final-developing surface and deep level knowledge and skill through project based learning
TRANSCRIPT
Developing Surface and Deep Level Knowledge and Skill through Project
Based Learning
Michael McDowell, Ed.D.
THE NAIROBI DECISION
Problem Statement
How will you advise the Kenyan national government in finalizing the “Nairobi Proposal”?
• Task: Present a solution, including a submitted literature review, to a committee that represents the interests of local communities, business, tourism, and science and technology.
• Expectations: The presentation will be held on________ and the government expects the following guidelines are adhered to_________.
Know Need to Know
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
DEEP
SURFACE
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
How do we codify the most substantial research-based practices to support our learners in substantially progressing towards and reaching mastery in the economic, social, and civic demands of the 21st Century?
And, how do we ensure that
learners are engaged & motivated in their learning?
#AnnualVL2015
Expectations
Hypothesis
A problem or project based approach is “the great codifier” combining the beliefs and actions necessary to engage, motivate, and substantially enhance student learning in a breadth of outcomes.
• Theory of Action If Problem and Project Based Learning practitioners integrate the key findings of VL into their practice, then students will substantially progress in their learning, and enhance their motivation and engagement?
Learning Intentions
By the end of the session, you will…
1. Understand specific practices that have a high probability for enhancing student learning
2. Understand specific theories that underpin such practices
3. Collect potential means for applying such understanding to your classroom (and site/district)
#AnnualVL2015
Success Criteria
By the end of the session, you will…
Building Knowledge• identify high impact strategies in PBL.• recognize key factors in project design and implementation that are
important to enhancing learning.
Making Meaning• relate the VL research to PrBL and PBL practices
Applying Understanding• Evaluate tools, processes, or protocols that will (may) enhance your
practice
#AnnualVL2015
Know Need to Know
• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”
- Mantle
Face the Brutal Facts
Face the Brutal Facts
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)What are the key difference between these methods?The key is the role of the teacher…We go back to the story
#AnnualVL2015
Good News!
Surface Deep Transfer
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)What about at “deeper levels of learning?
#AnnualVL2015
Good News!
Surface Deep Transfer
#AnnualVL2015
Challenging News!
Surface Deep Transfer
#AnnualVL2015
Good News!
Surface Deep Transfer
Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning
3 Key Ideas for Implementation
Right Time
Right Intervention
Balanced Approach
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Transfer Expectations
Surface- Deep- Transfer
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Transfer Expectations
Surface- Deep- Transfer
Self-efficacy, working with challenge, knowing success criteria
Summarizing, outlining, practice testing
Planning and evaluation, self talk and self questioning, detecting similarities and differences
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
• Establishes High expectations up front• Provides the opportunity for “intellectual dilemmas”• Right Time for Intervention through the progression of
surface-deep-transfer• Requires substantial utilization of feedback and
vocalization of student learning
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
• Establishes High expectations up front• Provides the opportunity for “intellectual dilemmas”• Right Time for Intervention through the progression of
surface-deep-transfer• Requires substantial utilization of feedback and
vocalization of student learning
The Microbial Jungle
Program Goal I
• Genetics, Traits and Evolution: Groups of living organisms change over time. These evolutionary changes occur at both the molecular/genetic and organismal levels of organization. Students will interpret evidence from each level of organization to explain a specific example of evolutionary change.
Program Goal II
• Levels of Organization: Living organisms are complex structures with interconnected levels of organization. Students will analyze the interactions between the biochemical and cellular levels of organization in a specific organism.
Program Goal III
• Chemistry of Life: Living systems are made of carbon-based molecules and have fundamental structures. Students will be able to identify and describe the important structures, properties and uses of molecules such as proteins, carbohydrates, lipids and nucleic acids.
What does the student need to know?
• The student:• Explains the relationship between changes in DNA structure, an organism’s
traits, and evolution.• Analyzes differences in DNA and protein sequences to infer evolutionary
relationships.• Analyzes structural differences from both living and extinct organisms to infer
evolutionary relationships.• Constructs cladograms to represent evolutionary relationships.
Which line would you take and why?
What does the student need to know?
• The student:• Describes protein synthesis and its relationship to cellular activity.• Describes photosynthesis and its relationship to cellular activity.• Describes cellular respiration and its relationship to cellular activity.• Demonstrates how cellular organelles and macromolecules work
to accomplish specific functions within a cell.
