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Sheryl Nussbaum-Beach
Sheryl Nussbaum-Beach

The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.

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Setting the Stage (KWL)  What does learning look like now in your classroom (with children or adult learners)?  How would that change if you were to implement PBL? What is PBL? What does the teacher do differently? What do the students do differently? How does pedagogy shift?
What do you Wonder?
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Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
Source: enGauge 21st Century Skills
The NCTE Definition of 21 Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and crossculturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information
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Play — the capacity to experiment with one’s surroundings as a form of problemsolving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of realworld processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning
New Media Literacies- What are they? Will the future of education include broad-based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? What place does emerging media have in your role as a change savvy leader?
John Dewey "The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for Dewey's thoughts have laid the world their world. The foundationof the future." for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate
Let Go of Curriculum
Free range learners Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy 14
FORMAL You go where the bus goes INFORMAL You go where you choose Jay Cross – Internet Time
MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs email podcasts ASYNCHRONOUS wikis
http://www.elearnspace.org/Articles/google_whitepaper.pdf
Project Based Learning Rigor without Sacrificing Creativity
Obstacles “The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn
Mindset "We think too much about effective methods of teaching and not enough about effective methods of learning." John Carolus
PBL is NOT New SOCRATES 470-399 B.C. CARL ROGERS JOHN DEWEY LEV 1859-1952 VYGOTSKY 1902 - 1987 1896-1934 JEAN PIAGET BENJAM IN 1896-1980BLOOM SEYMOU R PAPART JEROME BRUNER 1915-CURRENT
Inquiry Based Learning Pedagogical Strategies Chalk and Talk: •Traditional science education •Focus on „what we know‟ (facts) •Direct transfer of knowledge from teacher to student •Teacher‟s role = dispense knowledge •Student‟s role = receive knowledge
Inquiry Based Learning Pedagogical Strategies Inquiry-Based Learning: •The scientific process •Focus on „how we know what we know‟ (evidence) •Indirect transfer of knowledge •Teacher‟s role = facilitator of learning •Student‟s role = active, independent learner (investigator)
What is Inquiry? "Inquiry is the active pursuit of meaning involving thought processes that change experience to bits of knowledge. When we see a strange object, for example, we may be puzzled about what it is, what it is made of, what it is used for, how it came into being, and so forth. To find answers to questions such as these we might examine the object closely, subject it to certain tests, compare it with other, more familiar objects, or ask people about it, and for a time our searching would be aimed at finding out whether any of these theories made sense. Or we might simply cast about for information that would suggest new theories for us to test. All these activities---observing, theorizing, experimenting, theory testing---are part of inquiry. The purpose of the activity is to gather enough information to put together theories that will make new experiences less strange and more meaningful." (Suchman, 1968, p.1)
Elements of Inquiry Based Learning 1. Authenticity 2. Deep Understanding (academic rigor) 3. Assessment 4. Appropriate Use of Technology 5. Beyond the School 6. Connecting with Experts 7. Active Exploration 8. Performances of Understanding 9. Elaborated Communication 10. Ethical Citizenship 11. Student Successes
Constructivism vs Inquiry  Constructivism     A theory about how people learn. People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Encouraging students to use active techniques (experiments, problem solving) to create more knowledge, to reflect on and talk about what they are doing and how their understanding is changing. Inquiry     Often used as a tool for constructivism. A seeking for truth, information, or knowledge by questioning. Emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind. Implementing inquiry into the classroom involves a context for questions, a framework for questions, a focus for questions, and different levels of questions.
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Inquiry Based Learning Inquiry Levels
Inquiry Mode Inquiry Question Study System Data Collection Analysis & Close-ended Teacher demonstration Directed Teacher Directed Teacher Directed Teacher Directed Guided Inquiry Teacher Directed Teacher Directed Student /Teacher Directed Student Bounded Inquiry Student /Teacher Directed Student /Teacher Directed Student Student Openended Inquiry Student /Teacher Directed Student Student Student Presentation
“Inquiry is something that students do, not something that is done to them.” ~ Inquiry and the National Science Education Standards
Types of Constructivist Learning  Project-driven- An approach to learning focusing on developing a product or creation. Usually tied to a theme and cross disciplinary studies.  Problem-based- An approach to learning focusing on the process of solving a problem or scenario and acquiring knowledge.  Inquiry-driven-In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
Technoconstructivism The blending of constructivist pedagogy with educational technology, puts students at the center and in charge of their own learning.
