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Why Project Based Learning?: Teacher Leadership Institute
Why Project Based Learning?: Teacher Leadership Institute
Standards-Focused
Project Based
Learning
Education exists in the larger context of
society.
K T Evaluation 6
N A C D
O X
Synthesis 5 Assimilation Adaptation
W O Analysis 4
L N Application 3
E O
D M Understanding 2 A B
G Y Awareness 1 Acquisition Application
E
1 2 3 4 5
Knowledge Apply in Apply Apply to Apply to real-
discipline across real world world
disciplines predictable unpredictable
APPLICATION MODEL situations situations
International Center for Leadership in Education
Carla Williamson 5
Success Beyond the Test
• Core Academics
Rigor
• Stretch learning
• Learner Engagement
• Personal Skill
Development Relevance
Relationships
It is virtually impossible to make
things relevant for, or expect
personal excellence from, a
student you don’t know.
Carol Ann Tomlinson
What Zone Am I In?
Too Easy On Target Too Hard
•I get it right away… •I know some things… •I don’t know where to start…
•I already know how… •I have to think… •I can’t figure it out…
•This is a cinch… •I have to work… •I’m spinning my wheels…
•I’m sure to make an A.., •I have to persist… •I’m missing key skills…
•I’m coasting… •I hit some walls… •I feel frustrated…
•I feel relaxed,,, •I’m on my toes… •I feel angry…
•I’m bored… •I have to regroup… •This makes no sense…
•No big effort necessary. •I feel challenged… •Effort doesn’t pay off…
•Effort leads to success..
C D
Student Student
R High Think Think & Work
I
G A B
O Low
Teacher Student
Work Work
R
Low High
Relevance
21st Century Skills
3. Collaboration, 3. Cooperation,
Teamwork and Compromise,
Leadership Consensus,
Community Building
21 Century Skills
st
To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To develop citizenship –
take on civic and global issues
• Project-centered • Communication-
• Open-ended focused
• • Research-based
Real-world
• • Technology-
Student-centered
enhanced
• Constructive
• 21st Century reform-
• Collaborative friendly
• Creative • Hard, but fun!
In a project learning classroom
C D
Student Student
R High Think Think & Work
I
G A B
O Low
Teacher Student
Work Work
R
Low High
Relevance
Rigor/Relevance Framework
Step 1.
Teacher gives
C D students a real-
world question
R High
to answer or
problem to
I solve.
G A B
O Low
R
Low High
Relevance
Rigor/Relevance Framework
Step 2.
C D
R High
I
G A Students seek B
information to
O Low
answer
question or
R solve problem.
Low High
Relevance
Rigor/Relevance Framework
Step3.
C D
R High
I Students test the
G A B relevancy of the
information as it
O Low
relates to the
question or
R problem.
Low High
Relevance
Rigor/Relevance Framework
Step 4.
C Students reflect
on the potential D
use of the new
R High
information as a
solution
I
G A B
O Low
R
Low High
Relevance
Rigor/Relevance Framework
Step 5.
Relevance
Rigor/Relevance Framework
C Rigor D Motivation
- -
R High
Critical Thinking Creativity – Innovation
Problem Solving
I
G A B Relevancy
O Low
Acquisition of
knowledge/skill
-
Validation
R s
Low High
Relevance
Rigor/Relevance Framework
Relationships
C D
Relationships
R High Important
Relationships
Essential
I
G A B
O Low
Relationships of
little importance
Relationships
Important
R
Low High
Relevance
WHAT IS PROJECT-BASED LEARNING?
PBL
engages
students … is Academically Rigorous
in
complex, …is Relevant
real-world
problem PBL
…uses Active Learning
solving…
SIMULTANEOUS OUTCOMES
HABITS LIFELONG
ACTIVITIES CONTENT PROCESSES
OF MIND LEARNER
• Duration
• Breadth
• Technology
• Outreach
• Partnership
• Audience
Step 2. 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?
3. 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.
