Project-Based Learning 101 For K-12 EducatorsJune 23-24, 2014

Project-Based Learning 101 Learning Outcomes

By the end of this session, you will:

• Have an understanding of Project-Based Learning• Have knowledge of how to incorporate PBL in your

classroom,• Create a beginning PBL unit outline (skeleton)• Experience activities that can be recreated in your classroom• Have a better understanding of STEM• Share information with your colleagues to enhance

collaboration

SortDo you prefer…??? – Hot, humid vs. cold, snowy days – Cloud watching vs. star gazing – Rain vs. Snow – Cumulous vs. stratus clouds – NOAA.Gov or Weather.Com

GETTING TO KNOW YOU . . .

• What is your favorite place on Earth?• What is your favorite season?• What is your favorite outdoor activity?• What is your favorite weather/climate topic to teach?• What is your least favorite weather/climate topic to teach?

SORT AND MINGLE

WIKI -CENTER FOR INNOVATION IN STEM

EDUCATION

http://mc2stemgrade9.wikispaces.com/CISE+PBL+101

The STEM Crisis: A Matter of National Security

CREATING A 21ST CENTURY CLASSROOM

PBL

Source: US Department of Commerce Economics and Statistics Administration

US projected need for STEM professionals continues to grow at a rapid pace

CREATING THE 21ST CENTURY CLASSROOM

STEM degree attainment remains relatively flat among US citizens

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

Troubling Indicators of US Student Academic Performance

US students consistently rate as mid-range performers in science achievement compared

to other developed nations

2009 Program for International Student Assessment Science Scores

Significant numbers of US students are not leaving high school prepared for the

academic rigors of college science and math

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

Why STEM?The President’s Council of Advisors on Science and Technology recommend a

focus on both inspiring and preparing our next generation workforce to pursue STEM careers.

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

Project-Based Learning: What comes to mind?

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

MISCONCEPTIONS

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM MISCONCEPTIONS

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation.

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

that engage student interest and motivation

instructional approach (facilitated)

built upon authentic learning activities

Project-Based Learning 101 Introduction & Norms

“Think about your education from K-12…What is one particular learning experience you remember, and why does that stand out?”

For the next 5 minutes, share these experiences with your colleagues.

Directions: Talk about why these experiences stand out in your mind.

Create a list of what all experiences have in common.

Be prepared to present to the group.

End

Project-Based Learning 101

“Think about your education from K-12…What and why do events stand out?”EVENTS THAT STAND OUT? WHY?

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

• Increases student motivation to learn• Real need to know• Understand through research and doing• Students demonstrate what they learn• Learning goes beyond simply getting a good grade.

Key Aspects of PBL

Project-Based Learning 101 8 Essentials for Project-based

Learning

As a group, choose to complete either the KWL chart or the pre-test as you read the assignment.

Everyone in your group must agree to use either the KWL chart or the pre-test before the activity.

Project-Based Learning 101 8 Essentials for Project-based

Learning Jigsaw Instructions1. Each participant reads the assigned section of the article and answers the questions individually. 2. After reading the article and answering the questions, participants will meet in their “expert” group to discuss the main points of the article and the answers to the questions. 3. Students will return to their home groups to share information.

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

THE 8 ESSENTIAL ELEMENTS OF PROJECT-BASED LEARNING

1. Significant content

2. A need to know

3. A driving question

4. Student voice and choice

6. Inquiry and innovation

5. 21st Century skills

7. Feedback and revision

8. Publicly presented product

SHOW WHAT YOU KNOW

• Partner – Share• Stand behind your chair• Wait for the instructor to blow the whistle• When the whistle blows, hold your hand up ready to offer a

high-five. • Find a partner at a table different from the one at which you are

sitting.• Give the partner a high five• Stand facing one another • Decide which partner will be “A” and which one will be “B.”• EXAMPLE

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

PBL’s Effective: Researchers say, well-designed and implemented PBL can:

* Be more effective than traditional instruction increasing academic achievement

* Increase student motivation and engagement in learning

* Improve students’ retention of knowledge over time

* Improve students’ mastery of 21st century skills

* Be especially effective with lower-achieving students

* Increase students’ achievement on state-administered, standardized tests

CREATING A 21ST CENTURY CLASSROOM

PBLCREATING THE 21ST CENTURY CLASSROOM

So – What is the role of the educator?