Creating a Learning Environment for 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.
What is PBL?  Curriculum fueled and standards based.  Asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during projectbased learning.  Allows students to investigate issues and topics in real-world problems.  Fosters abstract, intellectual tasks to explore complex issues.
Uses Authentic Assessment  Allows teachers to have multiple assessment opportunities.  Allows a child to demonstrate his or her capabilities while working independently. (includes performance based assessments)   Shows the student‟s ability to apply desired skills such as doing research. Develops the student‟s ability to work with his or her peers, building teamwork and group skills.   It allows the teacher to learn more about the child as a whole person.  Photo credit: Ben Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around expertise. It helps the teacher(s) communicate in progressive and meaningful ways with the student or a group of students on a range of issues. (mentor/apprenticeship relationships)
PBL •engages students •provides an environment for the acquisition of skills needed in higher education & workplace. • teaches curricular content •Builds 21st Century Skills -Drake High School, San Francisco, CA http://drake. marin.k12.ca. us/academics/ pbl/pblfs.htm
Seven Elements of Project-Based Learning        Standards Based Assessment Student Centered Collaboration Real World Connection Extended Time Frame Multimedia Challenge 2000 Multimedia Project:
Six ‘A’s of Project Based Learning       Authenticity Academic Rigor Applied Learning Academic Exploration Adult Connection Assessment Practices From Buck Institute Web site
Rigor/Relevance Framework Teacher/Student Roles C R I G O R Hi gh A Lo w D Stud ent Thin k Teach er Work Lo w Relevance Student Think & Work B Stude nt Work Hi gh
Another Way to Look at What is PBL  Content  Activities  Conditions  Results Buck Institute for Education: http://www.bie.org/pbl/pblove
Content: Compelling ideas     Problems presented in their full complexity Students finding interdisciplinary connections between ideas Students struggling with ambiguity, complexity, and unpredictability Real-world questions that students care about Buck Institute for Education: http://www.bie.org/pbl/pblove
Conditions: Support student autonomy      Students community of inquiry Coursework in a social context Students exhibit task- and time-management behaviors Students direct their own work & learning Students simulate the professional work Buck Institute for Education: http://www.bie.org/pbl/pblove
Activities: Investigative and engaging      Students multi-faceted investigations over long periods of time Students encountering obstacles, seeking resources, and solving problems Students making their own connections among ideas and acquiring new skills Students using authentic tools Students getting feedback from expert sources and realistic assessment Buck Institute for Education: http://www.bie.org/pbl/pblove
Results Real-world outcomes     Students generating complex intellectual products to demonstrate learning Students participate in assessment Students held accountable for competence Students exhibiting growth in real-world competence Buck Institute for Education: http://www.bie.org/pbl/pblove
How to Implement? Select and research topic:  Make sure the topic is of personal interest to you and the students and that it is based on their needs and developmental levels. Consult the state and local curriculum guides, teacher‟s editions of textbooks, trade books on the topic, and other expert learners. Involve the children in planning. Identify concepts/brainstorm topic:  Identify key concepts or subtopics related to the theme of the project. A semantic map is an excellent way to visualize and brainstorm content related to a theme. Use K-W-L with the children for their input about what they want to know. Get ownership through their questions. Locate materials and resources:  Locate diverse materials and resources related to the topic, i.e., children‟s literature, films, manipulatives, music, arts/crafts, resources, and people from your Web community. Utilize diverse global perspectives. Plan learning experiences:  Develop a variety of learning experiences related to the topic. Include hands-on activities using concrete objects. Plan for small and large group activities, learning centers/stations, independent research, exploration, problem-solving, using both divergent/convergent learning activities.
Guidelines to PBL Continued Integrate content areas:  Use a webbing approach to organize concepts and activities into content areas: the arts, sciences, social studies, mathematics, literature, and technology. The goal is seamless integration of all content area learning within the planned activities. Organize the learning environment:  Consider space, time, materials, learning experiences, teacher/learner roles, methods of assessment and evaluation. Initiate integrated/interdisciplinary study:  Arouse students‟ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities. Culminating activity:  Bring closure to the theme by concluding with an event. Incorporate parent involvement, collaboration with other classes both in the school and the blogosphere, and allow students to use technology to enhance learning and celebrate success! Assessment and authentic evaluation:  Use assessment and evaluation which may include the following: “kidwatching,” observations, anecdotal records, checklists, conferences, informal interviews, rubrics and digital portfolios.
