pbl session 1 - mena - mena teacher summit projects for learning and... · 2 driving question how...
TRANSCRIPT
9/15/17
1
PBL Projects for Learning and Engagement
ANDREW K. MILLER
andrewkmiller.com | @betamiller
ABOUT ME
SHANGHAI AMERICAN SCHOOL
ASCDBUCK INSTITUTE for EDUCATION
EDUTOPIA
Where I Live
Where I’m From
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DRIVING QUESTIONHow can we design meaningful and effective PBL projects for our students?
?
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“Hooray! A project onthe Osmosis!”
- No one
ENTRY EVENTSHow did this create excitement and inquiry?
What are other features of Entry Events?
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ENTRY EVENTSHow did this create excitement and inquiry?
What are other features of Entry Events?
ENTRY EVENTS• Letter or Memo
• Field Trip
• Statistics
• Guest Speaker
• Discussion
• Short Reading or Video
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MAIN COURSE PROJECTS.How is this different that projects you have seen?
What can you already infer about PBL?
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MAIN COURSE PROJECTSHow is this different that projects you have seen?
What can you already infer about PBL?
ReflectionWhat have you learned? How have you learned?
What do you want to learn?
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1. KeyKnowledge,UnderstandingandSuccessSkills
2. SustainedInquiry3. ChallengingProblemorQuestion4. Authenticity5. CritiqueandRevision6. Reflection7. StudentVoiceandChoice8. PublicProduct
Gold Standard PBL:
Essential Project Design Elements
Buck Institute for Education 2015
It’s nice that Project Based Learning is becoming
popular, but popularity can bring problems.
Here at the Buck Institute for Education, we’re
concerned that the recent upsurge of interest in
PBL will lead to wide variation in the quality of
project design and classroom implementation.
If done well, PBL yields great results. But if PBL
is not done well, two problems are likely to arise.
First, we will see a lot of assignments and activities
that are labeled as “projects” but which are not
rigorous PBL, and student learning will suffer.
Or, we will see projects backfire on underprepared
To help teachers do PBL well, we created a
comprehensive, research-based model for PBL —
a “gold standard” to help teachers, schools, and
organizations to measure, calibrate, and improve
their practice. This term is used in many industries
and fields to indicate the highest quality process
or product. Our conception of Gold Standard PBL
has three parts: 1) Student Learning Goals (in the
center of the diagram below) 2) Essential Project
Design Elements (shown in the red sections of the
diagram), and 3) Project Based Teaching Practices
(which we explain elsewhere).
Student Learning Goals
Student learning of academic content and skill
development are at the center of any well-designed
project. Like the lens of a camera, our diagram
puts the focus of PBL on preparing students for
successful school and life experiences.
Key Knowledge and Understanding
Gold Standard PBL teaches students the
important content standards, concepts, and in-
depth understandings that are fundamental to
school subject areas and academic disciplines.
In good projects, students learn how to apply
knowledge to the real world, and use it to solve
problems, answer complex questions, and create
high-quality products.
Key Success Skills
Content knowledge and conceptual under-
standing, by themselves, are not enough in
today’s world. In school and college, in the modern
workplace, as citizens and in their lives generally,
people need to be able to think critically
teachers and result in wasted time, frustration,
and failure to understand the possibilities of
PBL. Then PBL runs the risk of becoming another
one of yesterday’s educational fads — vaguely
remembered and rarely practiced.
For more PBL resources, visit bie.org
© 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N / 1 Instructional Coach, Consultant, and Learner
�Andrew Miller 2017 andrewkmiller.com @betamiller
Personalized PBL Continuum
Project as Supplement
Teacher Design
Single Discipline
Teacher Choice
In School Value
In Class Work
Alone
Teacher as Instructor
Teacher Assessment
Assessment of Learning
Project as Curriculum
Student Design
Not Discipline Specific
Student Choice
Real-World Value
Real-World Work
Collaborative
Teacher as Advisor
Student Assessment
Assessment as Learning
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Essential Project Design Elements Checklist
Whatever form a project takes, it must meet these criteria to be Gold Standard PBL.
Does the Project Meet These Criteria?
?
KEY KNOWLEDGE, UNDERSTANDING, AND SUCCESS SKILLS
The project is focused on teaching students key knowledge and understanding
derived from standards, and success skills including critical thinking/problem
solving, collaboration, and self-management.
