Download - Project-Based Learning - USD 340
![Page 1: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/1.jpg)
Project-Based Learning, Higher-Order Thinking, and Student-Centered Instruction
Doug Adams
ALTEC
![Page 2: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/2.jpg)
First activity!
As you are watching the movie clip, write questions you might ask On a test To the characters To the actors/writers/producer
![Page 3: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/3.jpg)
Bloom’s Cognitive Taxonomy (1956)
![Page 4: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/4.jpg)
Bloom’s Revised Taxonomy (2001)
(Anderson & Krathwohl et al, eds., 2001)
“Knowledge”
“Comprehension”
“Synthesis”
![Page 5: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/5.jpg)
Mind-set Verbs
Analyze: Extract, deduce, investigate, fill in, combine, disassemble,
Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize
Create: Develop, invent, extend, hypothesize, compose
Apply: Do, use, organize, collect, operate, summarize, practice, solve, try
Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words)
Remember: State, show, list, tally, define, identify, repeat, recall, label, quote
![Page 6: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/6.jpg)
Organizing Bloom’s Taxonomy
Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts
Level 2: Intermediate Using information, skills, and concepts in new
situations Level 1: Low
Understanding and interpreting information Acquiring and remembering new information
![Page 7: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/7.jpg)
Supporting Higher-Order Thinking
It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)
“Low level” doesn’t mean easy:Write an essay explaining the decline and fall of the
Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee
“High level” doesn’t mean hard:Which movie did you like more, WALL-E or Cars?
Why?
![Page 8: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/8.jpg)
Complex Thinking Strategies
Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking
![Page 9: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/9.jpg)
Complex Thinking Strategies
Identify some complex thinking strategies being used in this video
![Page 10: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/10.jpg)
Curriculum-Framing Questions
Guide a unit of study and include: Essential QuestionsUnit Questions Content Questions
![Page 11: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/11.jpg)
Essential Questions
Are broad, open-ended questions Address big ideas and enduring concepts Often cross disciplines and help students see how
subjects are related
Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?
![Page 12: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/12.jpg)
Unit Questions
Are open-ended questions that tie directly to a project or unit
Help students demonstrate the scope of their understanding of a subject
Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web, how do the animals’
different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?
![Page 13: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/13.jpg)
Content Questions
Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and general
recall of information (example: questions found on a test)
Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird? How are volcanoes made? Why is it cold in the winter when the sun is shining?
![Page 14: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/14.jpg)
Project-Based Learning (PBL)
“I hear and I forget.
I see and I remember.
I do and I
understand.”-- (Confucius)
![Page 15: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/15.jpg)
Why Projects?
To learn collaboration, work in teams.
To learn critical thinking, take on problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic issues.
To learn about careers, do internships.
To learn content, do all of the above.
![Page 16: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/16.jpg)
Project-Based Learning
Hands-on, student-centered activity in which students demonstrate understanding through performance/creation
Long-term Non-traditional Personalized Mastery of material in context
http://www.edutopia.org/project-learning-overview-video
![Page 17: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/17.jpg)
Benefits of PBL
Increased motivation and engagement Increased application and retention Better transfer of skills 21st Century Skills:
critical thinking collaboration Communication
Connects school to real world Multiple assessment opportunities
![Page 18: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/18.jpg)
Challenges with PBL
Designing projects Resources Time Expertise
Assessing projects Meeting standards Reliability and validity Rubrics
Resistance from establishment
![Page 19: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/19.jpg)
Examples
Edutopia Barrel of Worms
(http://www.edutopia.org/newsome-park) Monarch Butterflies
(http://www.edutopia.org/journey-north) Matrix
http://www.youtube.com/user/matrixlearning
![Page 20: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/20.jpg)
Steps to Creating a Project
1. Develop an idea
2. Decide goals
3. Define the knowledge to be demonstrated
4. Decide how students can demonstrate that knowledge
5. Create a schedule
6. Create an assessment plan
7. Monitor project and evaluate
![Page 21: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/21.jpg)
1) Develop an idea
Start with a driving question – Essential or Unit question, NOT Content
Be authentic Use real-world problems Tie to community or school life Allow students to have an impact
Be current Involve students Use what you know
![Page 22: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/22.jpg)
Driving Question
Shift from “right answer” to complex, local, active questions:
What are the characteristics of healthy soil?
vs
Is our soil healthy enough to support a vegetable garden?
