Teaching __________ through __________

Integrating Interests and Project-Based Learning

David Hunter, MiT david@dthunter.com

(blank)

(blank)

Teaching __________

through __________

(subject)

(interest or hobby)

Agenda

• Intro to Project-Based Learning

• 8 Essentials of PBL

• Curriculum Canvas (Outlining a PBL unit)

?Project-Based Learning

• Who has heard of PBL?

• Who uses PBL? • Who has designed a

PBL unit?

Project-Based Learning

I ❤ PBL! I’ve taught with it. I design curriculum with it.

How do I feel about PBL?

What is PBL?

• “an extended process of inquiry in response to a complex question, problem, or challenge” (bie.org)1

• The project or question drives learning.

• Skills, knowledge, and application.

Traditional vs PBL

CC 2.0 - http://www.flickr.com/photos/83633410@N07/7658219802/• Lecturing or guiding?

• Main source of information?

• The only audience of learning?

• Memorizing or creating, synthesizing, and applying?

• Making choices?

• Finding information?

8 Essentials of PBL

8 Essentials of PBL1. Personally

meaningful to students

!2. Have educational

purpose.

• Depth vs Coverage

• Based on Standards

• Requires Planning!

Significant Content

•Planning!

• Get students to realize the NEED TO KNOW this!

• A Compelling Challenge!

• Entry Event!

• STRATEGY: Ask students “What do you need to know to do this?”

Need to Know

• Provocative and Challenging Question

• Open-Ended and Complex

• Examples:

• Abstract - When is war justified?

• Concrete - Is our water safe to drink?

• Problem-Solving - How can we improve this website so more young people use it?

Driving Question

Question examples from bie.org

• Creates meaning for students

• Build in choices for students

• Knowing the objective lets you know when to allow choices

• EXAMPLE: Choosing the format of a final project or choosing the topic.

Voice and Choice

• Collaboration • Communication • Critical Thinking Skills • Creativity • Technology

21st Century Skills

Taught explicitly

Assessed

Reflected upon

• The Trail of REAL INQUIRY: • Generating a question • Searching for resources • Discovering answers • Generating new questions • Testing ideas • Drawing conclusions

In-Depth Inquiry

• Work isn’t usually perfect the first time • Build in time for feedback and revision

• Peer feedback • Community mentors • Teacher

• Encourage students to view the Rubric to reflect on revisions

Revision and Reflection

• Work is more meaningful if it doesn’t just go to the teacher

• Raise the stakes! • Have students present work to an audience:

• Other classes/grades • Parents • Community members • Local experts

Public Audience

8 Essentials of PBL1. Personally

meaningful to students

!2. Have educational

purpose.

Curriculum CanvasThe visual and collaborative way to design curriculum

It’s time to design

The CanvasInterest Standards

Tasks Project Driving Question

Rubric Need to KnowLearning Activities

Purpose of the Canvas

• Break away from having to design curriculum on a linear document.

• Be able to brainstorm multiple parts of curricula over periods of time.

• Follow a framework to create valuable and effective curriculum.

1. Interests & Standards

• Start with either or Start with both

• Teach Science through an interest

• Teach something through your interest in Graphic Design

• Teacher - Standards

• Non-teaching profession - Interests

Standards

• What are students expected or required to learn?

• What is proficient in this field?

• What is most useful in the profession?

• What are required skills?

Interests

• What would hook learners?

• What is a rigorous (not always real) application of knowledge and skills

• What is deep enough to explore?

• What is engaging enough to keep digging into?

2. Tasks

• Based on the interest and verbs in standards

• What are real applications within this interest?

• If you were immersed in this interest, what would you have to complete?

• What problems or challenges arise in this interest?

3. Driving Question

• Based on the nouns + adjectives in Standards

• Deep enough and topical enough (tie to interest)

• Quality Questioning (p. 119 UbD)

4. Rubric

• What skills and understanding do learners need to portray?

• What is proficient response to the tasks?

• What is highly skilled?

• What is almost there?

• Show levels of quality!

5. Project

• What do students need to complete in order to show proficient skills and understandings?

• Build the project from the tasks discussed earlier.

6. Need to Know

• What do learners need to know in order to complete this project and dive into the driving question?

• What do they need to learn?

• Ask the students!

7. Learning Activities

• What situations or experiences will help help students learn the Need to Knows?

• How can they find the appropriate information?

• How can they practice the skills and get feedback?

• How do they know they know it?

Review and Share

• What have you got?

• What would you do next?

• Did you get stuck?

Thank you!

David Hunter david@dthunter.com