Randy Whitfield, Ed.D Mary Ann Corley, Ph.D. Adult Education Training and Consulting

1. COABE Conference New Orleans, Louisiana April 2019 Randy Whitfield, Ed.D Mary Ann Corley, Ph.D. Adult Education Training and Consulting

2. Objectives

3. Probe for Background Knowledge • Take 1-minute to write what you know about project-based learning • Be prepared to share your thoughts with the full group

4. What is PBL? • Project-based learning is an instructional approach that seeks to contextualize learning by involving learners in projects, rather than in isolated activities targeting specific skills. • A systematic teaching method that engageslearners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks. From Introduction to Project Based Learning Handbook, Buck Institute for Education.

5. What is PBL? • Markham (2003) defined PBL as an “extended inquiry process structured around complex, authentic questions and carefully designed products and tasks” (p. 4). • Problem-based learning is focused on the process while project-based is focused on the product and solution to the problem • Differences between project-based and problem-based are not clear (Prince & Felder, 2007) and are often used interchangeably

6. Project-Based Learning (PBL) is a teaching method in which students… • Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems • Work as independently from the teacher as possible, and have some degree of “voice and choice” • Demonstrate in-depth understanding of academic knowledge and skills • Build 21st century skills such as collaboration, critical thinking, creativity and communication • Create high-quality products an performances which are presented to a public audience

7. PBL Misconceptions

8. Project-Based Learning is NOT…

9. PBL activities generally • integrate language and cognitive skills • connect to real-life problems • generate high learner interest • involve some cooperative or group learning skills Unlike instruction where content is organized by related themes and contextualized material to be learned, project-based learning presents learners with a problem to solve or a product to produce. They must then plan and execute activities to achieve their objectives.

10. Why Use PBL? • Improved student understanding of concepts and theories • Improved life skills such as problem solving, collaboration, time management, and understanding of real-world applications • Improved responsibility, self-direction, communication, and creativity • Improved understanding of learning how to learn

11. Benefits of PBL • As a natural part of the process learners plan, work on complex tasks, negotiate work details, volunteer or are assigned duties and assess their performance and progress. • The sense of accomplishment felt by all who participate in a meaningful project has a real impact on self-esteem • Meets the needs of learners with varying skill levels and learning styles. • Engages and motivates bored or indifferent students.

12. Researchers have found that a well-designed & well-implemented PBL Can… PBL’s Effectiveness • Be more effective than traditional instruction in increasing academic achievement. • Increase student motivation and engagement in learning. • Improve students’ retention of knowledge over time. • Improve students’ mastery of 21st century skills. • Be especially effective with lower-achieving students. • Increase students’ achievement on state-administered, standardized tests.

13. What are 21st Century Skills? The Partnership for 21st Century Skills. www.21stcenturyskills.org/.

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. What are 21st Century Skills?

16. Life and Career Skills What are 21st Century Skills? • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

17. Differences Summary

18. Project-Based vs. Problem-Based Learning Project-based learning supports students in working on open-ended projects or problems. Learning is student-centered with the teacher as the facilitator. Students usually work in cooperative groups for extended periods of time, seeking multiple sources of information and creating authentic products. Problem-based learning is an instructional strategy used to engage students in authentic, ‘real world’ tasks. A specific and complex problem is presented by the teacher and students develop a solution to the problem. Problem-based learning may not involve all of the components of a project. Problem-Based Project-Based

19. Experience Tells Us that PBL Works!Classroom Teachers say that PBL…. • Can work for all kinds of students, with the right support • Improves students’ motivation to learn • Can be used to teach academic content standards • Can include multiple opportunities to integrate technology • Helps students see how school connects to the outside world by making learning relevant and meaningful • Promotes greater civic participation and global awareness

20. What Research Says… • PBL improves learning when learners apply classroom-gathered knowledge to real-world problems. • PBL improves learning when projects require sustained engagement and collaboration. • Active-learning impacts learner performance more than any other variable, including student background and prior achievement. • Learners are most successful when they are taught how to learn as well as what to learn. Adapted from Powerful Learning: What We Know About Teaching for Understanding, Linda Darling-Hammond, et al.2008

21. What Research Says… • Boaler (2002) “the project-based-learning school significantly outperformed the traditional-school students.” • Thomas (2000) “this approach enhances the quality of student learning compared with other instructional methods.”

