Project-Based Learning 102 For K-12 Educators June 24, 2014

1. Project-Based Learning 102 For K-12 EducatorsJune 24, 2014

2. GETTING TO KNOW YOU . . . Who is your favorite cartoon character?Why are they your favorite cartoon character?

3. WIKI - CENTER FOR INNOVATION IN STEM EDUCATION http://mc2stemgrade9.wikispaces.com/CISE+PBL+101

4. Project-Based Learning 102 By the end of this session, you will: • Have a more complete understanding of Project-Based Learning • Understand how to implement 21st Century skills into the PBL unit • Have knowledge of how to incorporate PBL in your classroom • Create a beginning PBL unit outline (skeleton) with kick off experience and video • Experience activities that can be recreated in your classroom • Share information with your colleagues to enhance collaboration

5. CREATING THE 21ST CENTURY CLASSROOM PBL CREATING A 21ST CENTURY CLASSROOM THE 8 ESSENTIAL ELEMENTS OF PROJECT-BASED LEARNING 1. Significant content 2. A need to know 3. A driving question 4. Student voice and choice 5. 21st Century skills 6. Inquiry and innovation 7. Feedback and revision 8. Publicly presented product

6. Project-Based Learning 102 Breaking Ground • The purpose of this activity is for participants to watch a model of a PBL unit and identify the 7 essentials within the unit. • View the PBL unit video for your school level: Secondary: Anatomy of a Project: “Give Me Shelter”(http://bie.org/objects/cat/videos/P15) or Elementary: “Kindergarten Harvest” (http://bie.org/results/search&keywords=Kindergarten%20Harvest&category=388+397/) • Participants should utilize the checklist while watching the online video to look for the essential elements of a PBL and be prepared to share where they observed them in the video.

7. THE MANY LEVELS OF INQUIRY Each participant should have a hard copy or an electronic copy of the handout, “Rethinking Laboratories.” Use the 3-2-1 method for retaining information pertinent for your use: - 3 things you understood and were important to you - 2 things you have a question about - 1 thing you are still wondering about

8. Project-Based Learning 101 Establishing the Classroom Experience Function Transformations Public Speaking Light & Sound Electrical Theory Bill of Rights Mixed Media

9. School: _________________________________ Grade/Grade Band: _______________________ Time Frame: _____________________________ Team Members: __________________________ Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps. Big idea Brainstorming Capstone Big Idea:It’s your mission to seek out the unknown! Summary  Planetary Research NASA has recently sent robotic vehicles to Mars to collect data and send information back to Earth. Scientists want to know more about whether there was ever life on Mars and whether there is or was any water on the planet. Astronauts from NASA need information about other planets, so they can plan future missions. You have been selected as a Junior Space Camper to gather information for the astronauts. You and your partner will research two planets. Then You will compare and contrast the two planets and decide whether you would recommend the planets for exploration. After your research is complete, design a badge that could be used for a mission to your planet. Illustrate and write a postcard or write a letter describing your planet to the astronauts at NASA. Don’t forget to tell them why you think your planet is a good choice or a poor choice for exploration. Finally, create a model of the solar system with all the planets labeled, and present the important information about your planet to your classmates. End Products Brainstorm several possible transdisciplinary end products Build your own planet Create a virtual postcard. Chart using Kidspiration Essential and Guiding Questions Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone. How can you make the impossible possible? Why do humans feel the need to explore?

