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Project-Based Learning

Project-Based Learning. Sally Stuart GT Specialist. Chalk Talk. Today’s Learning Tasks. Review the basics of PBL PBL Activities including CCSS Time to develop your own PBL lesson/s. Where do CCSS fit into PBL?. Listening and speaking – Comprehension and Communication

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Project-Based Learning

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  1. Project-Based Learning Sally Stuart GT Specialist

  2. Chalk Talk

  3. Today’s Learning Tasks • Review the basics of PBL • PBL Activities including CCSS • Time to develop your own PBL lesson/s

  4. Where do CCSS fit into PBL? • Listening and speaking – Comprehension and Communication • Listening and speaking – Presentation • Writing – Research • Others will be based on your content area. (Reading Informational texts, Writing, and Math)

  5. Why we need Common Core: "I Choose C" But also, why do we integrate subjects?

  6. What is Project Based Learning? In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking). www.bie.org

  7. Why Project Based Learning? BIE, in PBL in the Elementary Grades, states “PBL is valuable because it effectively teaches content knowledge and skills, builds deeper understanding of concepts, and makes a school curriculum more engaging and meaningful for students.

  8. Project Based Learning • During the projects, students will inquire, study, plan, evaluate, compare, collaborate, manage, create and present. (Reinventing Project-Based Learning,2007) • Buck Institute

  9. It is an effective way to learn content knowledge and skills. PBL is meant for the students to delve deep into the content area by creating a project, answering a question, solving a problem or resolving an issue.

  10. It makes the curriculum more engaging and interesting. It is a task that is relevant to the students’ lives. They can apply the skill to the real world.

  11. Builds readiness for the 21st century. In the business world, successful employees, managers, entrepreneurs and leaders in the 21 century economy not only need the skills and knowledge taught in school, but to learn how to acquire knowledge and skills, evaluate and use information, work as teams, solve problems and think critically, manage complex tasks and communicate using a variety of media. The skills are useful for life in general.

  12. 21st Century Skills • Problem Solving • Creative Thinking • Critical Thinking • Communication • Collaboration • Social Skills • Technology Literacy • Cross-cultural Skills • Information Media Literacy

  13. What is the role of the teacher? • Allows teacher to work more closely with students acting as a coach instead of “deliverer of knowledge”. • Teacher is the project manager who teaches the content knowledge and skills needed.

  14. Significant content – derived from standards and academic subject areas.

  15. Whatever form a project takes, it must have these Essential Elements.

  16. 21st century skills – Skills valuable for today’s world

  17. In-depth inquiry – rigorous, extended process of asking questions, using resources and developing answers.

  18. Driving Question – Open-ended question that students explore

  19. Need to know – students see the need to gain knowledge, understand concepts and apply skills.

  20. Voice and choice – Students are allowed to make some choices about products, use of time, and how they work.

  21. Revision and reflection – Students use feedback to consider additions and changes.

  22. Public audience – Students present their work to other people beyond the classroom.

  23. PBL: Start to Finish • Start with the Standards

  24. PBL: Start to Finish • Start with the Standards • Critical Friends Peer Review Protocol

  25. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document

  26. 5.20 Oklahoma Tornado Disaster: As it Happened

  27. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know

  28. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric Controlling Factors Blank Rubric Blank Rubric2 Learning Outcomes

  29. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric • Group Contract Example

  30. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric • Group Contract • Research and collaboration

  31. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric • Group Contract • Research and collaboration • Assessment and adjustment

  32. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric • Group Contract • Research and collaboration • Assessment and adjustment • Presentations

  33. PBL: Start to Finish • Start with the Standards • Critical Friends • Entry Event/Document • Need to Know • Rubric • Group Contract • Research and collaboration • Assessment and adjustment • Presentations • Final Assessment

  34. PBL in action • Courtyard Redesign by bie.org

  35. Hunger Games Controlling Factors Entry Event

  36. 1st Grade • Farms and Food

  37. Exhibit Contest Read Entry Document for the Old State House Museum of AR History

  38. More Project ideas Try to make projects meaningful and on current issues. For example: • Community events • Commercials and what they sell • Unsung Heroes • World of 7 Billion • Cardboard Challenge • Etc.

  39. What does it mean to teach? You may divide into grade levels or work on your own. • Use remaining time to develop a PBL unit

  40. Resources • www.edutopia.com • http://www.bie.org/ • http://www.youthlearn.org/learning/learning • Carolyn Coil, Differentiated Activities & Assessments Using the Common Core Standards, ISBN 978-1-937113-05-6 • Buck Institute for Ed, PBL in the Elem. Grades, ISBN 978-0-974043-1-7 • Buck Institute for Ed , PBL Starter Kit, ISBN 978-0-9740343-2-4 • http://www.census.gov/compendia/statab/2012/tables/12s0398.pdf • http://wps.prenhall.com/hss_berman_democracy_4/7/1859/475959.cw/index.html • http://magazines.scholastic.com/election-2012 • http://www.edutopia.org/pdfs/stw/edutopia-stw-maine-project-learning-casco-bay-give-me-shelter-oral-history-assessment.pdf

  41. sally.stuart@archford.org Session Evaluation QR code

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