* Give yourself a year to become acquainted

* Two years to become comfortable

* Once teachers feel comfortable with PBL, they usually say they’d “never go back.”

Instructor - direct

Facilitator

Guide

Coach

ReviewerTeacher

Learner

Begin with the End in Mind

• Preliminaries• Big Idea• Standards• End Products (assessments)

School: ___PBL School_____________________Grade/Grade Band: ________8______________Time Frame: __________1 Week_____________Team Members: _Carolyn & Rob______________Title: May the Force Be With You

Big idea Brainstorming(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter

)

Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.

Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

End ProductsBrainstorm several possible transdisciplinary end products

FORCES

Science

Math

ELA

Social Studies

Art

Engineering

So – What’s the Big Idea?

Who: participating teachersWhat: Benchmarks/standards

When: Length of time

Where: Usable spaces, i.e., classroom, field trip

Why: Are you asking students to do this?

Important Details: Major topics, focus topics, readings

Other: State testing during project? Celebration at the end of the project? Any special information.

Choreography of Learning

• Big Idea BrainstormingBig idea Brainstorming

(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter

)

Choreography of Learning

• END PRODUCTS

End ProductsBrainstorm several possible transdisciplinary end products.

Project-Based Learning 101 Crafting Essential Questions

Costa’s Levels of Questioning

Bloom’s Taxonomy

The Driving Question

If knowledge is made up of “answers,” then what are the

questions?

Grant WigginsJay McTighe

The Center on Learning, Assessment and School Structure

It has been said . . . • The average teacher asks 350 questions

each day.

• Most of the 350 questions are directed; low-level – only one correct answer.

Knowledge is pursued and shaped by questioning.

Allow students to simulate or recreate the process by which the knowledge is

created.

Grant WigginsJay McTighe

The Center on Lerning, Assessment and School Structure

What is a Driving Question?

A question that captures the theme in the form of a problem or a question that cannot easily be solved or answered:• provocative• open ended• goes to the heart of a discipline or topic• challenging• arises from real world dilemmas students find

interesting• consistent with standards and frameworks

DQ = Provocative

Do music videos paint an accurate picture of America?

• Focus is on culture in America• Focus is on media portrayals• It engages the interest of students

DQ = Open Ended

Should the United States have used the atomic bomb in World War II?

• Deep examination of the arguments in favor or or against dropping the bomb

• Allows students to consider the arguments• Arrive at their own conclusion based upon

personal and peer reasoning and logic.

DQ = Goes to The Heart of a Discipline or Topic

How safe is our water?

• Requires scientific evidence• Requires professional judgments based on

criteria developed in biology, chemistry, and

physiology.• Students must investigate and learn the

criteria used in scientific fields.

DQ = Challenging

When are people justified in revolting against an established government?

• Encourages students to confront difficult issues• Encourages students to try out unfamiliar

behaviors• Addresses current standards

DQ = Real-World Issues and Student Interest

How could we build a new community center using only materials that are native

to the state?

• Need of the community – their community• We – personal challenge• Durability of natural and manufactured

materials available in a state (commerce)

DQ = Standards and Frameworks

Should the United States develop the capability for biological warfare?

• Is this question provocative? • Is the question open ended? • Is the question related to US history or

American government standards?Based upon global events and their impact upon US

soldiers, should the US develop the capability for biological warfare? (OH, Grade 7)

How Many Driving Questions?

A good driving question will have

“Guiding” or “Leading” questions that need to be answered during the learning

process.

DQ / GQ Sample

How can we explore and understand the motion of a falling object?

1. Do objects accelerate as they fall?2. How can you describe a falling object?3. Explain why some objects float?4. Using what I have learned, what can I

predict about falling objects?

DQ / GQ Sample

How would you describe the relationship between energy and gravity to your peers?

1. How does the conservation of energy apply falling object?2. How does the conservation of energy apply to a

projectile?3. How does work apply to falling objects?

