PROJECT BASED LEARNING & TECHNOLOGY FOR THE 21 ST CENTURY

1. PROJECT BASED LEARNING & TECHNOLOGYFOR THE 21ST CENTURY

2. THE TIMES THEY ARE ACHANGIN • http://www.youtube.com/watch?v=wuyrP_HhWEg&feature=related

3. RELEVANCE IN THE REAL WORLD

4. PROJECT BASED LEARNING& TECHNOLOGYIN THE ALTERNATIVE SETTING

5. RELEVANCE • Authentic, real-world contexts • Authentic, interested audiences • Authentic, actual projects that have value • Authentic, ambitious, rigorous expectations • Authentic skills beyond content such as collaboration, communication & critical thinking that will last a lifetime.

6. BLOOM’S REVISED (DIGITAL) TAXONOMY http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

7. PBL is based on Bloom’s Taxonomy http://leadinginnovation11a.wikispaces.com/Toolbox+-+How+PBL+Makes+Learning+Relevant

8. I NEED MY TEACHERS TO LEARN • http://www.youtube.com/watch?v=RxHb5QVD7fo

9. MANDALA – CIRCLE WITHIN A SQUARE:HARMONY http://www.bing.com/videos/search?q=music+videos+peter+paul+%26+mary&view=detail&mid=DD6097B1FE1D81C6C77CDD6097B1FE1D81C6C77C&first=0&FORM=LKVR4

10. WHAT IS PBL? • In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations. http://www.bie.org/about/what_is_pbl/

11. THE PBL CYCLICAL PROCESS

12. If we look at PBL in a linear way….:

13. BEGIN WITH THE END IN MIND:FINAL PRODUCTS • The teacher will provide suggestions for final products but will not demand a particular product. Products may include power points, skits, speeches with visual aids, scrapbooks, board games, comic strips or a digital story. • This moves control of the final product and responsibility for excellence to the student.

14. 1. THE TEACHER CREATES AN ENTRY DOCUMENT • This could be a skit, a letter read aloud in costume, an INTERESTING power point, a short movie or video…..be creative • This document must grab students’ attention and also answer logistical questions such as due dates and required work.

15. ENTRY DOCUMENT

16. 2. THE TEACHER DEVELOPS A DRIVING QUESTION: *Is Shakespeare’s ROMEO & JULIET relevant to us today? Explain your answers to the producers of our civic theater; OR *Create a design for a new middle school and present your design to the school board. This question drives the research and guides students toward a solution to a problem.

17. 3. TAKE TIME TO TEACH THE RUBRIC • Teach the rubric at the beginning of the project. • From the beginning students know what actions and products will result in what grades. • Give students a copy of the rubric, either written or electronic.

18. Sample rubrics:NATIVE AMERICAN RIGHTS FUNDACCOUNTABILITY PROJECT and THE UNIVERSE: CHARACTERISTICS OF STARS AND GALAXIES

19. 4. At this point, groups complete a contract. Contracts include contact information, agreements, firing and reporting procedures (see handouts).

20. 5. KNOWS & NEED TO KNOWS Students brainstorm about their previous knowledge and what they need to know in order to answer their driving question: KNOWSNEED TO KNOWS 1. 2. 3.

21. 6. From Knows & Need to Knows • Each group develops their own inquiry question: • In ROMEO & JULIET, gang violence is a major element of the story; is gang violence still a problem in society, and if it is, what can we do to impact the situation and change things? OR • In ROMEO & JULIET, teen suicide is an emotional element of the story; do teens still commit suicide for love, and if so, how can we address this issue?

22. 7. From these questions, • Each groups’ question is presented to the teacher in a briefing. • The teacher either approves or helps refine the question. • THEN, • Each group plans and develops their own project. • From here, students move on to planning the final product and beginning research.

23. 8. Students actively research their topic and begin to develop a solution • Students research, talk, research, document, and report. • Students report to their groups and to the teacher. • The teacher monitors and facilitates. • Students are in control of their own research and group. (OMG) • Students begin to develop a final product.

24. 9. Scaffolding • What if students are struggling with grammar? Or perhaps need instruction in how to document a source? Maybe how to animate their Power Point? • Then you need a 7 to 10 minute workshop specific to the need and specific to the students who require the help. • (see Scaffolding Hand Out)

25. 10. Groups May Need to Give You Progress Reports • Many classes do not need to provide frequent progress reports. • However, some do, especially when you first introduce PBL to your students. • As time passes, students become more and more responsible for their own products, behaviors, groups, and actions.

26. 11. Final Products • You have come full circle – now students are ready to present their final products. • You may want to have a “rehearsal day.” • The teacher provides a real, interested audience. • Students are graded on their presentation. • Students receive a grade as a group and individually.

27. Grading • PBL has its own grading system that includes: • Work ethic • Collaboration • Technological skill • Presentation skill • Grasp of content

28. 12. I LIKE, I WONDER, NEXT STEPS… • Following each presentation, the class and the audience fills out this form either electronically or on paper.

30. Then, reflect • How did it go? • Did the students learn? • What made the project successful? • What needs changing? • Were the students interested, enthusiastic? • Was technology incorporated into the lesson?

31. GIMME SHELTER • http://www.youtube.com/watch?v=WJDnJ0vXUgw

33. TECHNOLOGY AS A UDL • Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn. • UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

34. Everyone learns differently; Technology allows for different styles while keeping the field equitable: National Center on Accessible Instructional Materials. (2011).

35. Gardner’s Multiple Intelligences http://www.bing.com/images/search?q=gardner's+multiple+intelligences

36. Why use technology? 1. Educational technology standards are the road map to teaching effectively and growing professionally in an increasingly digital world. 2. Technology literacy is a crucial component of modern society. 3. Technology is changing our society rapidly and dramatically; education must prepare students for the world they will live in. 4. We can transform education from boring and tedious to exciting and fun. 5. Technology promote classroom transformation by ensuring that digital age students are empowered to learn, live, and work successfully today and in the future. 6. Technology takes students beyond the walls of their classrooms and into a world of endless opportunity. 7. Technology evolves and changes; if we are to remain fresh and interesting in the classroom, we must evolve and change as well. http://www.iste.org/standards

37. How do we pay for technology? • US Department of Education • http://www2.ed.gov/about/offices/list/os/technology/edgrants.html • Target Tech Grants, Texas Education Agency • http://www.tea.state.tx.us/index2.aspx?id=5096&menu_id=2147483665 • George Lucas’ Edutopia Foundation • http://www.edutopia.org/grantinfo

38. Can I learn new things? • Am I too old to learn new tricks? • Of course not… • Am I too lazy to learn something new? • Learning something new fends off disease… • Will my district support my efforts? • Maybe – what are your district goals? • There are many PLCs that will support you! • Is there money for workshops? • Try on line courses; they are much cheaper… • Will my efforts pay off? • Yes! You AND your students will be happier!

39. Can I use PBL Methodology Without Technology? • Yes, you can; however • PBL is easier for the teacher with technology; • Is more engaging for the student; • Produces better results with technology; • And better prepares students for their future.

40. How do I become PBL Certified? • The Buck Institute • http://www.bie.org/ • Think Forward Project Based Learning Institute • http://www.manorisd.net/portal/newtech/ • ESC Region One • http://www.esc1.net/esc1/site/default.asp

41. Free Project Based Learning Resources • http://21centuryedtech.wordpress.com/2010/01/16/free-project-based-learning-resources-that-will-place-students-at-the-center-of-learning/ • http://21centuryedtech.wordpress.com/2011/10/06/connecting-pbl-and-stem-40-free-engaging-resources-to-use-in-the-classroom/

42. References • Bloom’s Digital Taxonomy. (2012). Creative Commons: Educational Origami. http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy. • Gardner, H. (2012). Theory of Multiple Intelligences. Retrieved from http://www.bing.com/images/search?q=gardner's+multiple+intelligences. • International Society for Technology in Education. (2012). Retrieved from http://www.iste.org/standards.aspx. • National Center on Accessible Instructional Materials. (2011). What is Universal Design for Learning? Wakefield, MA: CAST. Retrieved from http://cast.org /udl/index.html. • Problem/Project Based Learning Resources. (2009). Retrieved from http://beakerandflask.pbworks.com/w/page/9553267/FrontPage • Twenty-First Century Educational Technology Learning. (2011). Retrieved from http://21centuryedtech.wordpress.com/2011 • Toolbox - How Problem Based/Project Based Learning (PBL) Makes Learning & Assessment Relevant. (2012). North Carolina State University. Retrieved from http://leadinginnovation 11a.wikispaces.com/Toolbox+-+How+PBL +Makes+Learning+Relevant • The Various Parameters of Technology Innovation. Retrieved from advancements intechnology.com • Youtube….

43. A copy of this presentation is at: http://www.youtube.com/watch?v=d2nfgp3Ga80&feature=related