How Does Project-Based Learning Work?  Question  Plan  Schedule  Monitor  Assess  Evaluate
Question      Take a real-world topic and begin an in-depth investigation Start with the Essential question(s). Have students do a concept map with you around the topic. (You have already created one during your planning) KWL Questions from group to research
How Do I Begin?  Planning  Begin with an “Essential Question”    What is important to your students What is the deep learning--the enduring understanding What are the necessary skills     Standards Prerequisite knowledge (prior knowledge) Prerequisite skills Skills and knowledge to to be embedded into the project
Plan  Plan which content standards will be addressed while answering the question. (I start with my concept map, then I break into a topic map, then I match standards)  Involve students in the questioning, planning, and projectbuilding process. (I decide which areas I will teach and then I put them in collaborative learning groups of mixed ability and let them choose the area where they will become experts- the go-to person for that topic)  Teacher and students brainstorm activities that support the inquiry.(I use a tic tac toe activity chart. Groups will choose three to do.)
The Backwards Planning Process McTighe J, Wiggins G (op
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
How do you do it?-TPCK Understanding by Design 1.What do you want to know and be able to do at the end of this activity, project, or lesson? 2.What evidence will you collect to prove mastery? (What will you create or do) 3.What is and Teacher and Students as Co-Curriculum Designers
7 Pieces of the TPACK Pie        Content [CK]: subject matter to be learned Technology [TK]: foundational and new technologies Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning PCK: What pedagogical strategies make concepts difficult or easy to learn? TCK: How is content represented and transformed by the application of technology? TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? TPCK:Understanding the relationship between elements - “a change in any one factor has to be „compensated‟ by changes in the other two”
your Throughout the week pedagogical classroom)… (and back in your approaches might be framed to effectively integrate technology into contentarea instruction? What new
TPACK Guidelines • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways
Shifts focus of literacy from individual expression to community involvement .
Shifts focus of literacy from individual expression to community involvement .
Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Dow
Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) –
21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. 2. 3. 4. 5. 6. 7. 8. 9. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers
What are specific strategies you use in your classroom for a particular discipline?
Step 2- What Tool Fits?
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Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale --------------------------------------Think: Share, Connect, Remix, Collaborate, Collective Action
Schedule       Teacher and students design a timeline for project components. Set benchmarks--Keep it simple and ageappropriate. Learning contracts help with individual passions. Learning stations help support exploration and discovery Schedule individual and group meetings with you. Schedule initiating and culminating events well in advanced.
Collaboration    Make collaboration a key component Let the kids help plan and make decisions, and have them do the work in pairs or small teams One of the great things about the Internet is that kids can collaborate across great distances. Try contacting a classroom across the country (or across the ocean) in a place your kids would like to learn about.   Your classes can exchange email or start an instantmessage conversation. (Skype – Video Conferencing) You use a wiki to work together to show how things are the same and different in each community.
Monitor    Facilitate the process Mentor the process Document the process Blog to Document http://newliteracy.globalt eacher.org.au/ http://www.sjeds.com/bl og/china/ Wiki to Document http://www.learningismessy.com /PublicService.htm http://westwood.wikispaces.com /Wildcat+Web+2+Project
Assess     Make the assessment authentic. Know authentic assessment will require more time and effort from the teacher. Vary the type of assessment used. Electronic portfolios work well (video, podcasts, and digital pics of work)
Evaluate  Take time to reflect, individually and as a group.  Share feelings and experiences.  Discuss what worked well.  Discuss what needs change.  Share ideas that will lead to new inquiries, thus new projects.
Education for Citizenship “A capable and productive citizen doesn‟t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” Justice Leland DeGrasse, 2001 71
Courage to Shift the way we teach and learn the art of release… It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen NEW DIRECTIONS IN
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  • 2. Setting the Stage (KWL)  What does learning look like now in your classroom (with children or adult learners)?  How would that change if you were to implement PBL? What is PBL? What does the teacher do differently? What do the students do differently? How does pedagogy shift?
  • 3. What do you Wonder?