DQ & GQ Sample

When is it too late to save the world?

1. What is the current status of our natural resources?2. What is sustainability?3. What do all living things need in order to live a safe,

healthy, and productive life?4. What is a sustainable alternative to a current practice

that is not ecologically friendly?5. What action can you take locally to make a community

sustainable?

DQ & GQ Sample

How did the ancient inhabitants of Mesoamerica affect our lives today?

1. Where is Mesoamerica?2. Who were the inhabitants?3. How did they live?4. What were some of their customs?5. What inventions did they contribute?

The DQ = a Collaborative Art Form

• http://bie.org/objects/cat/videos/P45• http://bie.org/objects/cat/videos/P60• How could you initiate this collaborative

discussion within your grade level, school, this PD cohort?

Project-Based Learning 101 Crafting Essential Questions

Characteristics of Essential Questions• Essential Questions have no one obvious right answer.

– They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.

– e.g. What is snow”, Why is winter colder than summer?

• Essential Questions raise other important questions, often across subject-area boundaries– e.g. How does global warming affect all forms of life? – What can be done to decrease CO2 emissions?

Project-Based Learning 101 Crafting Essential Questions

Developing Higher Level Questions-Costa’s Levels of QuestioningEssential Questions

1. Promoting Higher Order Thinking Skills-Bloom’s Taxonomy and Costa’s Levels of Questioning

2. Characteristics of Essential Questions

School: ___PBL School_____________________Grade/Grade Band: ________8______________Time Frame: __________1 Week_____________Team Members: _Carolyn & Rob______________Title: May the Force Be With You

Big idea Brainstorming(Use the Scope and Sequence and referenceALL benchmarks for the designated quarter

)

Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.

Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

End ProductsBrainstorm several possible transdisciplinary end products

FORCES

Science

Math

ELA

Social Studies

Art

Engineering

POE Sheet and StoryboardEssay-history of aviationLetter to CLE Hopkins Int’lArt: Bird in flightEngineering/Math: Foam rocket

How do different types of forces affect our lives? (transportation, ground, water)

Students will investigate, in a transdisciplinary manner, the various forces that impact life relative to transportation, the ground, and air. As students experiment with various forces acting upon things in space/the air, they will graph the results of their investigations, research and examine the development of flight during WW1 and WW 2, and use their creative skills to develop the look of a bird in flight as forces are acting upon it. They will have the ability to design their own foam and paper rocket to launch and graph results. It is anticipated that students will be able to relate their new found knowledge to forces under the ground as they complete their study of forces in the air acting upon transportation.

Primary and secondary sources are used to examine events from multiple perspectives

Analyze how differences in the points of view of the characters and the audience or reader

Forces between objects act when the objects are in direct contact or when they are not touching.

compare the size of irrational numbers, locate them approximately on a number line diagram

5PR Collaborate to create a thematic work that combines visual art with other arts disciplines.

Outcome 5.1: The Design Process

ELEMENTS OF A PROJECT BASED LEARNING UNIT

Materials Needed: Pen, pencil and the handout entitled PBL Essential Elements Checklist

Directions: While participants watch the two following videos, they should mindfully check the essential elements on their handout as they see them in motion on the videos.

https://www.youtube.com/watch?v=-OWX6KZQDoE

https://www.youtube.com/watch?v=vqY5wrSiWe0

LET THE FORCE BE WITH YOU

What is a force?

What are the different kinds of forces?

Why should we be concerned about the different kinds of forces?

How can you apply what you have learned about forces to things other than moving items or items in the air?

Falling Objects Demonstration Plan, Observe, Explain/POE

EVENTDescribe the event

PREDICTWhat do you think

you’ll see?

OBSERVEWhat did you see?

EXPLAIN Why did that happen?

Drop 1 piece of paper and 1 book from the same height at the same time

Drop 1 piece of paper and 1 coffee filter

Drop 1 piece of paper on top of a book together

Drop the piece of paper and one balled up piece of paper

Drop 1 coffee filter at the same time as a coffee filter flower 7:1.