6 Key Messages to consider
Six Key Factors
Learning Schema Assessment Capable Learners (1.44)
Learning Partnerships and Networks Classroom Discussions (.82)Teacher Student relationships (.72)
Designing the Learning Experience Teacher Clarity (.75)Goals (.56)Mastery Learning (.57)Problem Solving Teaching (.61)
Differentiation Spaced v. Massed Practice (.71)Direct Instruction (.59)Metacognitive Strategies (.67)
Assessment for Learning Feedback (.72)
Systemic Professional Learning Community Framework
Teacher PLC (.93)Providing Formative Evaluation (.90)
Learning Schemas
“Building on and Building over”
Building on Building over
Building knowledge, Making Meaning, Applying Understanding
Where am I going?Where am I?What’s next?
What strategies support my learning at various levels of learning?
How am I progressing?
Learning Centered Culture and Climate
Learning Networks
Enduring Understandings related to cognition
• Social Learning Theory: Human learners benefit enormously from social examples, from directed instruction, and from corrective feedback. Learning from exposure to the information provided by other people represents a fundamental aspect underpinning human adjustment and evolution; the more expert these ‘other people’ are in understand the progression of learning, the more effective is the learning.
• Hattie and Yates (2014)
Designing the
Learning
experience
Outcome Identification – Learning Intentions
Rubric Development- Success Criteria
Driving Question Development
Assessment Development
Entry Event Planning
Exit Event Planning
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Surface Deep
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Surface Deep
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Creating intellectual dilemmas
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
DEEP
SURFACE
Assessment TypesUnobtrusive Obtrusive Student
Generated
Applying Understanding
Making Meaning
Building Knowledge
Differentiation
Impact on PrBL/PBL: Intervention Practitioner
• Facilitate the problem solving process, direct the learning unapologetically.
• Access and utilize student’s prior knowledge in daily practice.• Students learn from experience, but that experience perceived
differently by all students. • Design the learning experience to focus on the cognitive aspects of
the work.
Building Blocks of Pedagogy
• Content/Skill Development (Workshops) - How do I develop student content knowledge and skill over time?
• Routines- What patterns of practice to I/we infuse in the classroom to enhance student learning over time?
• “Just in Time” Responses- When situations emerge in the classroom how I do/we respond to enhance student learning over time?
Project-Based Learning Unit:
Project Launch
Entry Event and Rubric Create
“Need to Knows” and Next Steps
Activities
Workshops
Lectures
Homework
Benc
hmar
k
Research
Labs
Simulations
Discussions
Modeling
Reading
Benc
hmar
k
Interviews
Quiz
Refle
ction
on
Lear
ning
PRESENT
Creating
Feedback
Building
Writing
Preparing
Drafts
Surface Deep
Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.
Outcome Questions Activities
Applying understanding(Transfer)
What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
Experimental-inquiry tasksProblem-solving tasks
Making meaning(Deep)
What do I typically do to organize students and deepen knowledge?
Venn diagramsComparison matrix
Building knowledge(Surface)
What do I typically do to identify critical information?
Identifying critical input experiences
Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to other contexts
Next Steps- Teachers
Progression Level
Single/Multiple Ideas- What strategies am I using that will support me in building knowledge and skills (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What approaches appear to be working or I should attempt to connect and contrast ideas? How am I going as related to making generalizations and principles? Extending ideas- What approaches support me in applying the learning outcomes to other contexts?
Next Steps- Students
Project Management
Assessment for Learning
Systemic Professional Learning Community Framework
Progress
Proficiency
What do we want all students to know and be able to do?
How do we know when students are learning?
What do we do based on such results?
How do we work together to review and respond to student learning?
What do we want all students to know and be able to do?
What do we do based on these results?
How do we work together to review and respond to student learning?
Common Outcomes
Common Scales
Common Intervention Criteria
Common Culture and Work
How do we know when students are learning?
Common OutcomesCustomized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
Common Scales
Common Intervention Criteria
Common Culture and Work
Limited Growth (0.0-0.39)
Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Proficient (2.5-4.0)
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.5)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Capture Success/Replicate
Change
What? So What? Now What?
Moving from Data Analysis to Response
Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations?
Next Steps
Single/Multiple Ideas- What learning strategies will (or do) support me understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What learning strategies support me connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What learning strategies support me in applying the learning outcomes to project expectations?
Next Steps
Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
Impact on PrBL/PBL: Intervention Practitioner
• Facilitate the problem solving process, direct the learning unapologetically.
• Access and utilize student’s prior knowledge in daily practice.• Students learn from experience, but that experience is perceived
differently by all students. • Design the learning experience to focus on the cognitive aspects of
the work.
Research GuidanceStrategy Effect
Teachers working together to evaluate their impact and responding to that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we
going?, where are we now?, and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
What do you need to know?
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