  • 5. Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
  • 6. Source: enGauge 21st Century Skills
  • 7. The NCTE Definition of 21 Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and crossculturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information
  • 9. Play — the capacity to experiment with one’s surroundings as a form of problemsolving Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation — the ability to interpret and construct dynamic models of realworld processes Appropriation — the ability to meaningfully sample and remix media content Multitasking — the ability to scan one’s environment and shift focus as needed to
  • 10. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal Judgment — the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities Networking — the ability to search for, synthesize, and disseminate information Negotiation — the ability to travel across diverse communities, discerning
  • 11. New Media Literacies- What are they? Will the future of education include broad-based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? What place does emerging media have in your role as a change savvy leader?
  • 12. John Dewey "The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for Dewey's thoughts have laid the world their world. The foundationof the future." for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate
  • 13. Let Go of Curriculum
  • 14. Free range learners Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy 14
  • 15. FORMAL You go where the bus goes INFORMAL You go where you choose Jay Cross – Internet Time
  • 16. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs email podcasts ASYNCHRONOUS wikis
  • 18. Project Based Learning Rigor without Sacrificing Creativity
  • 19. Obstacles “The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn
  • 20. Mindset "We think too much about effective methods of teaching and not enough about effective methods of learning." John Carolus
  • 21. PBL is NOT New SOCRATES 470-399 B.C. CARL ROGERS JOHN DEWEY LEV 1859-1952 VYGOTSKY 1902 - 1987 1896-1934 JEAN PIAGET BENJAM IN 1896-1980BLOOM SEYMOU R PAPART JEROME BRUNER 1915-CURRENT
  • 22. Inquiry Based Learning Pedagogical Strategies Chalk and Talk: •Traditional science education •Focus on „what we know‟ (facts) •Direct transfer of knowledge from teacher to student •Teacher‟s role = dispense knowledge •Student‟s role = receive knowledge
  • 23. Inquiry Based Learning Pedagogical Strategies Inquiry-Based Learning: •The scientific process •Focus on „how we know what we know‟ (evidence) •Indirect transfer of knowledge •Teacher‟s role = facilitator of learning •Student‟s role = active, independent learner (investigator)
  • 24. What is Inquiry? "Inquiry is the active pursuit of meaning involving thought processes that change experience to bits of knowledge. When we see a strange object, for example, we may be puzzled about what it is, what it is made of, what it is used for, how it came into being, and so forth. To find answers to questions such as these we might examine the object closely, subject it to certain tests, compare it with other, more familiar objects, or ask people about it, and for a time our searching would be aimed at finding out whether any of these theories made sense. Or we might simply cast about for information that would suggest new theories for us to test. All these activities---observing, theorizing, experimenting, theory testing---are part of inquiry. The purpose of the activity is to gather enough information to put together theories that will make new experiences less strange and more meaningful." (Suchman, 1968, p.1)
  • 25. Elements of Inquiry Based Learning 1. Authenticity 2. Deep Understanding (academic rigor) 3. Assessment 4. Appropriate Use of Technology 5. Beyond the School 6. Connecting with Experts 7. Active Exploration 8. Performances of Understanding 9. Elaborated Communication 10. Ethical Citizenship 11. Student Successes
  • 26. Constructivism vs Inquiry  Constructivism     A theory about how people learn. People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Encouraging students to use active techniques (experiments, problem solving) to create more knowledge, to reflect on and talk about what they are doing and how their understanding is changing. Inquiry     Often used as a tool for constructivism. A seeking for truth, information, or knowledge by questioning. Emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind. Implementing inquiry into the classroom involves a context for questions, a framework for questions, a focus for questions, and different levels of questions.
  • 29. Inquiry Mode Inquiry Question Study System Data Collection Analysis & Close-ended Teacher demonstration Directed Teacher Directed Teacher Directed Teacher Directed Guided Inquiry Teacher Directed Teacher Directed Student /Teacher Directed Student Bounded Inquiry Student /Teacher Directed Student /Teacher Directed Student Student Openended Inquiry Student /Teacher Directed Student Student Student Presentation
  • 30. “Inquiry is something that students do, not something that is done to them.” ~ Inquiry and the National Science Education Standards
  • 31. Types of Constructivist Learning  Project-driven- An approach to learning focusing on developing a product or creation. Usually tied to a theme and cross disciplinary studies.  Problem-based- An approach to learning focusing on the process of solving a problem or scenario and acquiring knowledge.  Inquiry-driven-In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
  • 32. Technoconstructivism The blending of constructivist pedagogy with educational technology, puts students at the center and in charge of their own learning.
