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Project Based Learning Summer Splash “The Future of Learning”

Welcome. Project Based Learning Summer Splash “The Future of Learning”. What’s this all about?. Effectiveness of Traditional Learning Environment. http://www.youtube.com/watch?v=oBuPQgV8yBM. Workshop Outcomes. Define Project-Based Learning (PBL)

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Project Based Learning Summer Splash “The Future of Learning”

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  1. Welcome Project Based LearningSummer Splash“The Future of Learning” Tracey Black and Jean Laswell June 30, 2010

  2. What’s this all about? Effectiveness of Traditional Learning Environment http://www.youtube.com/watch?v=oBuPQgV8yBM This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  3. Workshop Outcomes • Define Project-Based Learning (PBL) • Describe benefits of PBL and its impact on student achievement • Understand qualities of a good PBL design • Complete first draft of project planning form for PBL project of your choice • Provide project management tips and additional resources Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  4. Workshop Agenda • Cell phones • Restrooms • Schedule 1:00 to 2:15 – PBL Overview 2:15 to 2:25 – Break 2:25 to 2:45 – Developing “Driving Question” 2:45 to 3:45 – Review & Complete Planning Form 3:45 to 4:00 – Reflection, Resources and Survey • Questions

  5. Introductions – Find a Star • Name • Campus • Grade(s)/Subject • One suggestion for student engagement

  6. 21st Century Learning Partnership For 21st Century Skills 2009

  7. Average Retention Rate 5% 10% Lecture 20% Reading Audio-visual 30% Demonstration Discussion group 50% Practice by doing Teach others 75% 90% Involve Me and I Will Understand From: National Training Laboratories, Bethel Maine

  8. What is Project-Based Learning? • Work with an elbow partner • Using the KNLA worksheet to complete the first two columns, identify: • what you already know about PBL • what you need to know about PBL This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  9. Project-Based Learning is… Studentsactively engaged in learning Teachersas facilitators and coaches This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  10. What is Project-Based Learning? Project-based learning (PBL) is an instructional method that challenges students to: • learn to learn • seek solutions to real-world problems PBL prepares students to: • think critically and analytically • find and use appropriate learning resources Problems and projects are used to engage students’ curiosity and increase desire to learn the subject matter University of Delaware, www.udel.edu/pbl, downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  11. What is Project-Based Learning? Students acquire new knowledge and skills in the process of: • Designing • Planning • Producing some new product or performance. PBL fosters (21st Century Skills) • Communication • Planning • Problem solving • Teamwork Home Project-Based Learning with Multimedia, The Challenge 2000 Multimedia Project, San Mateo County Office of Education, http://pblmm.k12.ca.us/overview/25800/index.html, downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  12. Why Project-Based Learning? • Promotes life-long learning • Accommodates varied learning styles and levels • Impacts student learning/achievement • Students are active participants rather than passive observers in their own learning • Supports self-directed learning • Allows students to be risk-takers • Reinforces multiple ways to solve problems http://www.youtube.com/watch?v=uZxYSe26O9I&feature=related Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  13. Essentials Elements of PBL A project in PBL: • is organized around an open-ended ”driving question,” problem, or challenge • creates a need to know the content & skills • requires inquiry to learn and/or create something new • results in a publicly presented product or performance • allows student voice & choice • requires critical thinking, problem solving, collaboration and communication This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  14. Sample PBL Project The Future of Learning Home .

  15. A word or two from others….

  16. What Constitutes a Good Project? “When you design a project you are designing for learning rather than planning for teaching.” Constructivist Learning Design, George W. Gagnon, Jr., and Michelle Collay, www.prainbow.com/cld/cldp.html, Downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  17. Learning in action Teaching in Action What Constitutes a Good Project? • Promotes higher-order thinking • Challenging • Open-ended • Student-centered • Requires self-directed learning • Emulates the real world • Relevant to the student • May be collaborative This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  18. What Constitutes a Good Project? Collaborative • Reflective of work situation in the real world • Enhances social skills and interaction: • group decision-making • conflict management • communication • Provides opportunities in leadership Projects can reflect individual student effort and need not be collaborative. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  19. What color is your rainbow?

  20. Designing a PBL Project

  21. Preparing a PBL Project • Step 1—Brainstorm a Project • Step 2—Develop a “Driving Question” • Step 3—Complete Project Planning Form • Step 4—Develop Entry Event • Step 5—Develop Instructional Materials and Assessment Materials/Rubrics

  22. PBL in Action—Project Design • Step 1—Brainstorm a Project • What do you want the students to • learn? (TEKS) • How will you assess? What will be • the culminating product(s)? • How can you challenge them? • How much time can you dedicate? • How can individual activities “come together?” • How will the community or industry experts be involved? • Incorporating WOW design qualities This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  23. PBL in Action—Project Design • Step 2—Developing a “Driving Question” • “Why are we doing this?” -- Authenticity • Clearly states purpose of project • Provocative and/or challenging • Open-ended and/or complex • Linked to what you want students to learn • Localize and activate ? This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  24. PBL in Action—Project Design • Step 2—Developing a “Driving Question” (continued) • Four types: • Abstract/Conceptual • “When do we grow up?” • More concrete • “Is the water in our community safe to drink?” • Problem-Solving • “How can Chick-Fil-A attract more customers?” • Design Challenge • “How can we produce a video of a reality TV show in Spanish?” ? This was adapted from resources from the buck Instittute for Education.

  25. PBL in Action—Project Design • Step 3—Complete Project Planning Form This was adapted from a resource developed by the Buck Institute for Education.

