Good Morning and thank you for coming to our presentation My name is Fanny Perez Michaud I’m (1) of (3) academic support teachers at Rockland BOCES Career and Tech Center. I provide academic intervention services to students in various programs and I also teach a specialized science course for students who are in need of a 3rd science credit for graduation. The purpose of this session is to show you how the Career & Tech Center has been using a Project Based Learning Approach to infuse content & green initiatives into the various CTE programs Before I get into the specifics, I would like to show you a Video created by one of our students which documents our green roof project. This will give you an idea of how this project evolved. SHOW CASEY’S digital story that communicates insights about the project through her video log.
In In
1.1.
How do students learn How do students learn
best?best?
2.2.
How can we increase How can we increase
student motivation?student motivation?
3.3.
How can we engage How can we engage
students in meaningful students in meaningful
learning?learning?
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Many incoming students struggle with a lack of motivation, low self-esteem and academic deficiencies. Project based learning is a process that seeks to build on student’s capacity through authentic experiences
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PBL focuses on a student centered methodology that support cognitive, constructive, and cooperative skills Students engage in: Contextualized / meaningful learning Self-reflection, inquiry, and the application of skills and talents Collaboration /Team Work Use of technology to learn Communicating findings with others
•• InspiringInspiring creativity and autonomy in the learning processcreativity and autonomy in the learning process
•• Teaching and learning with a Teaching and learning with a purpose in mindpurpose in mind!!
https://www.careerzone.ny.gov/
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Model personal connections Promote active learning & critical thinking Inspire creativity and acknowledge student efforts Encourage students to be resourceful Tap into students’ strengths and talents and inspire them to believe in themselves… Model enthusiasm for learning – I tell my students that teachers are life long learners .. Students are not afraid to make mistakes and learn that obstacles give us an opportunity to grow and to learn!! Know the individual students and to identify & highlight their strengths, skills and talents Nurture relationships built on mutual respect and trust. Use NY CAREER ZONE website to learn more about their career interests and learning styles Visual/ Auditory/ Tactile- Kinesthetic
We have found that in using a project-based learning approach, students, such as Casey, were able to build on their learning of the science content by actually engaging in field work that had meaning to them; They were able to create their own artifacts through the use of technology And they learned to work with each other and to learn from each other. The students also had to share their experiences with other members of the community through a video conference presentation, on visitation days and on Earth Day.
Teacher serves as a facilitator and provides guidance/ support throughout the learning process – encourage students to be autonomous Focus on capacity building- Support the development of relationships. Look for authentic learning experiences that are meaningful to students Connect Projects with content standards and apply skills that they’re learning in CTE courses Implement literacy activities that enhance content-area reading strategies & acquisition of content knowledge Encourage the use of public resources and digital media to create artifacts that communicate their experiences Begin with the End in Mind (Work Backwards) Why DO this project? What content standards will students learn? What key skills will students learn in this project?
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Here are 2 resources that I would like to recommend on PBL: The first, Enriched Learning Project, by James Bellanca Provides a template and examples for designing and assessing enriched learning experiences. It explores 21st century skills in the context of project learning. The second book, Project Based Learning Handbook by Buck Institute of Learning, is great for novices and for use in staff development or in-service training. It provides an overview of PBL explains how to design and manage successful projects Includes sample rubrics, forms and handouts, and describes five example projects.
Buck Institute for EducationBuck Institute for Educationhttp://http://www.bie.orgwww.bie.org// offers :offers :
Project Tool KitsProject Tool KitsManagement Log: Group Tasks
Project based learning is grounded in CONSTRUCTIVISM whereby students construct their own understanding and knowledge of the world and the issues through experiments, experiences, and reflection In PROJECT-BASED LEARNING Students work in groups to find multiple sources of information and to create an authentic product (performance-based) Every project begin with a question in the form of a real-world issue that would engage your students in questioning and dialogue. In the planning stage of our green roof project- Students generated questions like: What type of growing medium is best on our building’s rooftop? What types of plants can we grow, with little maintenance? During planning, students are provided with a Project Calendar with meeting times, expectations, formative assessments (e.g. Journal writing, practice presentations) & summative assessments (e.g. Written & visual products with rubrics, Oral presentations with rubric)
How does PBL Work?How does PBL Work?