  • 33. Creating a Learning Environment for 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.
  • 34. What is PBL?  Curriculum fueled and standards based.  Asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during projectbased learning.  Allows students to investigate issues and topics in real-world problems.  Fosters abstract, intellectual tasks to explore complex issues.
  • 35. Uses Authentic Assessment  Allows teachers to have multiple assessment opportunities.  Allows a child to demonstrate his or her capabilities while working independently. (includes performance based assessments)   Shows the student‟s ability to apply desired skills such as doing research. Develops the student‟s ability to work with his or her peers, building teamwork and group skills.   It allows the teacher to learn more about the child as a whole person.  Photo credit: Ben Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around expertise. It helps the teacher(s) communicate in progressive and meaningful ways with the student or a group of students on a range of issues. (mentor/apprenticeship relationships)
  • 36. PBL •engages students •provides an environment for the acquisition of skills needed in higher education & workplace. • teaches curricular content •Builds 21st Century Skills -Drake High School, San Francisco, CA http://drake. marin.k12.ca. us/academics/ pbl/pblfs.htm
  • 37. Seven Elements of Project-Based Learning        Standards Based Assessment Student Centered Collaboration Real World Connection Extended Time Frame Multimedia Challenge 2000 Multimedia Project:
  • 38. Six ‘A’s of Project Based Learning       Authenticity Academic Rigor Applied Learning Academic Exploration Adult Connection Assessment Practices From Buck Institute Web site
  • 40. Another Way to Look at What is PBL  Content  Activities  Conditions  Results Buck Institute for Education: http://www.bie.org/pbl/pblove
  • 41. Content: Compelling ideas     Problems presented in their full complexity Students finding interdisciplinary connections between ideas Students struggling with ambiguity, complexity, and unpredictability Real-world questions that students care about Buck Institute for Education: http://www.bie.org/pbl/pblove
  • 42. Conditions: Support student autonomy      Students community of inquiry Coursework in a social context Students exhibit task- and time-management behaviors Students direct their own work & learning Students simulate the professional work Buck Institute for Education: http://www.bie.org/pbl/pblove
  • 43. Activities: Investigative and engaging      Students multi-faceted investigations over long periods of time Students encountering obstacles, seeking resources, and solving problems Students making their own connections among ideas and acquiring new skills Students using authentic tools Students getting feedback from expert sources and realistic assessment Buck Institute for Education: http://www.bie.org/pbl/pblove
  • 44. Results Real-world outcomes     Students generating complex intellectual products to demonstrate learning Students participate in assessment Students held accountable for competence Students exhibiting growth in real-world competence Buck Institute for Education: http://www.bie.org/pbl/pblove
  • 45. How to Implement? Select and research topic:  Make sure the topic is of personal interest to you and the students and that it is based on their needs and developmental levels. Consult the state and local curriculum guides, teacher‟s editions of textbooks, trade books on the topic, and other expert learners. Involve the children in planning. Identify concepts/brainstorm topic:  Identify key concepts or subtopics related to the theme of the project. A semantic map is an excellent way to visualize and brainstorm content related to a theme. Use K-W-L with the children for their input about what they want to know. Get ownership through their questions. Locate materials and resources:  Locate diverse materials and resources related to the topic, i.e., children‟s literature, films, manipulatives, music, arts/crafts, resources, and people from your Web community. Utilize diverse global perspectives. Plan learning experiences:  Develop a variety of learning experiences related to the topic. Include hands-on activities using concrete objects. Plan for small and large group activities, learning centers/stations, independent research, exploration, problem-solving, using both divergent/convergent learning activities.
  • 46. Guidelines to PBL Continued Integrate content areas:  Use a webbing approach to organize concepts and activities into content areas: the arts, sciences, social studies, mathematics, literature, and technology. The goal is seamless integration of all content area learning within the planned activities. Organize the learning environment:  Consider space, time, materials, learning experiences, teacher/learner roles, methods of assessment and evaluation. Initiate integrated/interdisciplinary study:  Arouse students‟ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities. Culminating activity:  Bring closure to the theme by concluding with an event. Incorporate parent involvement, collaboration with other classes both in the school and the blogosphere, and allow students to use technology to enhance learning and celebrate success! Assessment and authentic evaluation:  Use assessment and evaluation which may include the following: “kidwatching,” observations, anecdotal records, checklists, conferences, informal interviews, rubrics and digital portfolios.
