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Project-Based Learning Strategic Plan Update Objective 1.1.1

Project-Based Learning Strategic Plan Update Objective 1.1.1. Charlottesville City Schools School Board Presentation April 10, 2014. What is Project-Based Learning?. The Buck Institute For Education defines PBL as…

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Project-Based Learning Strategic Plan Update Objective 1.1.1

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  1. Project-Based LearningStrategic Plan Update Objective 1.1.1 Charlottesville City Schools School Board Presentation April 10, 2014

  2. What is Project-Based Learning? The Buck Institute For Education defines PBL as… “a systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks.”

  3. In Other Words… [PBL] is not the dessert you serve students so they can “have fun” or “get a hands-on experience” after a traditional unit of instruction. Instead, a project is the main course that organizes the unit… it’s helpful to think of the project as the unit.

  4. PBL: Division Support • Coordinators presented to administrators and teachers • Two staff attended day-long training with national expert • Schools received copy of national expert’s book • Coordinators offered content-specific PBL training and resources • Schools submitted PBL plans for review; feedback was provided

  5. PBL: Essential Elements Checklist

  6. PBL: Elementary Economics Second Graders • Investigated • Bartering systems • Advertising techniques • Ads, jingles, logos • Played Bartering Game • Created a new cereal • Packaged and “sold” it First Graders • Learned about • Goods & services • Wants & needs • Spending & saving • Opened a Marketplace • Made projects to sell • Determined prices • Bought and sold • Evaluated their success

  7. PBL: Monticello STEM Design Third Graders • Experimented and did research using Jefferson’s gadgets and inventions • Presented work at a public forum at Monticello • Received feedback from local engineers and historians

  8. Genius Hour at Two Schools • Third & Sixth Graders • Completed projects that… • Were student initiated • Had a plan for learning • Involved research • Required collaboration • Included parent volunteers • Culminated in a product or demonstration

  9. Next Steps Evaluate the quality and effectiveness of current PBL units across grade levels and schools Refine the process that has 5th, 8th, and 10th graders presenting their work to a community panel Plan units for next school year

  10. ePortfoliosStrategic Plan Update Objective 1.2.2

  11. What is an ePortfolio “An ePortfolio is a curated collection of digital artifacts representing hard work, creativity, and collaboration.” “Cooper and Love (2007) describe ePortfolios as organized compilation of artifacts that demonstrate knowledge, skills, values, or achievement that articulate the relevance, credibility, and meaning of presented artifacts.”

  12. Why ePortfolio? • ePortfolios • Increases student engagement • Students become authors and publishers of content and are more likely to reflect on the content they create and share. • Increases student participation • By expanding the walls of the classroom, the learning becomes more personal and authentic encouraging active student participation. • Increases student digital citizenship • Creating, managing, and representing oneself in a positive manner on the web is an essential understanding.

  13. Establishing CCS ePortfolios • Research models and platforms • Present to stakeholders & collect feedback • Select Google Apps for Education • Migrate to Google Apps • Teachers/Staff Nov. 2012 • Secondary students Nov. 2013 • Elementary students Feb. 2014 • Develop Portfolio Template • Pilot Student Portfolios • Buford Middle & Walker Upper Elementary

  14. ePortfolio Pilot • Walker Elementary • Mrs. Powell/Mrs. Plunkett • Two English Classes – 35 Students • 5-7 Writing Samples • Personal Narrative • Expository Writing • Narrative Essay • Fiction Writing (Spooky Stories, Tall Turkey Tales) • Buford Middle • Mr. Kenney/Mr. Jones • Physical Science Class – 18 students • Reflect on STEM Project & Labs • 5 Labs Experiences • Sample

  15. Next Steps • Evaluate ePortfolio Pilot Implementation • Establish Grade Level Benchmarks • Types and Number of Artifacts • Specific Grade Level • Conduct ePortfolio Development Training

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