Bill ConradBill Conrad Jesse RamosJesse Ramos

Alyssa LynchAlyssa Lynch Sheila WaltersSheila Walters

Ginny Pender Ginny Pender Sandi YellenbergSandi Yellenberg

Project Based Learning & Project Based Learning & The 4 C’s of Change The 4 C’s of Change Leadership Leadership

Context

ConditionsCulture

Competencies

WelcomeWelcome Define Project Based Learning (PBL)Define Project Based Learning (PBL) 6 Steps of Project Based Learning6 Steps of Project Based Learning Example of Project Based LearningExample of Project Based Learning Arenas of ChangeArenas of Change Supporting DataSupporting Data ClosureClosure

AgendaAgenda

Define Project Based Learning Define Project Based Learning (PBL)(PBL)

What’s the difference What’s the difference betweenbetween

PROBLEM PROBLEM Based LearningBased Learning

andand

PROJECT PROJECT Based Learning?Based Learning?

PROJECT based learning is PROJECT based learning is

LEARNER Centered LEARNER Centered

Students have control of defining Students have control of defining their projecttheir project

PROBLEM based learning PROBLEM based learning generally has students work on a generally has students work on a problem that is defined by the problem that is defined by the TEACHERTEACHER

Define Project Based Learning (PBL)

Are rigorousAre rigorous Are Standards basedAre Standards based Engage and motivate students who are typically Engage and motivate students who are typically

unmotivatedunmotivated Help bridge the gap between Help bridge the gap between learninglearning and and doingdoing Give Students challenges that do NOT have Give Students challenges that do NOT have

predetermined solutionspredetermined solutions Connect classroom learning and real world Connect classroom learning and real world

applications applications End with a final product (not necessarily a End with a final product (not necessarily a

report)report) Meet the needs of learners with varying skill Meet the needs of learners with varying skill

levels and learning styleslevels and learning styles

They both:They both:

Students:Make decisions within a prescribed frameworkCan participate in planning the pathways of their learningDesign the process for reaching the solutionAre responsible for accessing and managing the information they gatherCan participate in defining criteria and rubrics to assess the projectCan continue to improve their project with feedback from collaborative groupsStudents “do” things instead of just “learning about” them

In Project Based In Project Based LearningLearning

Teachers:Create a classroom atmosphere that tolerates errors and change

Facilitate student learning as a “guide on the side’ rather than a “sage on the stage”

Participate as learners throughout the process

Evaluate students continually throughout the project

In Project Based In Project Based LearningLearning

1.1. Develop a Project ideaDevelop a Project idea

2.2. Decide the scope of the projectDecide the scope of the project

3.3. Select standardsSelect standards

4.4. Incorporate Simultaneous OutcomesIncorporate Simultaneous Outcomes

5.5. Work from Project Designing Work from Project Designing CriteriaCriteria

6.6. Create the Optimal Learning Create the Optimal Learning EnvironmentEnvironment

I. Begin with the End in I. Begin with the End in MindMindDesigning & Planning Successful Designing & Planning Successful ProjectsProjects

Driving Questions Are:Driving Questions Are: ProvocativeProvocative Open-endedOpen-ended Got to the heart of a discipline or topicGot to the heart of a discipline or topic ChallengingChallenging Related to real-world issues or Related to real-world issues or

dilemmas that student find interestingdilemmas that student find interesting Consistent with curricular standardsConsistent with curricular standards Not too big to for learners to tackleNot too big to for learners to tackle

II. Craft the Driving II. Craft the Driving QuestionQuestion

Align Products with Align Products with OutcomesOutcomes

Know What to AssessKnow What to Assess

Use RubricsUse Rubrics

III. Plan the III. Plan the AssessmentAssessment

Organize Tasks & Organize Tasks & ActivitiesActivities

Decide How to Launch Decide How to Launch the Projectthe Project

Gather ResourcesGather Resources

Draw a “StoryboardDraw a “Storyboard

IV. Map the ProjectIV. Map the Project

Anticipate Your Role Anticipate Your Role Share Project Goals with Share Project Goals with

StudentsStudents Use Problem-Solving Use Problem-Solving

ToolsTools Use Checkpoints & Use Checkpoints &

MilestonesMilestones Plan for Evaluation & Plan for Evaluation &

ReflectionReflection

V. Manage the V. Manage the ProcessProcess

High Tech ESB LT

Problem Based Learning Project“This New House”

http://www.hightechhigh.org/pbl/this-new-house/

““This New House”-This New House”-OverviewOverview

Goal- to design a house using the principles of sustainable

architecture. To experience the key stages of the design

process.

