Let’s Refresh: Understanding PBL

1. Let’s Refresh: Understanding PBL Tele-collaboration and Project-based Learning To Reorient Teacher Education Towards EFA and ESD3-5 October 2013 Bangkok, Thailand ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

2. Getting to know each other

3. Testing • Please click A :01

4. How many of us here today? • Click A

5. How are you today? • Better than ever! • Good. • Not bad. • Please.. Don’t ask. • Other :01

6. Where are you from? (region) • Indonesia • Philippines • India • Nepal • Malaysia • Other :01

7. Your age range • 10-20 • 21-30 • 31-40 • 41-50 • 51-60 • Other • I stopped counting.

8. Where are you from? (institutions) • University in general • Teacher Education Institution • High school • Ministry (government) • Other :01

9. Which represents you the best? • Teacher educator • University Administrator (Dean, president, etc.) • Teacher • Student • Other :01

10. In which area are you working? (choose all that apply) • ESD • EFA • Educational Technology • Other :01

11. Why are you here? (choose all that apply) • Because my dean sent me. • I like Bangkok! • To learn more about PBL so that I can improve my ESD (or EFA) curriculum. • To learn how to use ICT to enhance my teaching. • To network with other TEIs for the future PBL. • Other :19

12. PBL: Where have we been?

13. Do you remember? • The 1st Workshop on “PBL and Tele-Collaboration to Reorient Teacher Education towards ESD and EFA”

14. Have you done the PBL? • No, not at all. • Only plan. • Implemented but halted in the middle. • Implementation completed! • Completed more than once. • Other

15. What were the main challenges? (choose all that apply) • PBL design • ICT infrastructure • Funding • Institutional support • Lack of time • Heavy curriculum • Other

16. Which of the following did your PBL require? • Curriculum-based • Real world problem • Expert-like thinking • Achievable & measurable • Team work • Extending learning space beyond class

17. How far did your (tele) collaboration go? • Within your class (group work) • Between class, within institution • Between institutions • Between countries • Other

18. Level of collaboration? • Little collaboration during the project but shared PBL end-products • Modest collaboration during the project (e.g. discussing online to generate/elaborate ideas) • Active collaboration during the project (e.g. negotiating and making decision together) • Other

19. Why I didn’t do it.

20. I couldn’t do PBL because my curriculum is too heavy. • Yes • No

21. I can’t do PBL approaches in my school because I don’t have little access to ICT. • Yes • No

22. I can’t do PBL approaches because I have too many students in my class. • Yes • No

23. Facilitating student-centred learning in a large class • Concept map assignments for pre-class reading • Breakdown tasks into small pieces Image source: http://ecrp.uiuc.edu/v8n2/birbili.html

24. Let’s refresh our mind: what is PBL anyways?

25. Which of the followings is a right description of PBL? (choose all that apply) • Doesn’t require teacher guidance. • Can be done individually. • Community-based (rather than curriculum-based) • Requires driving questions by teacher. • Finding real-world solution to real-world problem • Students share responsibility.

26. Buck Institute of Education • http://www.youtube.com/watch?v=Pou61mRWzlE

27. 8 Essentials for PBL (BIE) • curriculum-based • student interest is engaged and inquiry is encouraged (via entry event); meaningful • real-world connection • to focus efforts on a purpose/ challenge • Open-ended to allow learning to take place • self-regulated problem solving/ decision-making: level to depend on readiness and style • Significant Content • A Need to Know • A Driving Question • Student Voice and Choice • collaboration, communication, critical thinking, use of ICT • encouraged to be open, generate questions, hypothesize/test ideas, draw conclusions, produce new solution • regular structured reflection & formative assessment (self and others) , able to revise based on feedback • summative assessment • reflect on and defend process and outputs; mixed “real” audience • 21st Century Skills • Inquiry and Innovation • Feedback and Revision • Publicly Presented Product http://www.bie.org/tools/freebies/8_essentials_for_project-based_learning; Webinar: http://www.youtube.com/watch?v=Pou61mRWzlE

28. CREATE

29. Tips from Real Teachers • Take a baby step: Start with the single-subject approach within classroom. • Try to tie into the curriculum. • Get supports from the principal and other teachers.

30. For this workshop

31. 21st Learning Design • Developed by Stanford Research Institute International (SRI), supported by Microsoft • Being used by MS Partners in Learning programme • Useful rubric to enhance your lesson plan design (not limited to PBL)

32. Six domains • Collaboration • Knowledge construction • Self-regulation • Real-world problem-solving and innovation • The use of ICT for learning • Skilled communication

33. Example: Knowledge Construction

34. Sessions Day 1: • Session 1: Refresher (this session) • Session 2: Knowledge Construction Day 2: • Session 3: Real-world problem-solving • Session 4: Collaboration • Session 5: Project planning Day 3: • Session 6: Useful ICT tools • Session 7: Project planning and wrap-up

35. By the end of this workshop, you are expected to have: • Revised and improved PBL design (from your previous PBL) • Filled worksheet of a new PBL • Topic & objectives • Driving questions • Short description of your PBL • Participating students (grouping strategies) • Action plan with timeline • Telecollaboration plan • Assessment plan Note: You can improve your previous one and fill out the worksheet if you have not implemented the previous one.

36. THANK YOU. Jonghwi Park (j.park@unesco.org) ICT in Education, UNESCO BANGKOK (www.unescobkk.org/ict)

37. Does PBL really work? (1) • PBL in secondary mathematics • Longitudinal study for two years of two British schools implementing traditional and project/process-based approaches • n=300 (Year 9 to Year 10 from two schools) Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1).http://math.coe.uga.edu/olive/emat6990sp10/JRME1998-Jo_Boaler.pdf

38. Findings from Boaler’s study • Students from Process-based approach gained significantly higher grades in all aspects of applied tasks, tests and applied situations • 71% vs 88% who passed the national exam (GSCE) • Students from traditional school developed inert, procedural knowledge that was of limited use beyond textbook situations; learnings gained by students from non-traditional school were more usable and gave them the mathematical confidence that enable them to adapt and change procedures to fit new situations

39. Does PBL really work? (2) • PBL in Primary Schools in social studies (Year 5) • n=40 (traditional and PBL classes in Turkey) • Findings: • Higher academic success in Social Sciences course in primary education • Improved research skills • Effective in developing students’ HOT skills Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education. Journal of Educational Sciences: Theory & Practice.

40. Does PBL really work? (2) • PBL in Primary Schools (Year 4) • n=70 from a school in Greece (traditional and PBL classes) • Findings: • Significant in academic knowledge, collaborative skills and motivation • Pupils enriched and expanded their knowledge on units studied mainly through hands-on, field-based activities and experiential learning Kaldi, S., Filippatou, D. & Govaris, C. (2011): Project-based learning in primary schools: effects on pupils' learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39 (1), 35-47.