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While you wait....Download one of the following templates (or download them both if you are that teacher.01
02 Access your NAD Standards (Keep that tab easily accessible!)
03Think of a project you will teach this year that you wish to turn into a project based learning unit/module.
bit.ly/NADelem
Elementary Standards
Secondary Standardsbit.ly/NADsec
EXSEED Project Design Templatebit.ly/exseedpbl
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INTRODUCTION TOAndrea Sayler, MA EdCharity Espina, MS Ed
Project Based Learning
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Breakout Session Outcomes
01
02
03
04
Gain an understand the basic elements of Project Based Learning
Locate PBL resources and examples of EXSEED projects
By the end of this workshop, you will:
Distinguish between “doing” projects and the Project Based Learning Method
Begin formulating a project-based learning unit/modulestandards based; well-crafted driving question
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Workshop Driving Question
How w a c e s g le n e p e c t u d s u n pa y su s
t o g r e t-ba l a n ?
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PBL BasicsThe What and The Why
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What is Project Based Learning?Project Based Learning is a systematic teaching method that engages students in learning important knowledge and 21st
century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and
carefully designed projects and learning tasks.
“ “Hallerman & Larmer, 2011
PBL in the Elementary Grades
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Research Based
Connects students and schools to their communities
Makes teaching more rewarding and meaningful
Increased authentic assessment
Promotes lifelong learning and deeper learning
Accommodates a variety of learning styles and differentiated instructional methods
01
02
03
04
05
06
Why Project Based Learning?
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Activity:Need to Know Process (NTK)For more information about the NTK process, visit: http://bit.ly/NTKprocess
Make Just One Change: Teach Students to Ask Their Own Questions. By Dan Rothstein & Luz Santana
Need to Know Time
1. THINK Think about what you want to know about PBL and/or what your need to know, on your own.
1 min
2. SHARE Share your to 2 questions with a shoulder partner.
5 mins
3. ACTIVELY LISTEN Listen to your partners questions, See if your question has been asked, as we participate in “share outs.”
4 mins
TOTAL 10 mins
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Our NTK List● How much time?● Difference between projects and PBL.● How do you start?● Teacher side of PBL vs Student side of PBL● How do you do assessment?● How do you know that what you do is PBL?● What’s the depth in PBL in learning?● Multi-grade setting PBL? How?● Love the PBL, but need to improve PBL assessment/grading.● Ideas to do PBL in lower grades.● Covering standards & content in PBL, how?● How to motivate reluctant learners to buy in & produce in PBL.● How often?● Should PBL be apart of homework?● How does PBL fit the use of the textbook?● How does foreign language fit into PBL & frequency on seeing students? (Thursday Session)● Available PBL resources for NAD teachers, where? (Thursday Session)● Cultural change in PBL system wide, what is the gospel on this?? (Thursday Session)
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DQ
Subjects
Project Profile # 1Loma Linda SDA Elementary School
What do you want to be when you grow up?
Social Studies, Fine Art, Writing, Math, Science, Language Arts, and Reading
Insert Video Here
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Essential Elements of
Project Based Learning
Key Knowledge, Understanding, and
Success Skills
Challenging Problem or Driving Question
Sustained Inquiry
Authenticity
Student Voice & Choice
Reflection
Critique & Revision
Public Product
For more information visit: bit.ly/GoldStandardPBL
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“Doing” Projects
vsProjectBased
Learning
“dessert”
Can be complete at home without teacher and
collaboration
Closed: every project has the same goal
Cannot be solved in the real world to solve real-world
problems
Projects are turned in
“Doing” Projects
“main course”
Requires teacher guidance and teamwork
Open ended, there is a variety of student voice and choice
Could provide solutions to real-world problems
Products are presented to a public audience, including
people outside of the classroom
Project Based Learning
Exhaustive List“The Difference Between Projects and Project-Based learning” by TeachThought
bit.ly/ProjectvsPBL
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PBL Structure...but, what does this look like in my classroom?
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Traditional Classroom
Crea
ting
Impr
ovin
g
Proc
essi
ng
Teacher
Que
stio
ning
Plan
ning
Rese
arch
ing
Student
Project Based Learning Classroom
Crea
ting
Impr
ovin
g
Proc
essi
ng
Teacher
Que
stio
ning
Plan
ning
Rese
arch
ing
Student
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Traditional Unit with Culminating Project
ActivityLecture Quiz Activity QuizLecture Review Exam Project+
Project Based Learning Unit / Module
Project Launch
Engaging and authentic task
designed to provide the context for
learning
Activities
Workshops
Lectures
Homework
Research
Labs
BENCHM
AR
K
REFLEC
TI
ON
Simulations
Discussions
Modeling
Reading
Interviews
Quiz
BENCHM
AR
K
REFLEC
TI
ON
Creating
Feedback
Building
Writing
Preparing
Drafts
Culminating Event and
PresentationAuthentic
demonstration of deeper learning
REFLECTION
Adapted from 2015 New Tech Network
CELEBRATION
+
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DQ
Subjects
Project Profile # 2Grants Pass SDA School
How can we, as students, improve our opportunities to learn from God's book of nature?
Bible, Social Studies, Technology, Math, Engineering, P.E., Science, Language Arts, Art
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Project DesignAre you ready to begin creating experiences?
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01
02
Project Design
http://bit.ly/2JUyAHC
BIE’s Project Design Template
EXSEED’s Project Design Templatehttps://goo.gl/wy3WtQ
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Start with Standards and Outcomes
Yo n e k w e y u’re g, be yo n o t .
bit.ly/NADelem bit.ly/NADsec
Elementary Standards Secondary Standards
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As You Plan...
