project-based learning - usd 340
DESCRIPTION
Uploaded as part of the PBL workshop at Jefferson West USD 340 on November 17, 2009TRANSCRIPT
Project-Based Learning, Higher-Order Thinking, and Student-Centered Instruction
Doug Adams
ALTEC
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
Bloom’s Cognitive Taxonomy (1956)
Bloom’s Revised Taxonomy (2001)
(Anderson & Krathwohl et al, eds., 2001)
“Knowledge”
“Comprehension”
“Synthesis”
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
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
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?
Complex Thinking Strategies
Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking
Complex Thinking Strategies
Identify some complex thinking strategies being used in this video
Curriculum-Framing Questions
Guide a unit of study and include: Essential QuestionsUnit Questions Content Questions
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?
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?
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?
Project-Based Learning (PBL)
“I hear and I forget.
I see and I remember.
I do and I
understand.”-- (Confucius)
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.
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
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
Challenges with PBL
Designing projects Resources Time Expertise
Assessing projects Meeting standards Reliability and validity Rubrics
Resistance from establishment
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
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
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
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?
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?
Driving Question
Shift from “too big” to answerable:
How has technology affected history?
vs
Does technology make war more or less humane?
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?
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
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?
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
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
Primary Source Example
Library of Congress (http://www.loc.gov) American Memory Project World Digital Library Thomas – Legislation Information Veteran’s history Teacher Resources
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)
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/
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
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
4) Create an assessment plan
Involve students in planning Rubrics
Self Peer Teacher Expert
Assess identified skills from goals Plan for differentiation
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?
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
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?
Differentiated Instruction
Differentiation - Content
Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities
Example: ThinkTank (http://thinktank.4teachers.org)
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/)
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/)