Project and Problem Based Learning for 21 st Century Learning Environments

1. Project and Problem Based Learningfor 21st Century Learning Environments John HenryEIRCjhenry@eirc.org Jay Dugan EIRC jdugan@eirc.org Carol James EIRC cajames@me.com

2. What does a 21st Century Learning Environment need to have in order for students to…Acquire the foundation skills, specific knowledge, and competencies needed to achieve their career goals. Pair Share

3. Similarities to PBL and What Employers Want • Reading, Writing, and be able to Communication • well • Critical Thinking and Problem Solving Skills • Systems Thinking • Working Independently (Study & Research) • Listening Skills

4. Similarities to PBL and What Employers Want • Be Creative • Have a basic knowledge of Mathematics • Understand Money, and Economics • Computer and Technology Skills • Information Literacy (finding sources, evaluating, and • using and information effectively) • Life Skills • Health and Safety knowledge • Citizenship and Government

5. 21st Century Skills and PBL Understand how to progress in the workplace environment. Learn self-management, personal responsibility, and both independent and community living skills.

6. Staff shall: • 1. Recognize positive behavior and achievement. • 2. Intervene and correct inappropriate student behavior and nonperformance. • 3. Recognize and remediate student-learning difficulties. • 4. Engage, actively instruct, and guide students. • 5. Encourage students to be active participants in the learning process. • 6. Maintain familiarity with current industry skill and safety demands and requirements. • 7. Emphasize the relevance of training activities to career success. • 8. Provide students with feedback on their progress. • 9. Model, mentor, and monitor the Career Success Standards at all times.

7. Engage students through a PBL process that will connect them to the hands-on component of CTE and academics Student Relevance & Meaningful to them

8. Engage the Student and the Achievement will Follow Achievement Gap or Engagement Gap? 85% of Middle and High School Students report being bored in their classrooms

9. Always Think Outside the Box FedEx http://www.youtube.com/watch?v=alSQpinagp0

11. Framework for 21st Century Learning http://www.21stcenturyskills.org/route21/

13. Why 21st Century Skills? Students Deserve it - The World Demands it

14. Why 21st Century Skills and PBL? The National Problem: As a result of a relative decline in student achievement … and interest of students to pursue Science, Technology, Engineering, Mathematics (STEM)-related careers … the United States IS AT RISK.

15. Example of Engagement Activity Toxic Popcorn Interest, hands-on, interactive and collaborative

16. Toxic Popcorn Scenario A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate the region The popcorn is estimated to have a safe life of exactly 15 minutes before it explodes. It’s up to you to save the day!

17. Challenge • Inside the circle you will find two cans. One (unsafe container) is half full of the toxic popcorn. The other (safe) container is available for decontamination. Find a way to collaboratively and safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you.

18. Criteria • No one may cross the plane of the circle with any part of the body. • Only the ropes & tire tube may cross the plane of the circle. • No spills are allowed, or the popcorn will explode. • You may use only the materials provided. • The popcorn must be transferred with in 20 minutes or there will be a disaster. 

20. Rising Above the Gathering Storm Energizing and Employing America for a Brighter Economic Future Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, National Academy of Sciences, National Academy of Engineering, Institute of Medicine

21. FINDINGS Having reviewed trends in the United States and abroad, the committee is deeply concerned that the scientific and technological building blocks critical to our economic leadership are eroding at a time when many other nations are gathering strength.

22. Why 21st Century Skills and PBL? • In the US only 15% of the undergraduates receive their degrees in natural sciences or engineering. • Past 3 years alone, China & India have doubled production of 3- and 4-year degrees in engineering, computers science and IT, while the US production of engineers is stagnant and CS and IT have doubled.

23. Why 21st Century Skills and PBL? • In 2003, US 15 years olds ranked 24th out of 40 countries that participated in an exam that assessed students abilities to apply mathematical concepts to real world problems • 56% of engineering PhDs in the US are awarded to foreign-born students.

24. Why 21st Century Skills and PBL? • Although US fourth graders score well against international competition, they fall near the bottom or dead last by 12th grade in Mathematics and Science, respectively. • In 2004 chemical companies closed 70 facilities in the United States and have tagged 40 more for shutdown. Of 120 new chemical plants around the world 1 will be in the United States. 50 will be in China.

