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PBL. for the 21 st century. Out-of-School Time Project Based Learning:. Preparing Your Site and Staff Buck Institute for Education Public Health Management Corporation June 2009. Get Ready for Success with Project-Based Learning. Why introduce PBL to your site?.

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slide1
PBL

for the 21st century

out of school time project based learning
Out-of-School Time Project Based Learning:

Preparing Your Site and Staff

Buck Institute for Education

Public Health Management Corporation

June 2009

slide3
Get Ready for Success with

Project-Based Learning

why introduce pbl to your site
Why introduce PBL to your site?
  • Builds on what you already do
  • Brings more real-world experiences to your students
  • Prepares youth for life
  • Strengthens communities
slide6
PBL supports youth development

Youth needs

Resilient behaviors/internal assets

Protective factors

Safety

Love

Belonging

Respect

Mastery

Challenge

Power

Meaning

Cooperation

Empathy

Problem-solving

Self-efficacy

Self-awareness

Goals and aspirations

Caring relationships

High expectations

Meaningful participation

Improved health, social, academic and culturally appreciative outcomes

slide7
Best Practices in Education
  • PBL teaches 21st-century skills
    • Communication; teamwork; self-management; creativity; problem-solving
    • PBL provides active instruction that builds on student interests
    • PBL allows youth to explore more ‘real-world’ topics
slide8
Best Practices in

Out-of-School Programs

  • Positive relationships with youth
  • Encourages youth choice
  • Staff interacts with youth
  • Communicates high standards and expectations
  • Builds links to the community
  • Stresses academic assistance, service learning, and enrichment
  • Opportunity to learn in ‘real-world’ context
  • Opportunity for leadership development
  • Career exploration and connections to employers
projects encourage good habits of mind
Projects encourage good Habits of Mind
  • Persisting
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Thinking about Thinking
  • Striving for Accuracy
  • Questioning and Posing Problems
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data through all Senses
  • Creating, Imagining, Innovating
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor
  • Thinking Interdependently
  • Remaining Open to Continuous Learning
slide10
Through the project experience, students learn useful information, practice skills, and acquire habits of mind

Skills

1 –2 life skills

knowledge

Habits of Mind

slide13
A video example:

New Brunswick Gender Project

slide14
Project Design Principles

Begin with the end in mind

Manage the process

Craft the Driving Question

Map the project

Project assessment

video m y t o w n
Video: M.Y.T.O.W.N.

Youth-led tours

in Boston—started with a question

(or 2)

www.mytowninc.org

slide17
A driving question is ...
  • Open-ended
  • Authentic
  • Concrete
  • Relevant
  • Requires core knowledge to answer
  • Provocative
  • Requires 21st Century Skills (such as Communication or Collaboration)
slide18
Refining a dq: Example from a science class

Can science be used to solve crimes?

Would you trust your guilt or innocence to science?

slide19
Refining a dq: A local example
  • Why do children in Philadelphia suffer from asthma?

How can we reduce asthma in our neighborhood?

slide20
Refining a dq: A local example
  • Why is lead poisoning found in rowhousing?

Are efforts to reduce lead poisoning in our neighborhood effective?

more driving questions
More Driving Questions
  • How can we nourish our community?
  • How green is our neighborhood?
  • What does waste really cost us?
  • How can we turn empty lots into neighborhood treasures?
  • Which books belong in our library?
slide23
Project Examples

Community Mapping Project

My Art, My Voice

slide25
Projects to consider…
  • Projects that focus on local issues
  • Projects that map community assets
  • Projects that tell an important story about the neighborhood or community
slide28
The Project Rubric: What we want students to learn…
  • Project content
  • Collaboration
  • Communication
  • Habits of Mind and Career Preparation
  • Literacy
tips for managing the project
Tips for Managing the project…
  • Pay attention to group behaviors—mix up team members on your next project
  • Use task lists and timesheets to help students manage their time and meet deadlines
  • Consider using group contracts so students “sign on” to the project effort
  • Debrief with team leaders
  • Have groups report out to whole
use the debriefing form at the end of each project
Use the Debriefing Form at the end of each project
  • What did I learn?
  • How interesting was this project?
  • Were the instructions clear?
  • Were the activities well-organized?
  • What skills or habits of mind did I improve?
slide33
Make your site “PBL- friendly”

Think about…

--‘Facilitation versus instruction’

--Making time in your schedule for PBL

--Adapting sample project plans to fit your context

--Using Web resources (project libraries, Edutopia videos) to learn more

documenting a project
Documenting a Project

Keep a Project Based Learning Binder with:

  • Project Planning Form
  • Project-specific rubric (for each youth)
  • Task List (for each youth, grades two and up)
  • Debriefing Forms (for each youth, grades two and up)
  • Evidence of culminating project, such as pictures, copies of student work, portfolios, etc.

Create a separate binder for each Project and keep it on site

protocol for tuning projects
Protocol for tuning projects
  • Present your project to one or two other table groups. Outline your Driving Question, project activities, and products. Other team(s) listen without responding or questioning. (3 minutes)
  • Other team(s) asks clarifying questions. (2 minutes)
  • Team(s) offer warm feedback. (2 minutes). “I Like …”
  • Team(s) offer cool (not cruel) feedback. (2 minutes). “I Wonder if …”
  • Together, teams discussideas for improvement. (2 minutes). “ A Good Next Step Might Be …”
slide36
Resources from Buck Institute for Education

Buck Institute for Education resources include:

  • Website: www.bie.org
  • PBL Handbook and Starter Kit series
  • PBL Online: www.pbl-online.org

BIE is dedicated to improving 21st Century teaching and learning by creating and disseminating knowledge, products, and practices for effective project-based learning

find more ideas here
Find More Ideas Here

These organizations offer examples of youth projects that offer a high degree of engagement and youth voice:

DoSomething!www.dosomething.org

Promise of Placewww.promiseofplace.org

What Kids Can Dohttp://whatkidscando.org

Youth Venturewww.genv.net

slide38
More Web-based resources
  • www.pbl-online.org
  • www.novelapproachpbl.com
  • http://collaboratory.nunet.net/cwebdocs/index.html
  • www.imsa.org
  • www.glef.org
  • www.bie.org
  • … On-line project libraries
  • http://projects.hightechhigh.org/
  • http://www.pbl-online.org/
  • http://pathways.ohiorc.org/
  • http://www.envisionprojects.org/cs/envision/print/docs/750
  • http://www.wested.org/pblnet/exemplary_projects.html
  • http://virtualschoolhouse.visionlink.org/projects.htm
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