Project-Based Learning

1. Project-Based Learning Saluda Trail Middle School September 29, 2011

2. What is project-based learning?

3. Project-Based Learning • An approach to learning focusing on developing a product or creation

4. Project-Based Learning STUDENTS • go through a process of inquiry in response to a question, problem, or challenge. • learn key academic content and practice 21st Century Skills

5. Projects • student "voice and choice," • carefully planned, managed, and assessed

6. Goal of Projects • STUDENTS • learn key academic content, • practice 21st Century Skills • create high-quality, authentic products & presentations

7. What are the key elements in project-based learning? Public Art PBL overview

8. Project-Based Learning • is organized around an open-ended Driving Question or Challenge. • creates a need to know essential content and skills.  • requires inquiry to learn and/or create something new. 

9. Project-Based Learning • requires critical thinking, problem solving, collaboration, and various forms of communication. • allows some degree of student voice and choice. 

10. Project-Based Learning • incorporates feedback and revision.  • results in a publicly presented product or performance. 

11. The Main Course, not Dessert

12. How is Project-Based Learning used? • primary curriculum organizer and instructional method. • occasionally during a school year. • Projects • vary in length, from several days to several weeks or even a semester.

13. What are your thoughts? • September 29th • October 4th

14. THANKS!

15. Project-Based Learning Saluda Trail Middle School October 4, 2011

16. Read through the project Discuss where integration can occur What subjects What assignments How are the key elements of Project-Based Learning exemplified Where can differentiation occur Architectural Planning with Pythagoras

17. Small Groups • Each subject area should be represented in a group • Each team should be represented in a group • Share your project with the group • Discuss how other subject areas can support your project • Where can differentiation occur • Discuss the key elements of PBL

18. Group Discussion • Renaissance & Non-Renaissance Groups • Share your project ideas with the group • Discuss how other subject areas can support your project • Where can differentiation occur • Discuss the key elements of PBL

19. Differentiation Strategies • RAFT • Learning Contracts • Think Tac Toe

20. A RAFT is… • … an engaging, high level strategy that encourages writing across the curriculum • … a way to encourage students to… • …assume a role • …consider their audience, • …examine a topic from a relevant perspective, • …write in a particular format • All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

21. RAFTs can… • Be differentiated in a variety of ways: readiness level, learning profile, and/or student interest • Be created by the students or Incorporate a blank row for that option • Be used as introductory “hooks” into a unit of study • Keep one column consistent while varying the other columns in the RAFT grid

22. Sample RAFT Strips

23. Name:_________________________________ Period:____________ Date:__________Partner’s Names:__________________________________________________________ ________________________________________________________________Due Date: Astronomy Rafts For this assignment you and your partners will choose one of the following assignments. You will work with your partners to create a story that follows the topic and format. All topics can be found in your textbook but a minimum of two other sources is required. Choose your assignments wisely and be very creative. Students will also be responsible for presenting their assignments to the class in a 3 – 8 minute presentation. **** Other ideas may be used also. Any other idea besides the listed topics must be approved by Miss Wall. Think creativity!

24. Designing a Differentiated Learning Contract A Learning Contract has the following components • A Skills Component • Focus is on skills-based tasks • Assignments are based on pre-assessment of students’ readiness • Students work at their own level and pace • A content component • Focus is on applying, extending, or enriching key content (ideas, understandings) • Requires sense making and production • Assignment is based on readiness or interest • A Time Line • Teacher sets completion date and check-in requirements • Students select order of work (except for required meetings and homework) 4. The Agreement • The teacher agrees to let students have freedom to plan their time • Students agree to use the time responsibly • Guidelines for working are spelled out • Consequences for ineffective use of freedom are delineated • Signatures of the teacher, student and parent (if appropriate) are placed on the agreement Differentiating Instruction: Facilitator’s Guide, ASCD, 1997

25. Personal Agenda Montgomery County, MD Personal Agenda for_______________________________________ Starting Date _____________________________________________________ Teacher & student initials at completion Special Instructions Task Remember to complete your daily planning log; I’ll call on you for conferences & instructions.

26. TASK Complete Hypercard stack showing how a volcano works Read your personal choice biography Practice adding fraction by completing number problems & word problems on pp 101-106 of workbook Special Instructions Be sure to show scientific accuracy & computer skill Keep a reading log of your progress Come to the teacher or a friend for help if you get stuck Personal AgendaAgenda for:___________Starting Date: ___________

27. Think Tac-Toe Directions: Select & complete one activity from each horizontal row to help you and others think about your topic. Remember to make your work: • Thoughtful • Original • Rich with detail • Accurate

28. Proportional ReasoningThink-Tac-Toe

29. Additional Resources PBL – what to do My Restaurant Project Balloon Car