pbl

Project Based Learning

Dana Berg, ESA2Dana Berg, ESA2

WhatWhat’’s the difference s the difference between between

Doing ProjectsDoing Projects and and

Project Based LearningProject Based Learning??

Know/ Need to KnowKnow/ Need to Know

Presentation/ProductPresentation/ProductPresentation/ProductPresentation/Product

In PBL, the In PBL, the ““ProblemProblem”” is front- is front-loaded.loaded.

RubricRubric

WHAT DOES PBL LOOK LIKE?

DRAFT DRAFT SOLUTIONSSOLUTIONS

Teachers provide Teachers provide coaching, assignments coaching, assignments and direct instruction to and direct instruction to address student needs.address student needs.

Teachers develop problems Teachers develop problems based on content standards, based on content standards,

that students (working in that students (working in teams), develop solutions to. teams), develop solutions to.

GROUPGROUPPLANNINGPLANNING

RESEARCH ANDRESEARCH ANDINVESTIGATIONINVESTIGATION

FORMALFORMALTEACHINGTEACHING

WHAT DOES PBL LOOK LIKE?

DRAFT DRAFT SOLUTIONSSOLUTIONS

Teachers provide coaching, assignments and direct instruction to address student needs.

Teachers develop problems based on content standards,

that students (working in teams), develop solutions to.

GROUPGROUPPLANNINGPLANNING

RESEARCH ANDRESEARCH ANDINVESTIGATIONINVESTIGATION

FORMALFORMALTEACHINGTEACHING So, how do So, how do

we develop we develop projects?projects?

Guidelines for Project Development

• Begin with the end in mind

• Craft the driving question

• Develop a scenario

• Plan the assessment

• Map the project

• Receive Critical Friends feedback

• Manage the process

Developing The Project

Plan the Assessment

Begin w/ the End in Mind

Craft the Driving Question

Develop a Scenario

Documentation for Project Development

Map the Project

The team teachers want to create a new project, so they

Begin With The End in MindBegin With The End in Mind

• They look to the standardsstandards and school-wide learning outcomeslearning outcomes:

• I want to combine world history, career planning and world history, career planning and success skills, and language arts 9 standardssuccess skills, and language arts 9 standards

• I want to focus on developing collaboration, written collaboration, written communication, and oral presentation skillscommunication, and oral presentation skills

Content Standards

Next, they Craft the Driving QuestionCraft the Driving Question

• Why are there hate crimes/terrorism that are based on religious beliefs/customs? What are they and how can they be prevented?

Then, they Developed a Scenario Developed a Scenario by crafting a problem statement

How do we as….young Americans

Do……understand other religions/customs

So that..…we can eliminate hate crimes/terrorism and live in peace/harmony?

Finally, they Planned the Assessment (step 3)

Then they mapped the project

by developing an Entry Event

A Strong Entry Document…

Is aligned to State standards

Sets the scene

Outlines the problem/project

Gives the students roles

Gives the students a goal/idea of end product

Provides key words or phrases that hint toward the need-to-know list

Allows students to (at least initially) chart their own course.

Think Hansel and Gretel

Put down some “bread crumbs” to help your students find their way…

In your entry doc, lay some hints down, to help them go in the direction you want

Key words and phrases often serve as the “bread crumbs” - students will key on them as Need To Knows.

Think About…

Adult Connections

Any astronauts in your community? Invite them for assessment or as a guest speaker during the course of the project.

Contact NASA, tell them about your project, how they might help?

Authencity

Find the logo for NASA, put into letter.

Convince someone at NASA to actually allow the use of his/her name at the bottom of the letter.

Video conference presentations with Houston/Mission Control?

Trial Run It!

You might give your entry doc to another teacher, and have him/her write a list of knows/need to knows

Did that person identify the key areas that you want to hit in your project?

Will the need-to-knows provide direction for beginning the project?

They continued Mapping the Project Mapping the Project by planning scaffolding activities

• Workshops over the writing process

• Analyze various websites to see if they are credible

• Students will use note cards to document their findings

• Workshops on formatting report, title page, outline, sources, etc.

• Jigsaw workshops for each individual religion

• Understanding proofreader’s marks

Next, they receivedreceived Critical Friends FeedbackCritical Friends Feedback

• Once they completed the Project Overview document they asked for feedback from their colleagues and their designated coach.

• They made sure to follow the Critical Friends protocol so that everybody was able to focus on the project rather than the individuals who developed the project.

Finally, they considered how they would

Manage the ProcessManage the Process

Questions to consider…Questions to consider…

WhatWhat’’s my role during the project?s my role during the project?

What are the different stages of the project?What are the different stages of the project?

What does a typical day look like?What does a typical day look like?

WhatWhat’’s the role of my students during the project?s the role of my students during the project?

Learning to Work In a Group Is a New Skill For Many Students

Students may become frustrated

Students may want to work alone

Students may lack the skills to be a good collaborator

As with any new skill, students will need practice, guidance and support to develop this ability

Repeated practice and reflection

Tools to help guide collaboration

Group Contracts

Have students write a group contract at the beginning of each project

Provide Template, guidelines, sample contracts

Review with the group and have each member sign it

Refer to the contract when problems in the group arise

Ask the groups to reflect on their contract at the end of the project

Group Leaders

Meet with the groups leaders on a daily basis to discuss the groups progress and any questions the group may have

The group leader should keep a daily log of what the group accomplished

Incentives can be offered for groups that meet all of their deadlines

Project Pacing Charts

Each group should develop the chart collaboratively

Refer to the pacing chart on a regular and frequent basis

Points can be assigned for work ethic as a daily formative assessment

Discussion Database

How Its Used

Accountability

Daily Responses

Formative Assessment

Living Document

Examples

Notebook Journal

Wikispace Discussion

Blog

Wallwisher.com

Group Folders

Groups often struggle to manage all of the paperwork that is included in a project

If a student is absent, other group members have access to all the work

You can periodically check folders to monitor the progress each group is making

Create a folder for each group that can hold all the group work throughout the project

Contact Me

Dana Berg

www.danaberg.wikispaces.com

dberg@edec.org

Twitter: @danaberg81 @sdesa2