Duration = 8 weeks

10th graders in pairs

Geometry/Chemistry

Teacher as

facilitator

Step 1-Begin with the end in Step 1-Begin with the end in mindmind

Learning Goals: “Students will Learning Goals: “Students will understand…understand…

ProductsProducts

Content topicsContent topics

Standards Standards addressed addressed

“ “Students…Students…

Step 2- Craft the Driving Step 2- Craft the Driving QuestionQuestion

““How does human habitation affect How does human habitation affect the environment?”the environment?”

““How can a home be designed to How can a home be designed to have minimal impact on the have minimal impact on the environment?”environment?”

Step 3- Plan the AssessmentStep 3- Plan the Assessment

Grade Rubric App

Step 4- Map the PlanStep 4- Map the Plan

1.

2.

3.

4.

Step 5 – Manage the Step 5 – Manage the ProcessProcess

1. Get in pairs or triads1. Get in pairs or triads

2. Each group needs one technology device2. Each group needs one technology device

3. Go to: 3. Go to: http://www.hightechhigh.org/pbl/this-new-house/activities.html

4. Find the puzzle piece on your table with a number4. Find the puzzle piece on your table with a number

5. Review the activity number that corresponds with your puzzle 5. Review the activity number that corresponds with your puzzle numbernumber

6. Choose a reporter to summarize the skills and activities in the 6. Choose a reporter to summarize the skills and activities in the project project

7. 10 minutes for review, 10 minutes total for everyone to report out7. 10 minutes for review, 10 minutes total for everyone to report out

8. Place your puzzle piece on the poster board8. Place your puzzle piece on the poster board

Team ActivityTeam Activity

What went well with this project?What went well with this project?

What I would do differently?What I would do differently?

How did the project support diverse How did the project support diverse learners?learners?

What would this project look like What would this project look like with greater curriculum integration.with greater curriculum integration.

Closure- ReflectionsClosure- Reflections

Tying All Together with the Tying All Together with the 4C’s4C’s

Your system is Your system is perfectly designed perfectly designed to produce the to produce the results you’re results you’re getting.getting.

Research Supporting Research Supporting Project-based LearningProject-based Learning

Problem-Solving Problem-Solving TeachingTeaching

Characteristics of Problem-solving TeachingCharacteristics of Problem-solving Teaching Defining or determining the Cause of a ProblemDefining or determining the Cause of a Problem Identifying, prioritizing, and selecting alternatives for a Identifying, prioritizing, and selecting alternatives for a

solutionsolution Using multiple perspectives to uncover the issues related to Using multiple perspectives to uncover the issues related to

a particular problema particular problem Designing an intervention planDesigning an intervention plan Cognitive flexibility in problem solvingCognitive flexibility in problem solving

Does Project-Based Learning Does Project-Based Learning WorkWork??

Over 40 years of research demonstrate that Project-Based Learning can:• be more effective than traditional instruction in

increasing academic achievement on annual state-administered assessment tests.

• be more effective than traditional instruction for teaching mathematics economics, science, social science, clinical medical skills, and for careers in the allied health occupations and teaching.

• be more effective than traditional instruction for long-term retention, skill development and satisfaction of students and teachers.

• be more effective than traditional instruction for preparing students to integrate and explain concepts.

• improve students’ mastery of 21st-century skills.• be especially effective with lower-achieving students.• provide an effective model for whole school reform.

Source: Does PBL Work. The Buck Institute. 2009. http://www.bie.org/research/study/does_pbl_work

Research Research Supporting Project-Supporting Project-Based LearningBased Learning

http://www.bie.org/research

Questions?Questions?Context

Conditions

Culture

Competencies

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