10. Subject Area Learning Goals (SWBAT) Develop subject matter goals for each unit and end product  Formative Assessments (assessments that occur during the project) Postcard or letter writing Persuasive writing Using Kidspiration software to create a comparison chart. Read book on the planets. Read relevant sections of textbook. SWBAT in English Students will Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting). Standard Statement 9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). SWBAT in Math Students will Solve real world and mathematical problems involving perimeters of polygons; including finding the perimeter given the side side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Students will Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). SWBAT in Science Students will Predict the necessary mass, velocity, and distance from the sun of a planet in order for this planet to make a circular orbit around a sun. What happens when you increase or decrease the mass of the planet, but keep everything else constant? Does this agree with your prediction? Students will understand focuses on Earth’s resources. While resources can be living and nonliving, within this strand, the emphasis is on Earth’s nonliving resources, such as water, air, rock, soil and the energy resources they represent. SWBAT in Summative Assessments (assessments that occur at the end of the project) Build your own planet Create a virtual postcard. Chart using Kidspiration (Rubric used to grade) SWBAT in Social Studies Students will Place events accurately on a timeline organized by years, decades and centuries Research, analyze, organize and present historical information about a characteristic of the local community that has changed over time. SWBAT in Art Students will Demonstrate skill and expression in the use of art techniques and processes. Use appropriate visual art vocabulary during artmaking processes. Find and solve problems of personal relevance and interest when developing artmaking ideas. Create artworks that demonstrate awareness of two- and three-dimensional space.

11. PBL RESOURCES http://projectfoundry.org/project-based-learning-explained/project-based-learning-lesson-plans.html Project Foundary: PBL: The Better Way to Learn http://projectfoundry.org/project-based-learning-explained/project-based-learning-lesson-plans.html Project Foundary: PBL: The Better Way to Learn http://bie.org/ Buck Institute for Education http://www.rose-prism.org/moodle/prism/icpbl/?page=home Indiana Collaborative for Project Based Learning http://www.sun-associates.com/lynn/pbl/pbl.html Internet4Classrooms http://www.edutopia.org/project-based-learning Edutopia: Articles related to Project Based Learning http://www.lessonplanet.com/lesson-plans/project-based-learning Lesson Planet – Requires a paid account http://www.hightechhigh.org/ High Tech High School in California – Lessons (some units are for purchase)

12. Project-Based Learning 102 Establishing the Classroom Experience • Fill in the topics you will be teaching in each subject area • Once you have spread out their topics, teams should look for natural connections between subject areas • After the initial brainstorming session, participants should begin to think about the Big Idea. • Teams should fill out the Project Chart and begin brainstorming end products.

13. School: ___PBL School_____________________ Grade/Grade Band: ________8______________ Time Frame: __________1 Week_____________ Team Members: _Carolyn & Rob______________Title: May the Force Be With You Subject Area Learning Opportunities Within each subject cloud write a brief description of what students will be doing that relates to the BIG Idea. These should be based on identified benchmarks. Marking the benchmark code will help you on your next steps. Science Big idea Brainstorming (Use the Scope and Sequence and reference ALL benchmarks for the designated quarter ) Engineering Math FORCES Art ELA Social Studies End Products Brainstorm several possible transdisciplinary end products Essential and Guiding Questions Brainstorm several questions for the capstone, including an overarching essential question for the entire capstone and smaller, guiding questions to be used for units and/or specific activities in the capstone.

14. Project-Based Learning 102 Establishing the Classroom Experience

15. Project-Based Learning 102 THE JITTERBUG CHALLENGE The Problem: Using prior knowledge about angles, weight, and design, create a working jitterbug that will stay in place for 60 seconds without falling over. The Challenge: Work in team of 2 to design and build a working jitterbug.

16. Project-Based Learning 102 THE JITTERBUG CHALLENGE What do you see when you look at the parts individually? In what areas of life do we use electricity?

17. Project-Based Learning 102 The Jitterbug Challenge The Ground Rules: 1. Using all available supplies, design a jitterbug that has a body, a propeller, legs, and a battery. 2. Jitterbug must be designed in a way that the circuit stays in place. 3. Sketch your design ideas on paper before you begin building. Think about the problem you are trying to solve. 4. Once you decide on a design, begin building. Do you have to change your design as you build? Why? What challenges do you face as you build that you didn't think about when you were sketching your design? What changes did you make? Did your design changes solve the problem? 5. Test out your design. Does it work? Do you need to make more changes? You have 20-30 minutes to complete this project! End

18. Project-Based Learning 102 Jitterbug Debriefing • How was our process during the jitterbug activity reflective of the engineering method? • For what grade levels would this activity be appropriate? • If this activity were to be implemented, how does the content vary by grade level? • What transdisciplinary connections can we make?