CHALLENGING PROBLEM OR QUESTION
The project is based on a meaningful problem to solve or a question to answer,
at the appropriate level of challenge for students, which is operationalized by
an open-ended, engaging driving question.
SUSTAINED INQUIRY
The project involves an active, in-depth process over time, in which students
generate questions, find and use resources, ask further questions, and develop
their own answers.
AUTHENTICITY
The project has a real-world context, uses real-world processes, tools, and
quality standards, makes a real impact, and/or is connected to students’ own
concerns, interests, and identities.
STUDENT VOICE & CHOICE
The project allows students to make some choices about the products they
create, how they work, and how they use their time, guided by the teacher and
depending on their age and PBL experience.
REFLECTION
The project provides opportunities for students to reflect on what and how
they are learning, and on the project’s design and implementation.
CRITIQUE & REVISION
The project includes processes for students to give and receive feedback on
their work, in order to revise their ideas and products or conduct further
inquiry.
PUBLIC PRODUCT
The project requires students to demonstrate what they learn
by creating a product that is presented or offered to people
beyond the classroom.
For more PBL resources, visit bie.org
© 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N
“When will I use this ever?”
AUTHENTICCULMINATINGPRODUCTS
Press Release
Field Report
Social Media
Website
Scale Model
Business Plan
PSA Video
Brochure
Museum Exhibit
Skit/Play
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PBL PROJECT WEBSITES
bit.ly/hthcardsbit.ly/discoverycardspblu.org
bie.org/project_search
Driving QuestionFROM TOO BIG TO MANAGEABLE:
Why are rhetorical strategies important?
How do I convince people to fund my idea?
Driving QuestionFROM GOOGLABLE TO OPEN-ENDED:
What are linear questions?
How do we help each other pick the best cellphone plan?
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Driving QuestionFROM TOO BROAD TO LOCAL:
Why are gardens important?
How can we build a sustainable garden for our class?
Driving QuestionFROM TOO GENERAL TO CONCRETE AND CHALLENGING:
What are the complex decisions involved in building structures in cities?
Should we build a highway at the proposed location?
Driving QuestionFROM ”SOUNDS LIKE A TEACHER” TO ENGAGING AND RELEVENT:
How do we investigate and explains water’s role as a solvent based upon principles of polarity of substances?
How do we clean up potentially dangerous chemical spills?
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Driving QuestionGENERAL CRITERIA:
Will students understand it and find it engaging? Is is open-ended and require a complex answer? To answer it, will students need to learn content and skills?
Does it focus on an authentic problem, challenge or issue?
Instructional Coach, Consultant, and Learner
andrewkmiller.com
@betamiller
Driving Question Activity
Write a driving question for the proposed project idea:
1. Students work to preserve the water quality of their region. They work with local
experts to not only identify issues and problems, but also create campaigns and letters
to get the community to improve the quality of the water.
Driving Question: _________________________________________________________
2. Students are given the project to convince voters to vote a specific way on a campaign
or ballot issue. They work in teams to debate the topics, but then create individual
campaign commercials and opinion writing pieces that are shared with parents the
night before the election.
Driving Question: _________________________________________________________
3. Students discover how humans in
teract with nature in urban ecosystems. S
tudents’
research green building techniques, alternative transportation options and alternate
energy. Student collaborate in both science and humanities classes to present their
research in an Urban Ecology Magazine.
Driving Question: _________________________________________________________
4. Students assess the role of censorship in American society through a study of banned
books in America. Students write a clear, well-developed essay to present their
position on whether or not a book deserved to be banned at their school. In
completing this essay, students were required to ascertain what role censorship could
play within their high school community. Students complete a mock trial to convince a
panel of experts whether or not a teacher, author, stu
dent, or school should be
responsible for actions surrounding banned books.
Driving Question: _________________________________________________________
5. Students examine their kitchen to see if certain products are truly safe for use, and
how to address “what if”
spills in homes and community areas. T
hey conduct
experiments and pick specific products to make their parents aware of potential
dangers of household products and also how they could clean up potential spills. They
product pamphlets and create public service announcements.
Driving Question: _________________________________________________________
“What’s next?”