project based learning using technology walt szklarski for secondary

Project Based Learning

Using Technology

Walt Szklarskifor Secondary

Project Based Learning Background• Early 1990s-Buck Institute- Immersion

• GLEF- Geo Lucas Educational Foundation• 1994 LWSD- Information Integrator

• 2002-2004 TSD Tier 2 class• 8 weeks @ 2 hrs/class + HW• Went through a project • Designed a project

• TSD Today- many projects in new curriculum• Dig Deep- Voice thread projects

Characteristics of PBL :•Higher level thinking•Student centered•Process driven•Collaboration•Authentic projects•Creates new knowledge for students

Classroom 10

Then: 19971. Basic Operations and

Concepts2. Social, Ethical and Human

Issues3. Technology Productivity

Tools4. Technology

Communication Tools5. Technology Research

Tools6. Technology Problem-

Solving

Now: 20071. Creativity and Innovation2. Communication and

Collaboration3. Research & Information

Fluency4. Critical Thinking, Problem

Solving, and Decision Making

5. Digital Citizenship and Decision-Making Tools

6. Technology Operations and Concepts

Student NETS

Old Bloom•Evaluation•Synthesis•Analysis•Application•Comprehension•Knowledge

New Bloom•Create•Evaluate•Analyze•Apply•Understand•Remember

Bloom’s Taxonomy

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Go for the highest level possible.

What are the characteristics of a good project?• Student-centered• Collaborative• Good driving question• Involving experts and the community• Standards-based• Opens the door to more questions• Interdisciplinary• Thoughtful rubrics, including reflection• Includes a quality product• Creative, engaging, and fun

It’s the process!

What are the characteristics of a good project?• Student-centered• Collaborative• Good driving question or statement• Involving experts and the community• Standards-based• Opens the door to more questions• Interdisciplinary• Includes a quality product• Creative, engaging, and fun• Thoughtful rubrics, including reflection

It’s the process!

Projects Higher level thinking

Length determined by project progression

Questions, knowledge, resources provided by students during the project

Field trips and experts are part of the project process

Representations show what students have learned in an integrated way

Activities

Specific content /concept focus

“Usually” shorter time

Resources provided by teacher

Field trip, if any, is culmination

Representation of learning relates to specific activities

PROJECT SCOPE

Small Project Ambitious project

Duration Five to ten days Most of semester

Breadth One topic/One standard

Multiple disciplines/Multiple standards

Technology Limited Extensive

Outreach Classroom-based Community-based

Partnership One teacher Multiple teachers and community members

Audience Classroom or school Panel of experts

Project Based Learning- Buck Institute for Education©2003 www.bie.org

PROJECT DESIGN AND THE STUDENTS’ ROLE

Limited student input

Maximum student input

Teacher selects topic

Teacher solicits student input

Student selects topic

Teacher defines learning outcomes

Teacher and student negotiate learning outcomes

Student define learning outcomes

PROJECT DESIGN AND THE STUDENTS’ ROLELimited student autonomy

Maximum student autonomy

Teacher defines products and activities Teacher solicits

student input

Student defines products and activities

Teacher controls timeline and pace of project

Student determines timeline and pace of project

KWL Chart as a tool to develop driving questions

Project Planning• Identify and analyze audience- • Identify assessment criteria- • Design assessment tool-• Determine presentation method-• Determine technology resources-• Identify research tools- (web sites, books, magazinesa,

newspaper, video, etc) Part 1: Conduct research (record information)- Part 2: Synthesize information- (assemble and author content in written rough draft)Part 3: Assemble and collect graphics-(save graphics)

Start with a good driving question…

Good questions lead to more questions

Good questions require research and reflection

Good questions are BIG

Good questions are open-ended

Old Bloom•Evaluation•Synthesis•Analysis•Application•Comprehension•Knowledge

New Bloom•Create•Evaluate•Analyze•Apply•Understand•Remember

Bloom’s Taxonomy

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Go for the highest level possible.

• A HOW-TO for a well written question.

Writing Questions

When was this picture taken?Where was this picture taken? Question cues: List, define, tell, label

Level 1. Remember

What is happening in this picture?Why are these boys dressed like this? Question cues: Describe, name, identify, discuss

Level 2. Understand

How would you describe the photograph to others?What caption would you write for this photograph (say, in a newspaper)?Question cues: Modify, solve, change, explain

Level 3. Apply

Why are these boys here and not in school?What do you know about their lives based on this photo?Question cues: Analyze, separate, compare, contrast

Level 4. Analyze

What is the significance of this photo for the time period depicted?Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different?Question cues: Give opinion, criticize, discriminate, summarize

Level 5. Evaluate

What might these boys say about their work in an interview setting?What might they say about their future?Question cues: Create, construct, plan, role-play

Level 6. Create

Photo Credits

The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920, from the Library of Congress. http://memory.loc.gov/ammem/detroit/dethome.html

Practice to follow….

How many calories does the average person need?

Good question?Bad question?

BAD QUESTION

What kind of plants grow in the rain forest?

Good question?Bad question?

Write down a better one.

What 15 crops account for nearly all the crops in the world? Good question?

Bad question?

What do we know about the planet Mars? Good question?

Bad question?

What are the products of photosynthesis?

Good question?Bad question?

Describe the clothing people wore during the Renaissance.Good question?

Bad question?

Media, Consumerism, Students

• Write a driving project question relating students, the media, and consumerism.

• BRAINSTORM!• Do this with an “elbow

partner.”Television, music, movies,

newspapers, magazines, internet, radio, others

Your Task:

After we have discussed Tragedy of the Commons, you will need to write 5 high level questions for the article.

•Compare and contrast searching for reliable information using both KCLS databases and search engines on the web (Google) in order to design and defend an effective research plan for your topic

•Students will be able to evaluate and find evidence through designing a timeline from 1750-2003; in addition to the events standing alone students must illustrate the cause and effect from one event to the next.

•Create a presentation showing how stereotyping in visual media creates adult bias towards teenagers

•How does this simple machine allow us to work with less effort?

•Describe the influences of your historical person on events during the Civil War time period.

•Evaluate the attractiveness of any three locations in Africa and persuade tourists to visit.

Projects align with Curriculum/GLEs/ Outcomes and Indicators/NETS

RubricsCollaboration vs. CooperationFormative Assessments

Self-reflection

Dig deep: How do artifacts tell the story of an ancient civilization?

Storyboarding as a key to success.

Storyboard Development• Determine design, layout and look• Determine audience interaction

Google “Storyboard Template”

Rate yourself

Rate yourself in these 7 areas from strongest (#1) to weakest (#7)

OrientGroupOrganizeClarifyMonitor and RegulateManageEvaluate

www.bie.org

www.pbl-online.org

Projects may be found at:Computer/Staff/Public/CS/All/PBL Lessons