  • 47. How Does Project-Based Learning Work?  Question  Plan  Schedule  Monitor  Assess  Evaluate
  • 48. Question      Take a real-world topic and begin an in-depth investigation Start with the Essential question(s). Have students do a concept map with you around the topic. (You have already created one during your planning) KWL Questions from group to research
  • 49. How Do I Begin?  Planning  Begin with an “Essential Question”    What is important to your students What is the deep learning--the enduring understanding What are the necessary skills     Standards Prerequisite knowledge (prior knowledge) Prerequisite skills Skills and knowledge to to be embedded into the project
  • 50. Plan  Plan which content standards will be addressed while answering the question. (I start with my concept map, then I break into a topic map, then I match standards)  Involve students in the questioning, planning, and projectbuilding process. (I decide which areas I will teach and then I put them in collaborative learning groups of mixed ability and let them choose the area where they will become experts- the go-to person for that topic)  Teacher and students brainstorm activities that support the inquiry.(I use a tic tac toe activity chart. Groups will choose three to do.)
  • 52. 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
  • 53. How do you do it?-TPCK Understanding by Design 1.What do you want to know and be able to do at the end of this activity, project, or lesson? 2.What evidence will you collect to prove mastery? (What will you create or do) 3.What is and Teacher and Students as Co-Curriculum Designers
  • 54. 7 Pieces of the TPACK Pie        Content [CK]: subject matter to be learned Technology [TK]: foundational and new technologies Pedagogy [PK]: purpose, values & methods used to teach and evaluate learning PCK: What pedagogical strategies make concepts difficult or easy to learn? TCK: How is content represented and transformed by the application of technology? TPK: What pedagogical strategies enable you to get the most out of existing technologies for teaching & evaluating learning? TPCK:Understanding the relationship between elements - “a change in any one factor has to be „compensated‟ by changes in the other two”
  • 55. your Throughout the week pedagogical classroom)… (and back in your approaches might be framed to effectively integrate technology into contentarea instruction? What new
  • 56. TPACK Guidelines • Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways
  • 59. Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Dow
  • 60. Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) –
  • 61. 21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. 2. 3. 4. 5. 6. 7. 8. 9. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers
  • 62. What are specific strategies you use in your classroom for a particular discipline?
  • 63. Step 2- What Tool Fits?
  • 65. Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale --------------------------------------Think: Share, Connect, Remix, Collaborate, Collective Action
  • 66. Schedule       Teacher and students design a timeline for project components. Set benchmarks--Keep it simple and ageappropriate. Learning contracts help with individual passions. Learning stations help support exploration and discovery Schedule individual and group meetings with you. Schedule initiating and culminating events well in advanced.
  • 67. Collaboration    Make collaboration a key component Let the kids help plan and make decisions, and have them do the work in pairs or small teams One of the great things about the Internet is that kids can collaborate across great distances. Try contacting a classroom across the country (or across the ocean) in a place your kids would like to learn about.   Your classes can exchange email or start an instantmessage conversation. (Skype – Video Conferencing) You use a wiki to work together to show how things are the same and different in each community.
  • 68. Monitor    Facilitate the process Mentor the process Document the process Blog to Document http://newliteracy.globalt eacher.org.au/ http://www.sjeds.com/bl og/china/ Wiki to Document http://www.learningismessy.com /PublicService.htm http://westwood.wikispaces.com /Wildcat+Web+2+Project
  • 69. Assess     Make the assessment authentic. Know authentic assessment will require more time and effort from the teacher. Vary the type of assessment used. Electronic portfolios work well (video, podcasts, and digital pics of work)
  • 70. Evaluate  Take time to reflect, individually and as a group.  Share feelings and experiences.  Discuss what worked well.  Discuss what needs change.  Share ideas that will lead to new inquiries, thus new projects.
  • 71. Education for Citizenship “A capable and productive citizen doesn‟t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” Justice Leland DeGrasse, 2001 71
  • 72. Courage to Shift the way we teach and learn the art of release… It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen NEW DIRECTIONS IN

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