Why PBL?

1. Why PBL? Jacque Melin www.formativedifferentiated.com

2. Gates and Mirkin (2012) • If the United States is to maintain its historic pre-eminence in the STEM fields, then we must produce approximately one million more workers in those fields over the next decade than we are on track now to turn out.

3. President’s Council ofAdvisors on Science and Technology (2012) REPORT TO THE PRESIDENT • Success in advanced manufacturing and entrepreneurship will require a workforce with fundamental(STEM) skills and broad problem‐solving skills, decision making skills, and people skills that do not emerge from a conventional K–12 education. We encourage adoption of Project‐Based Learning (PBL) methods in K–12 and in community college programs…

4. A Driving Question • “How do we develop Project Based Learning units/lessons to help students become more interested in and better learn the content of STEM subjects?” Please join the W.K. Kellogg/Woodrow Wilson Fellows For a Holiday Dinner and a Presentation on Project Based Learning, which will answer the Driving Question: “How do we develop Project Based Learning units/lessons to help students become more interested in and better learn the content of STEM subjects?” Date: November 29, 2012 (Thursday) Time: 4:30—6:00 PM Place: Egypt Valley Country Club, 7333 Knapp, Ada, MI 1/2 hour presentation, then dinner RSVP by November 26

5. PBLements 1. N – Need to know 2. D – Driving question 3. S – Significant content 4. V – Student voice & choice 5. T – Twenty first century skills 6. I – Inquiry and Innovation 7. F – Feedback and revision 8. P – Publicly Presented Content

6. Need to Know Why do students need to know content related to the project? Unmotivated by future use of knowledge School work needs to be relevant Compelling project provides relevance to content

7. Need to Know Question: How can we activate the students’ need to know content? Answer: Entry Event Key to a good Event: Start with a BANG!

8. Slide or Fried http://www.cbsnews.com/video/watch/?id=6540434n

9. Need to Know Video or scene from a film (fictional, documentary) Discussion Guest speaker Field Trip Demonstration or Activity Provocative Reading Present puzzling problem or startling statistics Display photos/works of art or play a song

10. Need to Know • Real or Mock Correspondence to set up scenario • sounds authentic • looks authentic • clear situation • clear task • sounds important and urgent • keep it short (leave room for student questions)

11. What is a Driving Question? Open-ended question that captures the task. Gives focus to all tasks. Promotes inquiry and interest. Answers the question, “Why are we doing this?” The answer is at the heart of the culminating products. Our driving question: How can using PBL help students become more interested in and better learn the content of STEM subjects?

12. Driving Question • Characteristics: • Open-ended and/ or complex. • No single “right answer.” • Requires in-depth inquiry and higher level thinking. • Provocative or challenging to students. • Relevant, important, urgent, or interesting. • Linked to core of what students should learn. • Need targeted knowledge to answer the driving question.

13. Slide or Fried • Abstract/ conceptual • Is playground equipment safe for children in the summer? • Concrete • How can we explain the temperature of playground equipment using the properties of waves?

14. Slide or Fried • Problem-solving • How can the properties of waves be utilized to make the temperature of a playground slide safer? • Design challenge • How can we design a playground to prevent injuries due to increased heat of equipment on a hot summer day?

15. Significant Content • First step in designing a project: choosing standards • First project: smaller scope • (1-3) content standards for assessment • Power Standards - most important for school, state tests • (2) 21st century skills: • Collaboration • Presentation • Teacher's personal goals for students - seeing into/beyond community, passion for topic • Doesn’t need to be every unit or every standard

16. Significant Content • Detroit Public Schools study • 7th & 8th grade science - two project-based cohorts • Increased process skills & understanding • Higher pass rates on MEAP in 8th grade compared to rest of district • 7th & 8th grade: 66 point higher scores on average • Higher success for up to 1.5 years (from at least 1 PBL unit) • Reduced achievement gap for urban African-American boys Geier, R. et al. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45 (8): 922-939.

17. Significant Content • Project Example - Science standards to assess: • P1.1h: Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables • P4.1B: Explain instances of energy transfer by waves and objects in everyday activities • P4.9B: Explain how various materials reflect, absorb, or transmit light in different ways • 21st century skills: • Collaboration • Presentation

18. Voice & Choice • Studies and Conclusions: • Imtiaz and Imtiaz (2012) • PBL was an effective instructional model, BUT it also made them autonomous learners.

19. Voice & Choice • Studies and Conclusions: • Barret and Moore (2010) • The dialog between facilitators and learners results in a deeper knowledge of the material.

20. Voice & Choice • The Studies: • Jarret and Stenhouse (2011) • Results confirmed that PBL was a “powerful way to meet curriculum standards while empowering teachers and children.”

21. Voice & Choice • The Take-Aways: • Learners become self-starters. • Learners are given the opportunity to explore beyond the imagination of those that made the curriculum. • Most importantly, learners still meet standards while taking ownership of their education.

22. 21st Century Skills • Seven C’s of 21st Century Learning • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork, and Leadership • Cross-cultural Understanding • Communication and Media Fluency • Computing and ICT Fluency • Career and Learning Self-reliance

23. 21st Century Skills Alignment to US Department of Labor’s SCANS Competencies • Resources: Identifies, organizes, plans, and allocates resources • Interpersonal: Works with others • Information: Acquires and uses information • Systems: Understands complex inter-relationships • Technology: Works with a variety of technologies http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf http://www.bie.org/research/21st_century_skills

24. 21st Century Skills

25. Inquiry and Innovation • While researching driving question, students discover new, detailed questions • Seeking answers  more questions • Brainstorm ideas • Discover resources • Can feel hectic, but this is where learning occurs!

26. Inquiry and Innovation Questioning

27. Inquiry and Innovation • Our driving question: How could using PBL help students become more interested in and better learn the content of STEM subjects? Our questions: • What is the best way to present this? • How difficult is PBL? • How do teachers cover the standards? • Is student learning as significant and measurable as in traditional instruction? • Are students as engaged and responsible for their learning in PBL? • What does the research say?

28. Slide or Fried • As students investigate the driving question: “How can the properties of waves be utilized to make the temperature of a playground slide safer?” They formulate deeper questions such as: • What are the properties of the slide materials? • What alternative materials are available to manufacture playground equipment? • What causes burning in living tissues?

29. Feedback & Revision • Responsibility • “Moving forward” input • During project work • Periodic check-ins and feedback • Daily or weekly • Whole group or individual • Verbal or written • Use rubric or checklist

30. Feedback • Presentation • Audience • Instructor • Peers • Self

31. Feedback • Presentation • Audience • Survey or feedback forms • Questions? • Instructor • Peers • Self

32. Feedback • Presentation • Audience • Instructor • Post-presentation questions • Graded rubric • Peers • Self

33. Feedback • Presentation • Audience • Instructor • Peers • Post presentation questions • Created by you or students • Small group discussions • “Fish-bowl” discussions • “What did we learn?” • “What is the answer to the driving question?? • How did we use 21st Century Skills? • Self

34. Feedback • Presentation • Audience • Instructor • Peers • Self • Journal entry or survey

35. Publicly Presented Communication skills Incentive Probe understanding

36. Next: A Review

37. PBLements 1. N – Need to know 2. D – Driving question 3. S – Significant content 4. V – Student voice & choice 5. T – Twenty first century skills 6. I – Inquiry and Innovation 7. F – Feedback and revision 8. P – Publicly Presented Content

38. Questions?