Warm Up

1. Warm Up • Pick a partner • Fill in the KNTK chart on the front page of your packet (5 min) • Your prompt is “What do I already know about Project Based learning and what will I need to learn to successfully implement it in my class?”

2. Using PBL in an AP Class Zac BunnAP Environmental ScienceMETSA - Turner

3. Who I am: • 4th Year Teacher • METSA – Math Engineering Technology and Science Academy • NMSI Trained AP teacher – AP Environmental Science

4. What is METSA? • METSA is the Math Engineering Technology and Science Academy at R.L. Turner in CFBISD. • We are affiliated with the New Tech Network, Project Lead the Way, T-Stem and C-SER. • Our classes use wall-to-wall Project & Problem Based Learning

5. The Problem: It is difficult to cover all of the material in an AP class in a way that keeps students engaged, learning and thinking critically.

6. The solution? • Project Based learning: • Engages students in “real world” tasks that make the learning relatable. • Provides multiple exposures to material as students work on prolonged tasks. • Creates collaborative moments for students to share learning.

7. Reasons not to use PBL: • Common complaints: • “Projects take too long to complete.” • While projects do take longer than traditional “sit & get” the learning environment tends to increase student engagement and retention (Buck Institute) • “Projects don’t cover enough material to be worth it.” • A well designed project can cover a wide range of topics simultaneously and often shows relationships in the learning that students may otherwise miss. • “I can’t asses the learning in a project in a meaningful way since projects are done in groups.” • Effective rubrics and frequent “check points” during projects allow you multiple opportunities for both formative and summative assessments of individual learning.

8. Why should we try it? • There is good evidence that PBL increases student learning in general by engaging them in activities that increase transfer of learning and retention of the topic. • New Tech Network (newtechnetwork.org) • Buck Institute (bie.org) • Edutopia (edutopia.org/project-based-learning)

9. Ok, but does it work in AP? Case Study: Knowledge in Action Redesigned two classes (AP Gov and APES) to use PBL “In both AP United States Government and Politics (APGOV) and AP Environmental Science (APES), the research propositions are consistently confirmed: • Students taking a PBL course do as well or better, in some cases significantly better, on the AP test when compared with students in control classes. • Students taking a PBL course generally score higher on the CST compared with controls. • Overall, the majority of students, at least 80 percent, taking a PBL course state that the greatest value is the ability to apply what they have learned to their lives outside of class.” Knowledge in Action Research Helping to Make the Case for Rigorous Project-Based Learning Edutopia.com | 10/17/2013

10. OK, I’m convinced. Now what? • Implement Projects incrementally. • Keep a journal with project ideas that come up as you teach. • Start with topics you are most comfortable with. • Take the time to explain to students what you will do, how you will do it and why it is important up front. • At the end of the project debrief with the students. • Create a learning frame work that you use consistently. • Have frequent check points to assess learning.

11. Project Planning • Planning a project takes a lot of time up front. • Begin with the end in mind. • Create the project based on a real world application of your content. • Transform your existing resources into workshops and check points. • Create your foundation documents and have a group of educators you trust work as a Critical Friends Group.

12. You lost me with Foundation Documents… • There are a few core pieces to guide a project: • Entry document – Sets the scene and explains the problem students need to solve. • Team Contract – A living document that lets students communicate with each other and record successes & challenges. • Rubric – Lays out the exact expectations for the project and specifies how students will earn points. • Some good additions: • KNTK Chart • Task List/Calendar

13. Activity! Time to apply what you learned! • Brainstorm a list of ideas for units that would make a good project. ( 2 min) • Think of a project product you would like to see students create. (3 min) • Write a rough draft of the Entry Document for this project. (5 min) • Pair and share your idea with a neighbor. (5 min)

14. Questions? Lets revisit the KNTK chart!