project-based learning. pbl engages students in complex, real-world problem solving… … is...
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PROJECT-BASED LEARNING
PBL engages students in complex, real-world problem solving…
… is Academically Rigorous
…is Relevant
…uses Active Learning
WHAT IS PROJECT-BASED LEARNING?
PBL
Project Based Learning is a teaching and learning model that focuses on the central concepts and principles of a
discipline, involves students in problem solving and other meaningful tasks, allows students to work autonomously
to construct their own learning, culminates in realistic, student generated products.
BIE
WHAT IS PROJECT-BASED LEARNING?
• The project work is central rather than peripheral• Students are accountable for themselves and their peers• The work is related to the world outside the classroom• Contextualized learning for an In-depth exploration of important topics• Frequent opportunities for feedback so they learn from experience• Impact on the hard to teach “life skills” and “process skills”
The defining features of the Project Based Learning model are:
PBL FRAMEWORK
INSTRUCTIONALDELIVERY
6 A’s
CURRICULUMDESIGN
ASSESSMENT& EVALUATION
RESOURCES & CONSTRAINTS
PROJECT
SIMULTANEOUS OUTCOMES
LIFELONG LEARNER
HABITSOF MINDPROCESSESCONTENT
HANDS ON ACTIVITIES
Adapted from the work of Art Costa and Bena Kallick
ADDRESS STANDARDS
REAL WORLD SKILLS
RELEVANCE
Begin with the end in mind.
Begin with the End in Mind– Develop a project idea– Decide the scope of the project– Select standards– Incorporate simultaneous outcomes– Work from project design criteria– Create the optimal learning environment
Craft Driving Questions
Backward Design Process
Plan the assessmentCreate a balanced assessment plan
– Align to products and outcomes– Know what to assess– Use rubrics
-- Ongoing
Backward Design Process
PURPOSES OF ASSESSMENT
Help students become aware of areas of need
Formative -- help students along the way, ongoing
Proof of learning, growth
Feedback helps create better product/project
Opportunity to test depth of understanding
Helps to define lesson design and performance
Helps teachers determine what to reteach
Allows for natural adult connections
Helps to share the workload
Checkpoint for integration
BALANCED ASSESSMENT
COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK
USE A VARIETY OF METHODS: Tests Product assessments Performance assessments Self-Reports
Map the Project– Organize tasks and activities– Decide how to launch the project– Gather resources– Draw a “Storyboard”– Plan an engagement activity
Manage the Process – Share project goals with students– Use problem-solving tools– Use checkpoints and milestones– Plan for evaluation and reflection
Backward Design Process
Step 1. Develop a Project Idea
Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web. www.bie.org
4. Map your community
5. Match what people do in their daily work.
6. Tie the project to local and national events.
7. Focus on community service.
Step 2. Define scope of project.
DurationBreadthTechnologyOutreachPartnershipAudience
Step 3. Student Autonomy
Who selects the topic? Who defines the learning outcomes? Does the teacher solicit student input? Do the student and teacher negotiate learning
outcomes? Who defines the products and activities? Who controls the timeline and pace of the project?
Step 4. Select Standards
What do you want your students to know and be able to do?
Identify the key standards that you believe might best be met through project based instruction.
No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.
Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.
Step 5. Simultaneous Outcomes
Teachers incorporate more than academic outcomes into classroom activities– Specific skills (being able to work in groups,
manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently)
– Habits of mind (curiosity, flexibility, perseverance)
Step 6. Project Design Criteria
The Six A’s
Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Thoughtful Assessment Practices
Optimal Learning Environment
Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships)
Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)
Optimal Learning Environment
Three Ideas for improving learning:
See the whole before practicing the parts.
Study content and apply it to authentic problems.
Make schoolwork more like real work.
Step 7. Project Design
Does the project Meet standards? Engage students? Focus on essential understanding? Encourage higher-level thinking? Teach literacy and reinforce basic skills? Allow all students to succeed? Use clear, precise assessments? Require the sensible and appropriate use of technology? Address authentic and real world issues?
Today’s Students are Digital Natives
Conventional Twitch Speed
Speed
Step-by-Step Random Access
Linear Processing Parallel Processing
Text First Graphics First
Work-Oriented Play-Oriented
Stand-alone Connected
Similarities Between Project Based and Problem Based Learning
Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning.
Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations.
Both approaches are student-centered and the teacher acts as facilitator or coach.
Students work in cooperative groups for extended periods of time
In both approaches, students seek out multiple sources of information.
There is often a performance-based assessment.
Differences Between Project Based and Problem Based Learning
In Project based learning, the students define the purpose for creating an end product.
In Problem based learning, the students are presented with a problem to solve.
In Project based learning, the students present their conclusion and there is an end product.
In Problem based learning, when the students present their conclusion, there may or may not be an end product.
Project and Problem Based Learning
Differences and Similarities
Example
An education company has asked for your help to create an activity with the following materials. 20
pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity should include 21st Century
Skills and other content areas. Work in groups of 3 to 5. You have 20 minutes to complete and present
your group results.
Your group is to build the highest paper tower possible that will support a tennis ball for 10
seconds when placed on top. The structure is to be free standing and cannot touch any other
object that would aid in support. The tape is also not to be used to attach the tower to any other object. One final objective for your group is to
make connections to STEM content areas relating to this activity. You have 20 minutes to complete.
You have been given 20 pieces of paper, 4 paper clips and 10 inches of tape.
Example of a Problem Based Learning Method
Present the Problem, Scenario, or Situation
Define problem statement
List what is known
List what is unknown, or needed to know
List what is needed to be done: Action Plan, who will do what and why
Gather and analyze information (Dynamic Governance)
Present Findings
Crafting the Driving Question
When crafting the Driving Question, remember: Driving Questions are provocative. Driving Questions are open-ended. Driving Questions go to the heart of a discipline or
topic. Driving Questions are challenging. Driving Questions can arise from real-world
dilemmas that students interesting. Driving Questions are consistent with curricular
standards and frameworks.
A Project Learning Classroom is ...
Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative
Communication- focused
Research-based Technology-
enhanced 21st Century friendly Hard, but fun!
Project Learning is Skill-Based
To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
present
To learn written communications –
write
Project Learning is Skill-Based
To learn technology –
use technology
To develop citizenship –
take on civic and global issues--
Service Learning
To learn about careers –
do internships
To learn content –
research and do all of the above
Students Develop Needed Skills in
Information Searching & Researching Critical Analysis Summarizing and Synthesizing Inquiry, Questioning and Exploratory
Investigations Design and Problem-solving
In a project learning classroom
The teacher’s role is one of coach, facilitator, guide, advisor, mentor…
not directing and managing all student work.
Culminating Products Examples
Research papers Report to school staff or authentic audience Multimedia shows Presentations at school-wide assemblies Exhibitions in the school or community Websites Public service announcements
Mark Swiger
Marshall County Schools, WV
John Henry
EIRC
609-330-9218