19. Project-Based Learning 102 Jitterbug Debriefing What does 21st century learning look like in the Jitterbug activity?

20. 21st Century Skills http://www.p21.org/our-work/resources/for-educators/1007

21. Project-Based Learning 102 Framework for 21st Century Skills What does 21st century learning look like in the classroom?

22. PROJECTILE MOTIONSample Review 21st Century Skills Global awareness Financial literacy Economic literacy Business literacy Entrepreneurial literacy Civic literacy Adaptability Cross cultural skills Self-directionProductivity Creativity Innovation Critical thinking Problem solving Communication Collaboration Sticktuitiveness (persistence) FlexibilityLeadership Information and technology literacy (in balance)

23. Project-Based Learning 102 Framework for 21st Century Skills • Let’s take a look at two of these outcomes… • http://www.p21.org/ • Learning and Innovation Skills-4C • Critical Thinking • Communication • Collaboration • Creativity • Information, Media and Technology Skills

24. Project-Based Learning 102 Framework for 21st Century Skills Connecting to Essential Questions 21st century learning involves critical thinking and problem solving. Our work yesterday to craft essential questions addresses this skill by providing opportunities for students to reason effectively, use systems thinking, make judgments and decisions and solve problems. The essential question serves as the link across disciplines and the PBL unit is focused on answering this essential question.

25. Project-Based Learning 102 Framework for 21st Century Skills Information, Media, and Technology Skills Information Literacy includes accessing and evaluating information and using and managing information. Media Literacy includes analyzing media and creating media products. We will apply one aspect of media literacy by creating anchor videos. That is, by the end of creating anchor videos participants will understand and utilize the most appropriate media creation tools, characteristics and conventions.

26. Project-Based Learning 102 Anchor Videos Consider This What 21 century learning skill will you address in your PBL unit? How?

27. ROBOTICS: END EFFECTOR (or engineering) http://www.nasa.gov/pdf/179225main_ISS_Poster_Back.pdf

28. Benchmark Alignment/Transdisciplinary Project Based UnitsContent Standards and Benchmarks that were identified for the CAPSTONE that have natural disciplinary connections and are overlapping in theme, ideas, topics, etc.

29. Benchmark Alignment/Transdisciplinary Project Based UnitsContent Standards and Benchmarks that were identified for the CAPSTONE that have natural disciplinary connections and are overlapping in theme, ideas, topics, etc.

30. Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: Capstone: Time Frame: Classroom Unit Big Idea: Classroom to Capstone Connection: Readings: Materials: Unit Objective: Standards Addressed: Rubrics Required: Driving Question:

31. Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: Capstone: Time Frame: Classroom Unit Big Idea: Classroom to Capstone Connection: Readings: Materials: Unit Objective: Standards Addressed: Rubrics Required: Driving Question:

32. Curriculum Planning Templates Develop and overview of what the classroom teaching will look like in order to complete the goals of the project. Subject: Capstone: Time Frame: Classroom Unit Big Idea: Classroom to Capstone Connection: Readings: Materials: Unit Objective: Standards Addressed: Rubrics Required: Driving Question:

33. Project-Based Learning 102 Anchor Videos Anchor videos can be used as a way to engage learners at the start of a PBL unit. It provides a way to introduce the essential question through the scope of a real world problem solving.