Motion StoryboardEVENT FORCES

Draw all forces at each chapter

NET FORCEDraw the net

force

CHANGE IN MOTION

Yes or No.If yes, describe

the change

Chapter 1

Push a Matchbox car over the table from a starting point to 12” away from the starting point

Chapter 2

Matchbox car over sandpaper

Chapter 3

Matchbox car over felt fabric

Chapter 4

Matchbox car over Saran Wrap

Chapter 5

Matchbox car over horizontal piece of Masking Tape

ROTO-MOTOR DESIGN AND INVESTIGATION

http://www.nasa.gov/pdf/205711main_Rotor_Motor.pdf

TRIAL NUMBER OF PAPER CLIPS DROP SECONDS(number of seconds from your hand to the floor)

1 0

2 1

3 2

4 3

5 4

6 5

7 6

8 7

9 8

10 9

ROTO-VEHICLE TEST #1

TRIAL NUMBER OF PAPER CLIPS DROP SECONDS(number of seconds from your hand to the floor)

1 0 2 1 3 2 4 3 5 4 6 5 7 6 8 7 9 8

10 9

VARIABLE: WHAT’S DIFFERENT FROM YOUR FIRST ROTO-VEHICLE. HOW DID YOU ALTER OR CHANGE THE DESIGN?

ROTO-VEHICLE TEST #2

Project-Based Learning 101

• Understanding by Design• http://www.grantwiggins.org/documents/UbDQ

uikvue1005.pdf

“Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying principals and themes from their learning exercises.”

-How People Learn, p. 224

Project-Based Learning 101 Homework – Benchmarking

As a group, all participants should determine the time period they are going to teach. For homework, participants are to gather a list of the benchmarks they must teach during the 2014 Fall or Winter.

Tomorrow, the benchmarks will be used to develop a unit outline and assessments.

School: _________________________________Grade/Grade Band: _______________________Time Frame: _____________________________Team Members: __________________________

Big idea BrainstormingCapstone Big Idea:

Summary

Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps.

Essential and Guiding QuestionsBrainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

End ProductsBrainstorm several possible transdisciplinary end products

Subject Area Learning Goals (SWBAT)Develop subject matter goals for each unit and end product

SWBAT in

SWBAT in Math

SWBAT in Art

SWBAT in Science

SWBAT in English

SWBAT in Social Studies

Formative Assessments (assessments that occur during the project)

Summative Assessments (assessments that occur at the end of the project)

Benchmark Alignment/ Transdisciplinary Project Based UnitsContent Standards and Benchmarks that were identified for the CAPSTONE that have natural disciplinary connections and are overlapping in theme, ideas, topics, etc.

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Curriculum Planning TemplatesDevelop and overview of what the classroom teaching will look like in order to complete the goals of the project.

Subject: Capstone: Time Frame:

Classroom Unit Big Idea:Classroom to Capstone Connection:

Readings: Materials:

Unit Objective:

Standards Addressed:

Rubrics Required:

Driving Question:

Unit - Performance Criteria (Rubrics): You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale

and criteria that best fits your intended outcomes. Template Task: Subject Areas that will assess:

Benchmarks Mastery Learning Goal: 4 3 2 1

Entry Event: Launch inquiry, kick-off event, "the

hook"

)

PHASE 4:Choreography of Learning

Community Resources and Partnerships:

)

Facilities / Venues

Resources Needed

Equipment

Supplies

Budget: $

Capstone Vocabulary

)

Roles

Supplies Speakers Event

DocumentingOther Other

PHASE 4:Choreography of Learning Activities Calendar

Subject Monday Tuesday Wednesday Thursday FridayDate

Math

Science

Social Studies

English

Art

Engineering

Subject Monday Tuesday Wednesday Thursday FridayDate

Math

Science

Social Studies

English

Art

Engineering

PHASE 4:Choreography of Learning Activities Calendar

Subject Monday Tuesday Wednesday Thursday FridayDate

Math

Science

Social Studies

English

Art

Engineering

Subject Monday Tuesday Wednesday Thursday FridayDate

Math

Science

Social Studies

English

Art

Engineering