QuestionsQuestions
PlanPlan
MonitorMonitor
AssessAssess
EvaluateEvaluate
http://animoto.com/play/wqeBmVRmzESOBA0ZeIZXZw
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I had to think about what content standards that I was going to address (e.g. Flow of energy, use of scientific tools, Interpretation of data) With the green roof project, Students voted on one major question they wanted to further investigate as a class. A concept map was made and students then researched the issue and possible solutions When Monitoring Teacher facilitates the process & provides instructional support A rubric is used to monitor daily/ weekly progress Formative & Summative Assessments with Rubrics Students write journal entries, take quizzes, design and create experimental set-up Students create a written & digital presentation of findings Oral presentations are used to communicate other students & the broader community (e.g. video-conference presentation) Evaluate (Surveys, project reflection essay) Students take time to reflect on their individual and group experiences Students will discuss what worked and what didn’t work Student will share ideas that will lead to other inquiries
This house was built by our construction trades students and has become an eco-friendly house
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Today, our student built house has incorporated the following green technologies Solar Electric: Photovoltaic array & Photovoltaic roof shingles Thermal: radiant space heating/hot water Geothermal: student house forced air heat/ac Biomass: domestic hot water production
Solar Shingles on CTECSolar Shingles on CTECStudent Built HouseStudent Built House
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Wind: electric turbine supplies 20 school computers
Green LabGreen Lab
ThenThen
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Here is what it looked like during the initial stage (1 year ago)
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The first step of our project was to explore the benefits of having a green roof on our school campus. Students had to research different green roof designs, waterproofing materials, growth media, suitable plant species and our local climate conditions. From researching this topic, we found out that a Green Roof: Reduces summer air conditioning load up to 25%. Extends the life of roof membrane up to 100% by shielding the roof itself from sun ultraviolet rays.
Experimental ObjectiveExperimental ObjectiveDetermine which Determine which growing mediumgrowing medium is most suitable for is most suitable for our roof top and campus weather conditionsour roof top and campus weather conditions
At time of plantation, each sedum plant was 3 inches
SEDUM PlantsSEDUM Plants GrowthGrowth
conditionsconditions
Growing MediaGrowing Media pHpH Moisture LevelMoisture Level Light IntensityLight Intensity
Monitored &
Recorded
Experimental SetExperimental Set--UpUp
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The planter beds are elevated about 3 feet high for this first phase of the investigation. Students monitored growth conditions and recorded data
FindingsFindings
Teacher as FacilitatorTeacher as Facilitator
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Students met twice a week to analyze findings.
Sharing findings with Tour Group Sharing findings with Tour Group ––Local HS Science ClassLocal HS Science Class
NowNow
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This is what the planter beds look like today (Exactly a year later)
Gathering DataGathering Data
Analyzing DataAnalyzing Data
Garden Roof
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Expanded project to the rooftop of a local restaurant Science and Carpentry students designed and installed garden roof
2010 PBS Award2010 PBS Award
http://www.pbs.org/teachers/innovators/winners/
http://www.pbs.org/teachers/innovators/
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Last March, because of this green roof project, I was recognized as one of ten first prize winners in the 2010 PBS Teachers Innovation Awards. The project-based approach highlighted the use of public resources (e.g. PBS) and technology to enhance literacy and content learning; activities were designed around the emotional, social, and academic needs, as well as the interests of the individual students through authentic experiences. These instructional strategies inspire and challenge students to apply what they learn in different work settings as they engage in collaboration, communication, and scientific inquiry.
Students who struggle with lack of motivation, low self-esteem and academic deficiencies are provided with an academically supportive and socially nurturing learning environment that encourages self-reflection, inquiry, and the application of skills and talents in community-based projects. Through these projects, students are empowered and encouraged to become agents of change.
Web ResourcesWeb Resources VLOG/GLOG/Voice ThreadVLOG/GLOG/Voice Thread