❏ What do you want your students to be able to do by the end of the unit or module?
❏ What do your students currently know, and what is important for them to be able to learn next?
❏ Are they ready to take on a project? Can they manage themselves?
❏ Has your class developed a sense of shared values and standards that will provide the foundation for a good project?
❏ Are you and your students operating as a learning community?
Consider the following questions:
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Driving Question:Points of
ViewGuides project work
Creates interest and/or the feeling of challenge
Reminds them, “Why are we doing this today?”
Students
Guides planning and reframes content strategies or big ideas
Captures and communicates the purpose of the project
Initiates and focuses inquiry
Teachers
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Writing a Driving Question
1. Engaging for Students
2. Open-Ended
3. Aligned with Learning Goals & Content Standards
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Examples of Driving QuestionsA Philosophical or Debatable Issue
or an Intriguing TopicSpecifying a Product, Task or
Problem to be SolvedAdding a Real-World Role for
Students
● Who is a hero?
● What is a healthy community?
● Is our water safe to drink?
● Can DNA evidence be trusted in criminal trials?
● Should a park, an apartment building, or something else occupy the empty land in our community?
● How can we create a picture book about the life cycle of animals in _____?
● How can we create a webpage for other kids that recommends good books to read?
● How can we write a historically accurate story about a person who lived in our community long ago?
● How can we invent a new toy that is safe, not too expensive, and fun for a four year old?
● How can we, as structural engineers, design and test bridge models for a walkway over the river?
● How can we, as agricultural research scientists, design an experiment to show the Vice President of Marketing which company’s bean seeds grow the fastest?
● How can we, as financial planners, advise a client about the best ways to invest and save money?
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Activity:Crafting Your Driving Question
Brainstorm possible driving questions, by follow
the guidelines below:
1. Record as many options as you can, try different
types of formats and styles.
2. Do not stop to discuss, judge, or answer
questions.
3. Jot down every question exactly as it is stated
the first time.
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bit.ly/exseedpblDQ Menu
Build Your Driving Question
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Activity: Assess Your DQChallenging Problem or Question Rubric
Includes Features of Effective PBL
● The project is focused on a central problem or question, at the appropriate level of challenge● The central problem or question is framed by a driving question for the project which is:
○ open-ended; it allows students to develop more than one reasonable answer○ understandable and inspiring to students○ aligned with learning goals; to answer it, students will need to gain the intended knowledge,
understanding, and skills
Needs Further Development
● The project is focused on a central problem or question, but the level of challenge, might be inappropriate for the intended students
● The driving question relates to the project but does not capture its central problem or question; it may be more like a theme.
● The driving question meets some of the criteria (in the Includes Features column) for an effective driving question, but lacks others.
Lacks Features of Effective PBL
● The project is not focused on a central problem or question (it may be more like a unit with several tasks); pr the problem or question is too easily solved or answered to justify a project.
● The central problem or question is not framed by a driving question for the project, or it is seriously flawed, for example:
○ It has a single or simple answer○ It is not engaging to students (it sounds too complex or “academic” like it came from a
textbook or appeals only to a teacher
Taken from PBL 101 Workshop Workbook
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Continue to Designing Your Project
PBL Design Elements Checklist
http://bit.ly/PBLdesignchecklist
PBL Design Rubric
bit.ly/designrubricPBL
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DQ
Subjects
Project Profile # 3Columbia Adventist Academy
How do low tide organisms in the San Juan Islands compare to those on the Central California Coast?
Math; Measurements, Graphing and Statistics Science; Biology, Chemistry
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Project ThoughtsTips from classroom instructional designers
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Challenges and Questions to Implementing Project-Based Learning
● “Where do I start?”
● “Takes too much time to plan.”
● “I need to see what it looks like. I am a visual person”.
● So if projects are PBL can they be part of it all?
● I teach one subject, how can it work?
● “My team teacher is not on board with PBL, what do I do?”
● “Is it difficult to implement with State testing? How would that work?”
● “Resources and funding are huge issues, any ideas on assistance?”
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PBL Project Ideas and EXSEED Project Examples
● Buck Institute for Education - bit.ly/BIESearchProjects in this database are curated by the BIE. Some of the projects have been gathered from other sites.
● Charity’s PBL Project - http://bit.ly/2OSMHjx
● EL Education, Models of Excellence - bit.ly/ELSearchA database of interdisciplinary projects, that will impact your classroom and you community.
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Parallels with White’s Philosophy of Education
“Let them learn to draw lessons and discern truth for themselves” (Education, p. 119)
“The interest of the [students] must be enlisted” (Education, p. 188)
“The youth need to be taught that life means earnest work, responsibility, and care-taking”
(Education p. 215).
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On a c n e r :
1. One t i g t in r yo .
2. One t i g t co r fo .
3. One ar at o l ke c a f e .
Exit Ticket
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School Reading List
https://amzn.to/2JUd9X7https://amzn.to/2tckfPuhttps://amzn.to/2JT97hOhttps://amzn.to/2JUBAnm
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Thank you!visit www.llu.org/exseed
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References
Buck Institute of Education. (2017). PBL 101 Workbook: The companion to BIE’s introductory project based learning workshop.
Hallermann, S, & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools and tips for standards-focused K-5 projects. Buck Institute for Education. Kindle Edition.
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