25. 21st Century Skills

26. The Role of the Government in Advancing the Green Economy Energy Master Plan and Jobs The Best Way To Create 'Green' Jobs Green Engineering for our Future 2009 Legislation on Green Jobs The Vital Role of COMMUNITY COLLEGES in Building a Sustainable Future and GREEN WORKFORCE Clean Energy Sales K-12 Education- The pipeline to Green Job Biofuel Jobs "Going Green" is no longer just a slogan for many global companies, it's becoming a strategic imperative. Planting green jobs Businesses, ventures and proposals that could help satisfy new renewable energy requirements Solar Jobs

27. Green Jobs Defined Green jobs involve environmentally friendly products and services or businesses and organizations that concern themselves with improving the environment. Career and Technical Education NJ Green Program of Study

28. PBL

29. PBL Is . . . • Problem Based Learning is a student-centered instructional model that simultaneously develops both problem solving strategies and subject matter content by having students confront real-world problems with limited information provided by the teacher. • It is based on the idea that learning should start with an ill-structured problem or messy situation that the learner wants or feels compelled to solve. • PBL Appeals to human desire for resolution/ equilibrium/harmony

30. The core idea of Project and Problem Based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context.

31. Product or Process? Ms. McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use.

32. PBL is not… • Giving students a project, that is hands-on, with step-by-step instructions, designed and guided by the teacher that results in a student produced product. This process is missing student voice and choice and ownership of assessment, and may not be relevant.

33. How Would You Redesign? Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use. Pair Share

34. Project and Problem Based Leaning is high on the list for addressing skill development and engaging students. But before we can move forward, you need to take a look at your understanding of project and problem based learning. So... using the combined knowledge and resources of this group investigate, collaborate, coordinate and report your understanding You have approximate 30 minutes to complete.

35. Consider the following… Why do PBL? What are the Pros and Cons of PBL? What are the Characteristics of PBL? What are the Differences and Similarities of Project and Problem Based Learning? How is Differentiated Instruction used in PBL? How is PBL Assessed? What are the Student and Teacher roles when doing PBL How is Technology being used to support PBL?

36. Differentiated Instruction When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”- Lilian Katz

37. When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”- Lilian Katz • As a student, I was in the 1/3 who… • As a teacher, I was in the 1/3 who... • As a parent, my child is in the 1/3 who… Reflect on this quote by completing these phrases:

38. Test Your Understanding of DI • Break into groups of 4-5 people • As a group, discuss the multiple choice questions on “Differentiated Instruction” and come to consensus on the correct answer. • Be prepared to share your answers with the group at large.

39. DI Quiz 1. One of the leading experts in Differentiated Instruction is • Robert Marzano • Grant Wiggins • Carol Anne Tomlinson • Jerry Seinfeld 2. Effective differentiated practices depend upon a rigorous and viable curriculum and then begins with: a. assessment b. lesson planning c. the ability to function on very little sleep d. content knowledge 3.When we differentiate what students are learning we are differentiating • interests • product • process • content

40. DI Quiz (pg 2) 4. When we differentiate learning activities, we are differentiating • process • the fun factor • product • Content 5. Differentiation is dependent upon a classroom culture that • emphasizes competitiveness among students • embraces and honors diversity • focuses on personalized instruction • honors the “do whatever it takes” attitude 6. A student’s learning profile includes • learning styles • multiple intelligence preference • Gender • cultural background and experience • all of the above

41. DI Quiz (pg 3) 7. A student’s readiness always parallels his/her ability: • True • False 8. Before we begin differentiating our instruction, we must know our students and: • the importance of state assessments • be able to read their minds • send home weekly communications about our classroom activities • identify what we want them to know, be able to do and understand

42. (Tomlinson 2001)

43. Importance of Assessment • Technologies Available • Multiple Intelligences Survey • http://surfaquarium.com/MI/inventory.htm – Learning Styles Questionnaire • http://www.engr.ncsu.edu/learningstyles/ilsweb.html • www.berghuis.co.nz/abiator/lsi/lsitest1.html • Rubistar • Online rubric generator • http://rubistar.4teachers.org/index.php – Project-based learning checklist • http://pblchecklist.4teachers.org/ “We are no longer teaching if what we teach is more important than who we teach or how we teach.” - Carol Ann Tomlinson (2003)

44. What is Differentiated Instruction? • Differentiated instruction is a philosophy of teaching that: • Creates a personalized and responsive classroom environment • Maximizes student growth and individual success while honoring and celebrating the unique qualities of each student • Offers a variety of learning options within a student centered classroom • Blends whole group, small group, and individualized instruction utilizing a standards-based curriculum Differentiated Instruction Awareness

45. What is Differentiated Instruction? Differentiated Instruction Awareness (Based on C Tomlinson, 2000)

46. Using Technology to Differentiate Instruction http://ettcateirc.wikispaces.com/Using+Technology+to+Differentiate+Instruction

47. PBL

48. Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind

49. What does the research say about PBL? A three-year 1997 study of two secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics.

50. What does the research say about PBL? The study by Jo Boaler, at Stanford University, found that students at a project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula.