Project Based Learning What, Why & How

1. Project Based Learning What, Why & How

2. Objectives for Today • Have you experience the beginning of a project (= Making your own project) • Analyze your experience, and construct an understanding of what PBL is • Provide some What, Why, and How about PBL

3. THE BUCK INSTITUTE • Conducts research on effectiveness of PBL strategies in the classroom. • Developed a series of PBL units for Economics and is developing units for other Social Studies subjects. • Developed a PBL Handbook to help teachers create their own PBL units. • The principles behind the BIE model for PBL instruction are based on the approach used by Dr. Howard Barrows while at McMaster University in the 1960's to train medical students.

4. Peer Edit Writing Exercise Lecture Culminating Project Textbook Activity Lecture Writing Exercise Textbook Activity PBL vs. DOING PROJECTS Projects: Large activities completed after the students have been pushed through homework assignments, lectures, and readings. Usually a culminating event for a unit or semester.

5. PBL vs. DOING PROJECTS PBL: Students are pulled through the curriculum by a driving question or realistic problem that provides a “need to know”. Lectures, readings, and skill building are integrated into the problem as the students need the information. • Know/ Need to Know

7. PBL SUMMARY • The project drives the curriculum by creating a need for the students to know the content • Students work more autonomously on real or realistic work that has high stakes • Evaluation is made more authentic with performance based measurements and is often conducted with the help of non-teachers

8. Why Do PBL? • Teaches other skills • Integrative • Authenticity • Connections outside the classroom • Relevance • Differentiates

9. PBL Teaches More than just Content • Final products often involve presentation • Students most frequently work in groups • Application requires more sophisticated, critical thinking • Students must regulate themselves

10. PBL often involves integration of ideas • Consider either Content Session project: • Math • Science • Physical Geography • Social Studies • Writing

11. PBL is more Authentic and Relevant • Work in a project is closer to the way that people outside of school solve problems • Students in a PBL classroom rarely ask, “When are we ever going to use this?” • Skills developed in a PBL classroom can be used anywhere

12. PBL facilitates differentiation • Heterogeneous grouping can “spread the wealth” • Student groups often write contracts… and determine who does what. • Adept students can benefit by instructing and leading

13. DESIGNING UNITS • BEGIN WITH THE END IN MIND • CRAFT THE DRIVING QUESTION • PLAN THE ASSESSMENT • MAP THE PROJECT • MANAGE THE PROCESS

14. BEGIN WITH THE END IN MIND What do we want our students to know and be able to do? 1 State Content Standards School Wide Learning Outcomes

15. BEGIN WITH THE END IN MIND 1 • Where are the standards and skills you are trying to teach applied in the real world? • What realistic scenario can you create that would require the skills and knowledge you are trying to teach?

16. CRAFT THE DRIVING QUESTION 2 The Driving Question is what makes a project intriguing, complex, and problematic.

17. CRAFT THE DRIVING QUESTION 2 Driving Questions • are challenging • arise from real world situations that students find interesting • acts as a light house to keep you, the project designer, on course • are provocative • are open-ended • go to the heart of a discipline or topic • are consistent with curricular standards and frameworks

19. PLAN THE ASSESSMENT What product(s) could demonstrate what the students have learned? 3 FINAL PRODUCTS SUB-ASSIGNMENTS PROCESS DOCUMENTS

20. THE FINAL PRODUCT 3 Final Products Should… • require students to understand, synthesize, and apply the project’s outcomes. • exemplify project outcomes in an authentic way. • be relevant and interesting to students. • give students the opportunity to demonstrate and reflect on their learning.

21. PLAN THE ASSESSMENT 3 FINAL PRODUCTS SUB-ASSIGNMENTS PROCESS DOCUMENTS SCAFFOLDING

22. SUB ASSIGNMENTS - Scaffolding Reminder: 3 PBL methodology does not exclude the use of traditional assignments like homework, journals, research, or even note taking. BUT…these traditional assignments should have context within the larger project. Students should see a clear connection between the assignment and the project. The NEED TO KNOW should drive these assignments.

23. DEVELOP ASSESSMENT RUBRICS 3 • Design rubrics for content AND broader learning outcomes. • Rubrics should articulate the various performance levels. • Rubrics MUST be handed out in the early stages of the project when they can be used to set expectations.

24. MAP THE PROJECT 4 HOW WILL THIS PROJECT PROGRESS?

25. MAP THE PROJECT 4 • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a story board

26. MAP THE PROJECT 4 • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a story board

27. ENTRY EVENT The entry event document should accomplish four things… • Hook the students • Give students their role • Lay out project or problem to be completed or solved • Give clues for the students to research and ask questions about

28. MANAGE THE PROCESS 5 Managing a PBL environment is not too much different than managing a team of employees

29. TEACHER’S ROLE • Group student appropriately • Orient students to the goals of the project • Organize the project daily by defining the scope of inquiry • Clarify everything • Monitor and regulate student behavior • Manage the workflow • Evaluate success and reflect on learning

30. EVALUATING YOUR PROJECT The Six A’s of PBL Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices

31. BEFORE YOU START SOME FINAL THOUGHTS

32. THINGS TO CONSIDER Don’t throw the baby out with the bathwater • You still get to lecture • You still have to assign homework • You still need resources like textbooks and literature • You still have our students write essays and research papers But more often than not, these traditional strategies should be used in the context of a project or problem the students are working on

33. THINGS TO CONSIDER What makes for effective and manageable projects? • Scope • Student Control and Choice • Student Autonomy • The Six A’s CAUTION: Stay small, stay focused