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

1. Bill Conrad Jesse Ramos Alyssa Lynch Sheila Walters Ginny Pender Sandi Yellenberg Context Culture Conditions Project Based Learning & The 4 C’s of Change Leadership Competencies

2. Welcome • Define Project Based Learning (PBL) • 6 Steps of Project Based Learning • Example of Project Based Learning • Arenas of Change • Supporting Data • Closure Agenda

3. Define Project Based Learning (PBL)What’s the difference betweenPROBLEM Based LearningandPROJECT Based Learning?

4. Define Project Based Learning (PBL) PROJECT based learning is LEARNER Centered Students have control of defining their project PROBLEM based learning generally has students work on a problem that is defined by the TEACHER

5. Are rigorous • Are Standards based • Engage and motivate students who are typically unmotivated • Help bridge the gap between learning and doing • Give Students challenges that do NOT have predetermined solutions • Connect classroom learning and real world applications • End with a final product (not necessarily a report) • Meet the needs of learners with varying skill levels and learning styles They both:

6. Students: • Make decisionswithin a prescribed framework • Can participate in planning the pathways of their learning • Design the process for reaching the solution • Are responsible for accessing and managing the information they gather • Can participate in defining criteria and rubrics to assess the project • Can continue to improve their project with feedback from collaborative groups • Students “do” things instead of just “learning about” them In Project Based Learning

7. 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 Learning

8. Develop a Project idea • Decide the scope of the project • Select standards • Incorporate Simultaneous Outcomes • Work from Project Designing Criteria • Create the Optimal Learning Environment I. Begin with the End in MindDesigning & Planning Successful Projects

9. Driving Questions Are: • Provocative • Open-ended • Got to the heart of a discipline or topic • Challenging • Related to real-world issues or dilemmas that student find interesting • Consistent with curricular standards • Not too big to for learners to tackle II. Craft the Driving Question

10. Align Products with Outcomes • Know What to Assess • Use Rubrics III. Plan the Assessment

11. Organize Tasks & Activities • Decide How to Launch the Project • Gather Resources • Draw a “Storyboard IV. Map the Project

12. Anticipate Your Role • Share Project Goals with Students • Use Problem-Solving Tools • Use Checkpoints & Milestones • Plan for Evaluation & Reflection V. Manage the Process

13. High Tech ESB LT Problem Based Learning Project “This New House” http://www.hightechhigh.org/pbl/this-new-house/

15. 10th graders in pairs Geometry/Chemistry Teacher as facilitator Goal- to design a house using the principles of sustainable architecture. To experience the key stages of the design process. Duration = 8 weeks “This New House”-Overview

16. Learning Goals: “Students will understand… Products Content topics Standards addressed “Students… Step 1-Begin with the end in mind

17. “How does human habitation affect the environment?” “How can a home be designed to have minimal impact on the environment?” Step 2- Craft the Driving Question

18. Grade Rubric App Step 3- Plan the Assessment

19. 1. 2. 3. Step 4- Map the Plan 4.

20. Step 5 – Manage the Process

21. 1. Get in pairs or triads 2. Each group needs one technology device 3. Go to: http://www.hightechhigh.org/pbl/this-new-house/activities.html 4. Find the puzzle piece on your table with a number 5. Review the activity number that corresponds with your puzzle number 6. Choose a reporter to summarize the skills and activities in the project 7. 10 minutes for review, 10 minutes total for everyone to report out 8. Place your puzzle piece on the poster board Team Activity

22. What went well with this project? • What I would do differently? • How did the project support diverse learners? • What would this project look like with greater curriculum integration. Closure- Reflections

23. Tying All Together with the 4C’s

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

27. Research Supporting Project-based Learning

28. Characteristics of Problem-solving Teaching • Defining or determining the Cause of a Problem • Identifying, prioritizing, and selecting alternatives for a solution • Using multiple perspectives to uncover the issues related to a particular problem • Designing an intervention plan • Cognitive flexibility in problem solving Problem-Solving Teaching

29. 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. Does Project-Based Learning Work? Source: Does PBL Work. The Buck Institute. 2009. http://www.bie.org/research/study/does_pbl_work

30. http://www.bie.org/research Research Supporting Project-Based Learning

31. Context Conditions Culture Prob Questions? Competencies