Teacher Leadership Institute Why Project Based Learning?

1. Teacher Leadership InstituteWhy Project Based Learning? Office of Instruction WVDE

2. The 21st Century Context for Standards-FocusedProject Based Learning

3. Education exists in the larger context of society. When society changes – so too must education if it is to remain viable.

4. Job Outlook 2002National Association of Colleges and Employers (NACE)

5. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL International Center for Leadership in Education Carla Williamson

6. Success Beyond the Test • Core Academics • Stretch learning • Learner Engagement • Personal Skill Development Rigor Relevance Relationships

7. It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know. Carol Ann Tomlinson

8. What Zone Am I In? • On Target • I know some things… • I have to think… • I have to work… • I have to persist… • I hit some walls… • I’m on my toes… • I have to regroup… • I feel challenged… • Effort leads to success.. • Too Easy • I get it right away… • I already know how… • This is a cinch… • I’m sure to make an A.., • I’m coasting… • I feel relaxed,,, • I’m bored… • No big effort necessary. • Too Hard • I don’t know where to start… • I can’t figure it out… • I’m spinning my wheels… • I’m missing key skills… • I feel frustrated… • I feel angry… • This makes no sense… • Effort doesn’t pay off… THIS is the achievement zone. THIS is the place to be.

9. Learning Criteria • Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district • Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements

10. Learning Criteria • Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning • Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

11. Learning Criteria Learner Engagement Personal Skill Development Core Stretch

12. Learning Criteria

13. Rigor/Relevance FrameworkTeacher/Student Roles C D Student Think Student Think & Work R I G O R High A B Teacher Work Student Work Low Low High Relevance

14. 21st Century Skills • Critical Thinking & Problem Solving • Creativity & Innovation • Collaboration, Teamwork & Leadership • Cross-cultural Understanding • Communication & Media Literacy • Computing and ITC Technology • Career & Learning Self-direction

15. 21st Century Skills 7 C’s Component Skills Research, Analysis, Synthesis, Project Management, etc. New Knowledge Creation, Design Solutions, Storytelling Cooperation, Compromise, Consensus, Community Building • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork and Leadership

16. 21st Century Skills 7 C’s Component Skills Diverse ethnic, knowledge and organizational cultures Crafting and analyzing messages, using technology effectively Effective use of electronic information and knowledge tools • Cross Cultural Understandings • Communication and Media Literacy • Computing and ITC Literacy

17. 21st Century Skills 7 C’s Component Skills 7. Managing change, lifelong learning, and career redefinition 7. Career and Learning Self Direction

18. Creating a Learning Environmentfor 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.

19. Project Learning is Skill-Based To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communication – present To learn written communications – write

20. Project Learning is Skill-Based To learn technology – use technology To develop citizenship – take on civic and global issues To learn about careers – do internships To learn content – research and do all of the above

21. A Project Learning Classroom is ... • Project-centered • Open-ended • Real-world • Student-centered • Constructive • Collaborative • Creative • Communication- focused • Research-based • Technology- enhanced • 21st Century reform-friendly • Hard, but fun!

22. In a project learning classroom The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

23. Students Develop Needed Skills in • Information Searching & Researching • Critical Analysis • Summarizing and Synthesizing • Inquiry, Questioning and Exploratory Investigations • Design and Problem-solving

24. Rigor/Relevance FrameworkTeacher/Student Roles C D Student Think Student Think & Work R I G O R High A B Teacher Work Student Work Low Low High Relevance

25. Rigor/Relevance FrameworkStep 1. C Teacher gives students a real-world question to answer or problem to solve. D R I G O R High A B Low Low High Relevance

26. Rigor/Relevance FrameworkStep 2. C D R I G O R High A B Students seek information to answer question or solve problem. Low Low High Relevance

27. Rigor/Relevance FrameworkStep3. C D R I G O R High Students test the relevancy of the information as it relates to the question or problem. A B Low Low High Relevance

