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Foundations of PBL

Foundations of PBL. Project Roll out. Participants: role of students, working in small groups Teacher: facilitating in a similar way to what happens in the classroom. Based on your prior knowledge, experiences, or observations of PBL…. What do you know?. What do you need to know?.

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Foundations of PBL

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  1. Foundations of PBL

  2. Project Roll out • Participants: role of students, working in small groups • Teacher: facilitating in a similar way to what happens in the classroom.

  3. Based on your prior knowledge, experiences, or observations of PBL… What do you know? What do you need to know?

  4. WHAT DOES PBL LOOK LIKE? REFLECTION FINALPRESENTATIONS PROJECTINFORMATION Teachers develop problems based on content standards that students, working in teams, develop solutions to. Teachers provide coaching, assignments and direct instruction to address student needs. GROUPPLANNING DRAFT SOLUTIONS RESEARCH ANDINVESTIGATION FORMALTEACHING

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

  6. 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. Presentation/Product • Know/ Need to Know

  7. Components of every project: • Addresses content standards • Has a final product/presentation. • Has a “problem statement” or “driving question” • Starts with a problem/task for students to solve • Scaffolds student understanding • Provides clear assessment criteria

  8. Beginning with the End in Mind… Content Standards (NC SCoS Geometry) • Goal 2.01 Use logic and deductive reasoning to draw conclusions and solve problems. • Goal 2.02 Apply properties, definitions, and theorems of two-dimensional shapes to solve problems and write proofs. (8th Grade Common Core) • Understand congruence…using physical models… Learning Outcomes • Technology Literacy (website and commercial design) • Professionalism (business sense) • Creativity-Innovation (game design) • Communication (presentation and commercial)

  9. Final Product Tri-o-Toy Project • Working toy/game prototype • Lesson Plan for class use of toy/game • Commercial to advertise toy/game • Business cards for presentation day • Website to host items and provide information

  10. Who, What, Why How can we… Do… So that… Ex: How can we, as students of Geometry, create a toy to teach middle or elementary school students congruent triangle theorems and parallelogram properties?

  11. Entry Document

  12. Entry Document

  13. Assessment/Rubric Rubrics in Echo… Rubrics in Word…

  14. Sample Scaffolding

  15. Process Considerations Questions to consider… What are the roles of the teacher during the project? What are the roles of the students during the project? How will students reflect upon their learning? What does a typical day look like?

  16. New Roles Teacher Project manager Coach Guide Advisor Mentor Students Team members Active learners Researchers Investigators Apprentice Teachers and students are working collaboratively to complete the task

  17. Here’s what the project might look like over the course of the unit:

  18. Here’s what a day in the life of a project might look like:

  19. Student Product

  20. How would you rate this project? The Six A’s of PBL Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices

  21. Last thoughts? • Did we answer your need to knows? • What ah-ha or take-away do you have from this workshop?

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