Project-Based Learning

Penny Williams, Coordinator, Youth Development Patrick Shaw, Staff Development Specialist OCM BOCES Syracuse, NY

Critical Thinking Creativity Collaboration Communication Task Analysis

Video:

Buck Institute for Education PBL (6:52 mins)

Project Based Learning is a teaching method in which students:

 Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems  Work as independently from the teacher as possible, and have some degree of “voice and choice”   Demonstrate in-depth understanding of academic knowledge and skills Build 21 st century skills such as collaboration, critical thinking, creativity and communication  Create high-quality products an performances which are presented to a public audience

PBL Misconceptions

  PBL is

NOT

…the dessert, …

PBL is

…

the main course

  PBL is

NOT

…. a string of activities tied together under a theme, concept, time period, culture…

PBL is

….

set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, or meeting a challenge

PBL Misconceptions



PBL is NOT

: the same as “making something” or hands-on learning” or “doing an activity.” 

PBL is…often focused on creating physical artifacts, but not always. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation.

PBL’s Effectiveness: What Experience Tells Us:

Classroom Teachers say….

  Can work for all kinds of students, with the right support Improves students’ motivation to learn  Can be used to teach academic content standards  Can include multiple opportunities to integrate technology  Helps students see how school connects to the outside world by making learning relevant and meaningful  Promotes greater civic participation and global awareness

PBL’s Effectiveness:

Schools

have used PBL effectively in all grades for special purpose:    Career/technical education programs; continuation/alternative high school programs; after-school programs; summer school Integrating two or more school subjects and encouraging team teaching Connecting the school to other schools, the community, businesses, and other organizations

 PBL’s Effectiveness:

Researchers

have found that a well-designed & well-implemented PBL Can: Be more effective than traditional instruction in increasing academic achievement  Increase student motivation and engagement in learning  Improve students’ retention of knowledge over time  Improve students’ mastery of 21 st century skills  Be especially effective with lower-achieving students  Increase students’ achievement on state-administered, standardized tests

PBL

21 st Century Skills

Why Have a Driving Question?



For Students

 Guides Project Work 

For Teachers

 Guides Planning & Reframes Content Standards or Big Ideas  Creates interest and/or the Feeling of Challenge  Captures & Communicates the Purpose of the Project  Reminds them “Why we’re doing this today”  Initiates and Focuses Inquiry

Criteria for Evaluating Your Driving Question:

1.

2.

3.

4.

Will my students understand it? (Bonus:…and find it intriguing) Is it open-ended and does it require a complex answer?

To answer it, will my students need to learn important content and skills?

Does it focus on an authentic issue, problem or challenge? (Bonus:…and create a local context for the project?)

Sources of Inspiration

        Your Content Standards Your Community Your Students Current Events Real-World Practice/Problem Online Project Libraries Your File Cabinet Your Colleagues

Example Entry Events:

          Field Trip Guest Speaker Film, Video, Website Simulation or Activity Provocative Reading Startling Statistic Puzzling Problem Piece of Real or Mock Correspondence Song, Poem, Art Lively discussion

Video: Elementary Example

Children Pilot Their Own Learning PBL (8:50 mins)

Spotlight Projects to Explore:

 9 th grade Introductory Science:

“Product Comparison”

 10 th -11 th grade Algebra II/Trigonometry:

“Projectile Motion”

 11-12 th grade English and U.S. Government:

“Banned in America”

 7 th grade Life Science:

“A Balancing Act”

 11 th grade U.S. History:

“American Archetypes”

 11 th -12 th

Attract”

grade Information Technology/Business/Arts:

“Design and

Video: Closure

Student Voice PBL (6:52 mins)

Questions & Comments:

[email protected]

[email protected]

Projects:

Duration Breadth Technology Setting Who’s Involved Audience Student Autonomy

LIMITED 10-15 contact hours 1 Subject: Few Standards Basic AMBITIOUS 40+ contact hours Interdisciplinary: Several Standards Extensive Classroom One Teacher Classroom Teacher-defined; Tightly managed Community/World Several Teachers, outside experts, community Experts, Community, World, web Co-Defined and managed

Project Packets

 Team Roster  Project Calendar  Rubric & Assessments  Checklist of Requirements  Templates for Contracts, lists, etc.

 Presentation/Exhibition Schedule  Resource List

Who Would you Put on a Team?

Social Factors