Transcript Project-Based Learning
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:
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