Transcript Document

Sara Hallermann
PBL National Faculty
Buck Institute for Education
[email protected]
By the end of PBL 101, you will have
started planning a project by:
O Understanding “Main Course” PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
MY
STORY
Begin with the End in Mind
THINK
SHARE
BEGIN WITH THE END IN MIND. What knowledge, skills &
dispositions do you want your students to have before they
graduate? In other words, describe your “ideal graduate.”
THINK
SHARE
BEGIN WITH THE END IN MIND. What knowledge, skills &
dispositions do you want your students to have before they
graduate? In other words, describe your “ideal graduate.”
Get Farther
“It’s not focused enough
on content.”
– They
“I can’t use traditional teaching tools!”
– They
“I can’t cover enough material.”
– They
“It’s loud & messy!”
– They
“There’s no individual
accountability.”
– They
“I don’t have time and support.”
– They
“It’s not for my students.”
– They
bie.org/research
By the end of PBL 101, you will have
started Planning a Project by:
O Understanding “Main Course” PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
“The belief that all genuine
education comes about
through experience does not
mean that all experiences are
genuinely or equally
educative.”
– John Dewey
MY
“PROJECT”
Dear Keepers of the Missions of Alta California,
Because the Church desires to save more Indian souls, we
would like to establish another mission, the 22nd, somewhere
beyond the one in Sonoma.
Please tell us exactly where you think the mission should be
located and what it should look like, based on your knowledge of
the area.
With gratitude,
Archbishop Fonte
Mexico City, 10 June 1822
Driving Question
or
Challenge
Inquiry
&
Innovation
Need
to
Know
Student
Voice &
Choice
Critique
&
Revision
Public
Performance
& Product
21st Century
Skills
Publicly
Presented
Product
Feedback
&
Revision
Driving
Question
or
Challenge
The 22nd
Mission
Project
Student
Voice &
Choice
21st Century
Skills
Need
to
Know
Inquiry
&
Innovation
Driving
Question
or
Challenge
Need
to
Know
Inquiry
&
Innovation
21st
Century
Skills
Student
Voice &
Choice
Feedback
&
Revision
Publicly
Presented
Product
LINE IN THE SAND. Watch this video. Look for the 7 essential
elements of PBL. Were any elements particularly strong, or
were any missing?
Video - Students as Entrepreneurs
revolution
“Build with what they have.”
– Lao Tzu
THINK
SHARE
REVOLUTION OR EVOLUTION. Would PBL be an evolution of
your teaching, or a revolution? Or do you do it already? Could
you modify some of your current activities or “projects” so they
have the 7 essential features of PBL?
By the end of PBL 101, you will have
started planning a project by:
O Understanding “Main Course” PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
SOURCES OF INSPIRATION
o
o
o
o
o
o
o
o
Your Community
Your Students
Current Events
Real-World Practice/Problem
Your Content Standards
Online Project Libraries
Your File Cabinet
Your Colleagues
Authentic Culminating
Product Activity
Duration
Breadth
Technology
Setting
Who’s Involved
LIMITED
AMBITIOUS
10-15 contact hours
40+ contact hours
One subject;
Interdisciplinary;
few standards
several standards
Basic
Extensive
Classroom
Community/World
One teacher
Several teachers, outside
experts, community
Audience
Classroom
Student
Autonomy
Teacher-defined;
tightly managed
Experts, community,
world, web
Co-defined and managed
By the end of PBL 101, you will have
started Planning a Project by:
O Understanding effective PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
Publicly
Presented
Product
Feedback
&
Revision
Driving
Question
or
Challenge
PBL
Need
to
Know
Inquiry
&
Innovation
Student
Voice &
Choice
21st Century
Skills
WHY HAVE A DRIVING QUESTION?
FOR STUDENTS
FOR TEACHERS
Guides Project Work
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
REFINING A DRIVING QUESTION. Watch this video. What do
you notice about the process of refining a Driving Question?
THINK
SHARE
REFINING A DRIVING QUESTION. What do you notice about the
process of refining a Driving Question?
From “too big” to manageable:
How have humans changed the environment?
How has our valley changed
in the past 50 years?
From “Google-able” to open-ended:
What were the major developments in the Renaissance?
Was the Renaissance a rebirth, or a whole new baby?
From too general to more concrete and challenging:
How do architects use geometry?
How can we design a theatre that meets specifications
with the greatest number of seats?
From too abstract to more relevant and engaging:
What is a hero?
Who are the heroes in my life?
From too general to more concrete and localized:
What are the characteristics of healthy soil?
Is our soil healthy enough to support a vegetable garden?
From “sounds like a teacher” to student-friendly:
How does the author use voice and perspective in
The House on Mango Street to reflect on her
childhood and community?
How does our childhood shape who we are
as teenagers?
Types of Driving Questions...
 Abstract
“When is war justified?”
“Should art be censored?”
“Should President Truman have dropped the atomic bomb on Japan?”
 More Concrete
“Are amusement park rides safe?”
“Is our water safe to drink?”
“Can DNA evidence be trusted in criminal trials?”
 Problem-Solving
“How can we decrease the amount of pollutants in the water that runs
our city's streets into the river?”
“How can we improve the traffic flow around our school?”
 Design Challenge
“How can we design a community theatre that meets size limits and
seats the most people?”
“How can we design a museum exhibit about the Vietnam War so that
appeals to diverse groups in our community?”
off
it
THINK
SHARE
REFINE A DRIVING QUESTION. Choose one of the projects on
the handout. Pick the best Driving Question for it, or refine
one, or write a new one.
CRITERIA FOR EVALUATING YOUR
DRIVING QUESTION:
1. Will my students understand it?
(Bonus: …and find it intriguing?)
2. Is it open-ended and does it require a
complex answer?
3. To answer it, will my students need to learn
important content and skills?
4. Does it focus on an authentic issue,
problem or challenge? (Bonus: …and create
a local context for the project?)
TO DOs:
 Generate a Project Idea
 Refine a Driving Question
 Determine Culminating Products
 Create an Entry Event*
bie.org/tools
TO DOs:
 Generate a Project Idea
 Refine a Driving Question
 Determine Culminating Products
 Create an Entry Event*