  26. PBL in Action—Project Design • Step 4—Developing an Entry Event or Document • How NOT to motivate your students • Types of Entry Events • Correspondence • Guest Speaker • Web Site • Field Trip • Demonstration/Activity • Something provocative—thought provoking • Video • Space Odyssey 2010 • http://www.youtube.com/watch?gl=JP&hl=ja&v=mpFmmL8VXxM

  27. PBL in Action—Project Design • Step 5—Develop Instructional Materials and Assessments • Culminating Product • How will you assess the learning? • How can you challenge them to get there? • How much time can you dedicate? • How can individual activities “come together”? • Incorporate WOW Design Qualities into your Project This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  28. Creating and Managing Teams

  29. Creating and Managing Teams What makes a good team? • Members have common goals • Regular interaction can occur • Team members perceive their interdependence • Each team member understands the value of his/her own contribution • The team is motivated to succeed: • Internal motivation/self-worth • External motivation/grades This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  30. Creating and Managing Teams What makes a good team? (cont.) • Heterogeneous teams: • Create alternative perspectives to knowledge and learning. • Emulate the real-world workplace. • Include students with varied strengths and abilities. • Homogeneous teams; • Provide opportunity for teachers to reinforce specific skill gaps. • Enable students on the same ability level to work together. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  31. Creating and Managing Teams Team Selection Issues Self selected vs. Teacher selected • Teacher selected teams distribute ability among groups but interaction may be more difficult • Emulates real-world environment • Student self-selected teams reinforce the decision-making process • Teams may be more cohesive or can become more argumentative • May cause conflict among friends This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  32. Creating and Managing Teams Team Selection Issues (continued) • Consider using different approaches (teacher vs. self select) for various projects • Team Size—3–4 students works well: • Partnerships may be appropriate depending on the project • Larger groups tend to increase challenges • Smaller groups may have a dominate member • Teachers should monitor teams closely by meeting with them on a regular basis for feedback This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  33. Creating and Managing Teams Discuss Expectations for Team Interaction • Regular dialogue: • Builds collective meanings and definitions of a problem • Shares learning • Consensus decision making • Equal contribution from each team member • Positive interactions This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  34. Creating and Managing Teams Possible Team Problems • Social loafing • Domineering teammates • Destructive criticism • Failure to resolve conflict • Uneven distribution of workload Computer Science and Information Technology Symposium, June 28, 2005, Abigail Gonzales, Northface University.

  35. Creating and Managing Teams Possible Team Solutions Review Expectations • Social Loafing • Build in individual accountability • Domineering Teammates • Role rotation if possible • Teacher mediation • Destructive Criticism • Model constructive criticism This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  36. Creating and Managing Teams Possible Team Solutions (cont.) • Failure to Resolve Conflict: • Recognize it won’t go away on its own • Encourage discussion • Teacher mediation • Uneven Distribution of Workload: • Assist students to identify functional roles • Rotate roles if possible • Provide ongoing review and feedback This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  37. Creating and Managing Teams Questions to Consider • How can I ensure students will make optimal use of team time and resources? • What can I do to help students organize responsibility and work tasks resulting in equal distribution among team members? • Will a team approach result in segmented learning? • Is it important that all students participate in each activity? • How do I assess individual effort versus team effort and provide appropriate feedback? • What percentage distribution of the final project grade should be attributed to individual versus team effort? Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  38. Assessment and Evaluation

  39. Assessment and Evaluation • Assessment: • Ongoing • Provides constant feedback • Occurs throughout the project • Evaluation: • Occurs at the completion of the project or at the completion of each activity within the project • Determines whether project met specific criteria and standards • Provides grades This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  40. Assessment and Evaluation Types—Self, Peer, Teacher Methods and Tools • Observations • Essays • Interviews • Exhibitions and Demonstrations • Reflections and Journals • Rubrics • Checklists • Activity Logs • Portfolios • Performance Tasks • Teacher-created Tests What are some of the methods and tools we could use? Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

  41. Reflections

  42. Additional PBL Projects • “Going Green” • NASA “Crawl, Walk, Run, Fly!” • “My Computer Guy” • “Show Me The Money” • “The Tin Man” • “Mining with Robots” • “International Business Project” • “Scoreboard Project”

  43. Questions? Please complete a session survey at http://www.surveymonkey.com/s/SummerSplash See the wiki site for access to our presentation, all forms and templates, and additional PBL resources. If you did not receive a business card listing the wiki site, please be sure to pick one up before you leave. Thank you for attending our PBL Summer Splash! Tracey and Jean

  44. Contact Information • Jean Laswell, Presenter, CTE Teacher, Rockwall Heath High School • jlaswell@rockwallisd.org • 972-772-2474 • Tracey Black, Presenter, CTE Teacher, Maureen Cain Middle School • tblack@rockwallisd.org • 972-772-1170

  45. Acknowledgements • Northface University, www.northface.edu • IBM Mentor Place, www.mentorplace.org • Esch, Camille, Project-Based and Problem-Based: The same or different?, Project-Based Learning with Multimedia, The Challenge 2000 Multimedia Project,San Mateo County Office of Education, 1998, http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Downloaded 9/9/05. • Buck Institute for Education, www.bie.org • Computer Science Teachers Association, www.csta.org • Novel Approach Consulting Group, www.novelapproachpbl.com Home This presentation was developed from a resource developed from a collaboration between IBM Corporation and CSTA and materials developed by the Buck Institute of Education and NovelApproachPBL.

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