Continuum of Practice
6. Optimal Learning Environment
This requires:
Identifying culminating products for
the project
Using multiple products and providing
feedback to students
Using artifacts – evidence of the
process of student thinking – to
assess learning skills or habits of
mind
Establish Performance Criteria
• 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
Advantages to using exhibitions
• Participant involvement in
establishment of criteria
• Demonstration of progress toward
different goals or criteria
• Teamwork that provides emotional
support and feedback
• Exercises in meta-cognitive training
• Students as knowledgeable
practitioners
• Multiple assessors
A systematic set of checkpoints
for project products will not
only help keep students on
schedule, but it will also help
them refine and improve their
work.
Examples of multiple products
RESEARCH PAPER
Required Elements:
Select a disease to study
Go to library and do
research
Write ten pages
Use proper essay form
Include a bibliography
PBL ASSIGNMENT
HEALTH PROJECT
Required Elements:
Develop family medical histories
Write proposal to study health issue of
personal or community interest
Keep research log, including citations
Produce a newsletter
Develop lesson plans and materials for
underserved population
Present to real audience
TRANSFORMING PRACTICE
STAR END
T
Use Rubrics
http://www.novelapproachpbl.com/Project
AssessmentTools.htm
Guidelines for Writing Rubrics
Student plays a passive role, Student plays an active role in generating new ideas. In addition to meeting the criteria for At Standard, the:
Student generates few new ideas Student takes initiative in getting tasks organized. Student thoughtfully organizes and divides the work between group members.
Student tends to only do what they are told to do by others. Student delegates responsibilities when required. Student monitors progress toward group goal.
Student keeps group/class on task and on schedule. Student adapts easily to changes in the task or group.
Student accepts responsibilities for his or her actions and the actions of the
group.
Leadership
Cooperation
PLAN PLAN
OUTCOME INSTRUCTION ASSESS
ASSESSMENT INSTRUCTION
•Analyzing instructional
needs
•Planning activities
•Estimating time
•Preparing resources
Launching the Project
•Entry Events
•Entry Documents
Gathering Resources
• Information
– Websites, books, articles,
experts
• Supplies
• Technology tools
• Adults to attend final exhibition
Caution!
PBL Handbook
Drawing a Storyboard
• Sketch the project in a flow chart or
storyboard format
• Create a timeline
• Identify milestones and assignments
• Include the following:
– Project launch
– Sequence of activities
– Drafts, rehearsals, practices
– Due dates
– Exams
– Homework assignments
– Reflection and review
Managing the Process
Teacher gives
C D students a real-
world question to
R High
answer or problem
to solve.
I
G A B
O Low
R
Low High
Relevance
Rigor/Relevance Framework
Step 2.
C D
R High
I
G A Students seek
information to
B
O
answer
Low question or
R solve problem.
Low High
Relevance
Rigor/Relevance Framework
Step3.
C D
R High
I Students test the
G A B relevancy of the
information as it
O Low
relates to the
question or
R problem.
Low High
Relevance
Rigor/Relevance Framework
Step 4.
C Students reflect
on the potential D
use of the new
R High
information as a
solution
I
G A B
O Low
R
Low High
Relevance
Rigor/Relevance Framework
Step 5.
R
answer the question or
High to solve the problem.
I
G A B
O Low
R
Low High
Relevance
Rigor/Relevance Framework
C Rigor DMotivation
Creativity –
-
R High Critical
Innovation
Problem Solving
I Thinking
G A B
Relevancy
O Low
Acquisition of
knowledge/skills -
R Validation
Low High
Relevance
Three Worlds of the Student
Virtual world
Reflect on Process & Outcomes
Clarity of instructions
Clarity of process
Clarity of assessment
planning
Review Standards
Group report
Peer Evaluation
Individual Defense – take the time!
Days
14.0 Followed by…
to
15.0 Structured Reflection
Self Evaluation
Peer Collaboration Scoring
Assignment of Bonuses/Rewards
Project Debriefs
Evaluations and Reflections
PROJECT
6 A’s