Project-Based Learning

1. Project-Based Learning

2. Workshop Outcomes • Develop an understanding of the rationale for and best practices in PBL design, assessment, and management • Integrate 21st century skills and PBL • Align PBL with provincial learning outcomes • Create the first draft of a PBL plan • Participate in a peer review protocol to improve the PBL plan

3. Day 1 Agenda 8:30 – 10:15 Overview of PBL rationale and methodology 10:30 – 12:00 Begin with the End in Mind/ Crafting a Driving Question 12:00 – 1:00Lunch 1:00 – 2:30 Begin with the End in Mind/ Crafting a Driving Question (cont…) 2:45 – 3:30 Assessment

4. Day 2 Agenda 8:30 – 10:15 Managing projects Creating a collaborative culture Developing high-performance teams Entry and exit strategies 10:30 – 12:00 Planning time 12:00 – 1:00 Lunch 1:00 – 1:30 Using the Project Planning Rubric 1:30 – 3:30 Peer Review Protocol

5. Why change anything? • An ‘international crisis of disengagement’ • Industrial vs. Information Age • Kids come to school to watch their teachers work!

6. An education system that was designed in the 19th century doesn’t work really well in the 21st century.

7. Legacy policies and traditions • Agrarian calendar and circadian rhythm • A system of “bells and cells” • Crammed curriculum • Not enough emphasis on higher order thinking • Lack of competency assessment

8. Generation Net • Sheltered kids of “helicopter parents” • Team-oriented and assertive • Multi-taskers • Always had the net • Receive and process information differently • Published authors and artists • Social-networkers • Disengaged and disconnected

9. Digital learners prefer learning “just in time.” Many educators prefer teaching “just in case.”

10. NB Student Survey • 61% reported that most of class time was used to sit and listen to the teacher • 43% reported that they were taught things they already knew

11. NB Student Survey • Only 42%felt that they were inspired to learn in school • Only 39%felt that it was important to do well in school

12. Becoming relevant • Challenge the status quo • Integrate the curriculum • Reduce number of learning outcomes – go deep • Use authentic, real-world problems to guide learning activities, curriculum development and assessment • Get past the social networking debate

13. Key Concept of Change

14. Those who dislike change will dislike irrelevance even more.

15. We are the future. You will know we are ready when we are: • Highly skilled in literacy, numeracy and science • Critical thinkers and creative problem- solvers • Collaborators • Skilled communicators • Resourceful, reliable, resilient and physically active • Involved in our communities, yet connected to the world

16. Kids don’t know what to do…

17. Kids don’t know what to do… when they don’t know what to do!

18. International Center for Leadership in Education (ICLE) Bill Daggett Ray McNulty

20. Benjamin Bloom

21. BenjaminBloom Taxonomy of Learning

22. Bloom’s Taxonomy Evaluation

23. Bloom’s Taxonomy Evaluation Circa 1956 Today’s revision

24. Bloom’s Taxonomy Evaluation Circa 1956 Today’s revision

25. WHY do I need to know this?

27. Rigour

28. Rigour Relevance

29. Rigour Relevance

30. C D Rigour A B Relevance

31. Rigour/Relevance Framework Creating 6 Evaluating 5 Analyzing 4 Applying 3 Understanding 2 Memorizing 1

32. Rigour/Relevance Framework Creating 6 Evaluating 5 Analyzing 4 Applying 3 Understanding 2 Memorizing 1 2 Apply knowledge in one discipline 1 Knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations

33. Rigour/Relevance Framework Creating 6 C Assimilation D Adaptation Evaluating 5 Analyzing 4 Applying 3 A Acquisition B Application Understanding 2 Memorizing 1 2 Apply knowledge in one discipline 1 Knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations

34. Quadrant A – Acquisition Recall or awareness of basic knowledge. Students gather and store bits of knowledge and information that they are generally expected to remember and understand. Low rigour/low relevance For example: Memorize elements in the periodic table Write an essay on a historical topic Distinguish rational and irrational numbers

35. Quadrant B – Application Definite opportunities for students to apply knowledge and design solutions, typically for a real-world problem. Low rigour/high relevance For example: Apply laws of gasses to design storage containers Prepare a multi-media presentation Calculate mathematical values for an excellent golf swing

36. Quadrant C – Assimilation Complex activities that require students to extend and refine their understanding in one subject area. High rigour/low relevance For example: Calculate potential and kinetic energy of a roller coaster Analyze characters in a novel Solve quadratic equations and linear inequalities

37. Quadrant D – Adaptation Learning experiences are high in rigour and relevance, complex (multi-disciplinary), creative, and require unique solutions to unpredictable problems. High rigour/high relevance For example: Create a building plan for a roller coaster Develop guidelines for publishing material on the web Devise a sound nutritional plan for a group of 3 year-olds who are picky eaters

38. Rigour/Relevance Framework Creating 6 Student Thinks and Works Student Thinks Evaluating 5 Analyzing 4 Applying 3 Teacher Works Student Works Understanding 2 Memorizing 1 2 Apply knowledge in one discipline 1 Knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations

39. Relevance Rigour Relationships Reflection

40. Rigour/Relevance and PBL “Children become better problem solvers in direct relation to the opportunities they have to solve problems and to reflect on what works and what doesn’t. Real-world problems do not come neatly packaged with predictable, easy-to-solve answers, so we need to provide students with experience in grappling with problems that mirror the world beyond school.” ~Willard Daggett

41. Project-Based Learning www.bie.org www.pbl-online.org

42. Project-Based Learning • A different method of teaching and learning • Not just the icing on the cake! • A substantial change – PLCs and CFGs • Dewey-ist tradition of learning by doing • Core instructional approach – but not the only D quadrant strategy

43. Project-Based Learning

44. Project-Based Learning

45. Project-Based Learning

46. Project-Based Learning

47. Project-Based Learning

48. Project-Based Learning

49. Project-Based Learning

50. What works for PBL The School: • A consistent culture/system • e.g. student-centred learning • A supportive infrastructure • e.g. common planning time • A unified vision for achievement and success • e.g. common skills rubrics