34. Project-Based Learning 102 Anchor Videos… • are typically no more than 5 minutes in length • tell a story • can include ways for students to establish problem-solving goals, find relevant information, and engage in reasoned decision making • addresses the essential question • includes engaging visuals and/or presentation to introduce the PBL unit, including a real-world problem situation to gain the attention of the class • are grade level and content appropriate • make use of language that is familiar to students

35. Project-Based Learning 102 Anchor Videos http://jordanunit.weebly.com/anchor-video.html CSUteach Student Anchor Video from EUT 315 Project Based Instruction https://drive.google.com/#folders/0B0cZXZyE8GGBVTFRSEotUkQxcHMAnchor Video by Nate Smith, True Honest to Goodness Nut Case

36. Project-Based Learning 102 Anchor Videos For your PBL Unit, work with your team to develop an anchor video.

37. TOP 10 TIPS FOR ASSESSING PBL

38. Project-Based Learning 102 Homework – Benchmarking • Reminder: Brainstorm a list of 3-5 end products that align with your Big Idea. • Start writing a rubric that will allow you to assess the student’s activities

39. ASSESSMENTS http://www.pd360.com/pd360.cfm#tab=search&page=searchSite

40. Project-Based Learning 102 Rubric and Curriculum Overview The purpose of this activity is for participants to learn the connection between the project and their classes, and determine how to properly assess the end products. Once the big Idea is established, getting all subjects to vertically align becomes the challenge. How do we reinforce the same topic in multiple classes? How do we ensure that everyone is on the same page? How do we ensure that students are being presented with real challenges and not they know what to do to meet these challenges. Rubrics should be developed in a way that they both reference the standards, and are clear for the students as far as what should be completed and what they earn if they complete it.

41. Project-Based Learning 102 Rubric and Curriculum Overview • Talk about one of the end products your team will be using • Discuss how each subject area would have to • assess this part of the process • Begin developing a transdisciplinary rubric

42. Unit - Performance Criteria (Rubrics):You can use a holistic rubric or a criterion rubric to measure your performance assessment. Insert your rubric below the samples provided. The scale is an example, but you can design the scale and criteria that best fits your intended outcomes. Template Task: Subject Areas that will assess: Learning Outcome Mastery Learning Goal: 4 3 2 1

43. Project-Based Learning 102 THE ROCKET CHALLENGE The Problem: Rockets need to be launched in a way that maximizes distance, and maintains a precise level of accuracy. The Challenge: Work in small groups to design and build a model rocket that with optimize both distance and accuracy.

44. Project-Based Learning 102 THE ROCKET CHALLENGE The Ground Rules: 1. You may only use the materials provided to create your rocket. You may modify the materials, but you will not receive additional materials. 2. The body of your rocket must be the shape and size provided in order to fit on the launcher. 3. You may want to research attributes of rocketry to see which designs increase speed, distance, and accuracy. 4. Once you finish building your rocket, teams will take turns launching. 5. Test out your design by doing hand launches of rockets. Does it work? Do you need to make more changes? You have 15-20 minutes to complete this project! End

45. Project-Based Learning 102 THE ROCKET CHALLENGEDebriefing • What analysis questions could we ask our students (consider grade level)? • How could this activity be modified for different grade levels? • How could conjectures be used to engage critical thinking about the rocket construction?

46. Project-Based Learning 102 Hands on planning • The purpose of this activity is for participants to explore and create a mini project they can use as a kick-off activity in their own units. • What have all the activities we’ve done had in common? • Every activity we have completed has had a connection to all subject areas.

47. PHASE 4: Choreography of Learning  Resources Needed  Budget: $ Entry Event: Launch inquiry, kick-off event, "the hook" ) Community Resources and Partnerships: ) Facilities / Venues Equipment Capstone Vocabulary ) Roles  Supplies Speakers Event Supplies Documenting Other Other

48. PHASE 4: Choreography of Learning  Activities Calendar 

49. Project-Based Learning 102 PBL Outline Completion • There is a lot that goes into project planning. To get you started we asked that by the end of today that you have an outline of a mini-project, an anchor video, and a kick-off/launch that can be expanded for the capstone your team will be teaching. • In 25 minutes, we are going to have you present what you have so far, while your peers use the project planning checklist to provide you with feedback. End

50. Project-Based Learning 102 Peer Reflection • Teams will present their Anchor Videos and Project Outlines • Peers will use the project checklist to evaluate • Peers will offer suggestions