28. Rigor/Relevance FrameworkStep 4. C Students reflect on the potential use of the new information as a solution D R I G O R High A B Low Low High Relevance

29. Rigor/Relevance FrameworkStep 5. C D Students apply the information learned to answer the question or to solve the problem. R I G O R High A B Low Low High Relevance

30. Rigor/Relevance Framework C D Rigor - Critical Thinking Motivation - Creativity – Innovation Problem Solving R I G O R High A B Relevancy - Validation Acquisition of knowledge/skills Low Low High Relevance

31. Rigor/Relevance FrameworkRelationships C D Relationships Important R I G O R Relationships Essential High A B Relationships of little importance Relationships Important Low Low High Relevance

32. WHAT IS PROJECT-BASED LEARNING? PBL engages students in complex, real-world problem solving… … isAcademically Rigorous …isRelevant PBL …usesActive Learning

33. SIMULTANEOUS OUTCOMES HABITS OF MIND LIFELONG LEARNER PROCESSES ACTIVITIES CONTENT Adapted from the work of Art Costa and BenaKallick

34. Begin with the end in mind.Stage 1

35. 2008 Teacher Leadership Institute Backward Design Process • Begin with the End in Mind • Develop a project idea • Decide the scope of the project • Select standards • Incorporate simultaneous outcomes • Work from project design criteria • Create the optimal learning environment • Craft the Driving Question

36. 2008 Teacher Leadership Institute Backward Design Process • Plan the assessment • Create a balanced assessment plan • Align products and outcomes • Know what to assess • Use rubrics

37. 2008 Teacher Leadership Institute Backward Design Process • Map the Project • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a “Storyboard” • Manage the Process • Share project goals with students • Use problem-solving tools • Use checkpoints and milestones • Plan for evaluation and reflection

38. Step 1. Develop a Project Idea 7 Suggestions: • Work backward from a topic. • Use your standards. • Find projects and ideas on the Web. www.bie.org • Map your community • Match what people do in their daily work. • Tie the project to local and national events. • Focus on community service.

39. Step 1. Develop a Project Idea 7 Suggestions: • Work backward from a topic. • Use your standards. • Find projects and ideas on the Web. www.bie.org • Map your community • Match what people do in their daily work. • Tie the project to local and national events. • Focus on community service.

40. Step 2. Define scope of project. • Duration • Breadth • Technology • Outreach • Partnership • Audience

41. Step 2. Student Autonomy • Who selects the topic? • Who defines the learning outcomes? • Does the teacher solicit student input? • Do the student and teacher negotiate learning outcomes? • Who defines the products and activities? • Who controls the timeline and pace of the project?

42. 3. Select Standards What do you want your students to know and be able to do? • Identify the key standards that you believe might best be met through project based instruction. • No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project. • Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

43. 4. Simultaneous Outcomes • Teachers incorporate more than academic outcomes into classroom activities • Specific skills (being able to work in groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently) • Habits of mind (curiosity, flexibility, perseverance)

44. 5. Project Design Criteria The Six A’s • Authenticity • Academic Rigor • Applied Learning • Active Exploration • Adult Connections • Thoughtful Assessment Practices

45. 5. Project Design Does the project • Meet standards? • Engage students? • Focus on essential understanding? • Encourage higher-level thinking? • Teach literacy and reinforce basic skills? • Allow all students to succeed? • Use clear, precise assessments? • Require the sensible use of technology? • Address authentic issues?

46. Caution Well-designed projects that meet PBL criteria differ from activities, or even projects, that have been traditional in the classroom.

47. pbl vs. projects Continuum of Practice

48. 6. Optimal Learning Environment • Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships) • Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

49. 6. Optimal Learning Environment Three Ideas for improving learning: • See the whole before practicing the parts. • Study content and apply it to authentic problems. • Make schoolwork more like real work.

50. Buck Institute PBL Handbook Begin with the End in Mind Idea Bank Project Ideas Project Outcomes Project Design