22. A Weekly menu of healthy serving sizes and dishes A healthy recipe book that incorporates healthy versions of American recipes as well as recipes from their homelands An interactive website (or pamphlet) about neighborhood health resources that can be accessed (or distributed to) people in the community, other students, etc. A center/program-wide health fair A video documentary (or PowerPoint presentation) about health-related topics as they apply to their immediate families, friends, and community An educational song or theatrical piece to be performed in front of an audience made of individuals who did not attend the health literacy course Here are Some Examples of PBL…

23. More Sample PBL Projects

24. Project Characteristics Summary • Roles • Students are at the center. • Teachers are the facilitators. • Students work with peers, experts, and other community members. • Students become experts. • Project Structure • Project aligns to standards. • 21st century skills are integral. • Multiple types of assessments are used to inform students & teachers. • The Learning Experience • Project involves tasks/activities over time. • Project has real-world connections. • Students demonstrate knowledge & skills through products and performances. • Technology supports and enhances learning.

25. Assessment Purposes

26. Graphic organizers (includes concept maps, timelines, classification charts, sequencing activities, etc.) • Observations and anecdotal notes (includes checklists for teachers and student use) • Written, video, and photo journals and logs (includes reflections on learning, predictions, and questions to be answered) • Student-led conferences • Planning documents • Rubrics Assessments Methods and Instruments

27. Intel: Designing Effective Projects (overall website) • https://engage.intel.com/community/ teachersengage/intel_teach/dep • Intel: Instructional Strategies (Prior knowledge, graphic organizers, cooperative learning, feedback) • https://engage.intel.com/docs/DOC- 52039 • Intel: Assessing Projects • https://engage.intel.com/community/teachersengage/intel_teach/ap • Intel: Assessment Plans • https://engage.intel.com/docs/ DOC-51990 Assessments Resources and Examples

28. A Good PBL Project Contains Most or All:

29. Criteria for Evaluating Your Driving Question: • Will my students understand it? (Bonus:…and find it intriguing?) • Is it open-ended and does it require a complex answer? • To answer it, will my students need to learn important content and skills? • Does it focus on an authentic issue, problem or challenge? (Bonus:…and create a local context for the project?)

30. Sources of Inspiration • Your Content Standards • Your Community • Your Students • Current Events • Real-World Practice/Problem • Online Project Libraries • Your File Cabinet • Your Colleagues

31. Sample Entry Events to Capture Students’ Interest • Field Trip • Guest Speaker • Film, Video, Website • Simulation or Activity • Provocative Reading • Startling Statistic • Puzzling Problem • Piece of Real or Mock Correspondence • Song, Poem, Art • Lively discussion

32. How Can I Learn More About PBL? Two websites/organizations that are outstanding sources of information on PBL: • Edutopia • Buck Institute for Education

33. References and Helpful Resources • Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89, 117-139. • Buck Institute for Education (2015). Gold standard PBL: Project based teaching practices. • Hall, W., Palmer, S., & Bennet, M. (2012). A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programs. European Journal of Engineering Education, 37, 155-165. • Krauss, J., & Boss, S. (2013). Thinking through project based learning: Guiding deeper inquiry. Thousand Oaks, CA: Corwin. • Wallace, M. F. G., & Webb, A. W. (2016). In the midst of a shift: Undergraduate STEM education and “PBL” enactment. Journal of College Science Teaching, 46, 47-55. • Wurdinger, S., & Qureshi, M. (2015). Enhancing college students’ life skills through project based learning. Innovative Higher Education, 40, 279-286.

34. Questions & Comments? rwhitfield@adultedtraining.com macorley@Verizon.net