multiple choice/short answer test, essay test, peer evaluation, self-evaluation, etc.

  10. Presentations • Skills must be taught in order to be assessed (voice level, eye contact, enunciation, posture, presenting vs. reading, confidence, poise, complete sentences, etc.) • Rubric for grade-appropriate communication. • Audience participation – take notes, ask questions, evaluate, etc. • Consider the audience – Will students most value presenting to classmates, teachers, parents, community members, etc?

  11. 21st century Learning Skills • Character/citizenship • Technology • Critical thinking • Communication • Creativity • Collaboration • Problem-solving

  12. Today . . . . • Design or redesign your PBL for 4th six weeks. • Divide up the work among your team. • Assume positive intent. • Limit off-topic conversations. • Stay focused on the task and efficiently use your time. • Respect collegial friendships.

  13. Tools/Organizers • http://www.bie.org/tools/freebies • http://smithelementaryd4pl.wikispaces.com/PBL+Design+Templates

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