![Page 23: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/23.jpg)
Driving Question
Shift from abstract to concrete:
How do architects use geometry?
vs
How can we design a building with the most number of apartments with the given
specifications?
![Page 24: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/24.jpg)
Driving Question
Shift from “too big” to answerable:
How has technology affected history?
vs
Does technology make war more or less humane?
![Page 25: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/25.jpg)
Driving Question
Shift from “teacher talk” to student-friendly:
How does the author of Bleak House use voice and characterization to reflect on his
childhood and the social climate?
vs
How do our childhood memories affect how we see the world?
![Page 26: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/26.jpg)
Activity
Look at an existing unit that you enjoy Come up with a driving question to use as
inspiration for a project Can work solo or teamed (no more than 3) Driving question should reflect input from all
![Page 27: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/27.jpg)
2) Decide goals
Core content and skills to be assessed 21st Century skills to be assessed Additional content to be encouraged
What standards will be addressed?
![Page 28: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/28.jpg)
3) Make a plan
Involve students How can we answer this question? What can we do to support the inquiry?
Look at available resources Primary sources online Local resources Internet
![Page 29: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/29.jpg)
Primary Source Material
Engage Students Tie to prior knowledge Evaluate the source Look at details Make it personal
Promote Inquiry Make speculations (creator, purpose, audience) Compare to other primary and secondary
sources Talk about other places to find primary sources
![Page 30: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/30.jpg)
Primary Source Example
Library of Congress (http://www.loc.gov) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources
![Page 31: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/31.jpg)
More Primary Sources
Similar resources exist at many high-level government sites Geology & Geography (http://USGS.gov) Space and Physics (http://NASA.gov) Oceanography & Meteorology (http://NOAA.gov) Health & Medicine (http://CDC.gov &
http://HHS.gov) Energy (http://www.energy.gov) Smithsonian Museums (http://si.edu)
![Page 32: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/32.jpg)
Project-Based Learning Resources
Buck Institute for Education (BIE) http://www.bie.org
Edutopia http://www.edutopia.org/project-learning http://www.edutopia.org/teaching-module-pbl
ePals http://www.epals.org
iEARN (International Education and Resource Network) http://www.iearn.org/
![Page 33: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/33.jpg)
3) Create a schedule
What time can be allotted to the project? Start with “contact hours” How many days? Regular schedule or ad hoc? What events have a fixed time? Will multiple classrooms be involved?
Help students budget time Involve students in creating timeline Fixed benchmarks Help with time management
![Page 34: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/34.jpg)
Activity
In groups, fill in more of the Project Planning Form Content and skills to be assessed Content and skills to be encouraged Standards Description Brainstorm resources Think about time limits and benchmarks
![Page 35: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/35.jpg)
4) Create an assessment plan
Involve students in planning Rubrics
Self Peer Teacher Expert
Assess identified skills from goals Plan for differentiation
![Page 36: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/36.jpg)
Activity
Complete Project Planning Form Describe final project
Who is the audience? What rubrics will you need to create? What other assessments will you need? What will you need to accommodate through
differentiation?
![Page 37: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/37.jpg)
5) Monitor and evaluate
Be a mentor, not a director Help students stick to the timeline Remind students of rubrics Reflect often Discuss what worked and what didn’t Plan for changes Share ideas for new projects
![Page 38: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/38.jpg)
Differentiated Instruction & Technology
Adapting educational activities and instructional approaches to meet the needs of all students
within a single classroom
Students vary in many ways:
• Background Knowledge• Readiness• Language Skills• Learning Styles• Interests• more?
![Page 39: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/39.jpg)
Differentiated Instruction
![Page 40: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/40.jpg)
Differentiation - Content
Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities
Example: ThinkTank (http://thinktank.4teachers.org)
![Page 41: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/41.jpg)
Differentiation - Process
Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities
Example: RubiStar and PBL Checklists
(http://rubistar.4teachers.org/)
(http://pblchecklist.4teachers.org/)
![Page 42: Project-Based Learning - USD 340](https://reader035.vdocument.in/reader035/viewer/2022070304/54b89bf74a7959b3738b46a0/html5/thumbnails/42.jpg)
Differentiation - Product
Allow students to demonstrate knowledge in a variety of ways
Vary performance expectations
Example: KidsVid and Web Poster Wizard
(http://kidsvid.altec.org/)
(http://poster.4teachers.org/)