Transcript Project Based - Dakota State University

Lynette Molstad Gorder, Ed.D.
Dakota State University
Madison, SD
http://www.homepages.dsu.
edu/molstadL/laptop.htm
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Constant change
Technology all around
Information
Globalization
Service-based economy
Ethics
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Use technology
Find and use information
Manage resources
Understand systems
Work with others
SCANS report, 1991
Educating and preparing
our students
to succeed in a
constantly changing world.
Analytical Thinking
 Collaborating
 Communicating
 Finding and Evaluating Information
 Problem Solving
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(accfp)
*Planning
*Organizing
*Prioritizing
*Identifying similarities and differences
*Questioning
*Learning cooperatively
*Valuing contributions of others
*Negotiating and resolving conflict
*Guiding others
*Working together as a team
*Reading with comprehension
*Observing
*Conveying ideas
*Speaking
*Listening
*Defining the problem and variables
*Stating problems and making predictions
*Summarizing and taking notes
*Determining relationships
*Making decisions
*Recognizing need for more information
*Developing a strategy to find information
*Using multiple sources of information
*Determining
-credibility
-reliability
-accuracy
- relevance
1. Authentic instructional strategy
2. Where students plan, implement,
evaluate
3. Real-world applications
Project Design
Outcomes
Map to Standards
6 A’s of PBL
Project Implementation
Scaffolding
9 Steps of PBL
Marzano’s Essential 9
Project Assessment
Projects and Performance
Feedback Strategies
Authentic Audiences
Next Slide
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Authenticity
Academic Rigor
Applied Learning
Active Exploration
Adult Relationships
Assessment Practices
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Skills and concepts for student learning
Goals and standards
Resources
Situation or problem
Project description and purpose
Performance specifications
Rules and timelines
Project participants with roles
Assessment
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Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Source: Mid-continent Research for Education and Learning (McREL)
Robert Marzano, Debra Pickering, and Jane Pollock
Return
Common student objectives of a project:
-manage and meet timelines.
-interpret data and make decisions.
-resolve conflicts between group members.
-prepare/communicate results.
Teachers need to assess the objectives of the project.
Use a rubric (common assessment tool).
Source: http://serc.carleton.edu/introgeo/assessment/project.html
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Lydia’s Project
Trevor’s Project
Class Examples
Portfolio
Technology Tools
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Pet Store
Public Library
Fitness Center
Café
Bicycle Sales and Repair Shop
Motor Sports Center
Construction Company
Drug Store
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Final Project
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Curricular content
Technology (Multimedia)
Student directed
Collaboration
Real-world connection
Extended time frame
Teacher as facilitator/co-learner
Assess the product using a rubric
Review lesson concepts
Provide opportunities for reflection
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Student centered
Beginning, middle, end
Meaningful content
Real-world problems
Firsthand investigation
Specific goals
Tangible product
Connection among academic, life, and work
Feedback and assessment
Reflective thinking and self-assessment
1. Analyze tasks and skills to complete the
project
2. Facilitate the process of analyzing tasks
3. Set up the plan of action
4. Implement and evaluate the project
5. Determine student learning
6. Facilitate decision making, thinking, and
problem solving
7. Facilitate personal responsibility
8. Facilitate integrity
9. Facilitate interpersonal skills (teams)
10. Evaluate the project
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well designed rubric - measure learning and guides learning
reality based with choice
inductive not deductive - open to further questioning
empowering
differentiated
collaboration
certain set boundaries but give them enough time
process and content
outside mentor
memorable
learn and retain - application of knowledge
ability to revisit - work in progress
room for reflection
purposeful
community involvement
authentic and relevant
self evident - no need to ask "why am I doing this?"
depth over breadth
Source: Jillian Gierke
EduCon 2.2
Expeditionary Learning
In-depth investigations
Engage students
Real world learning experiences
1. Preparing students for the information
workplace
2. Increasing motivation
3. Connecting learning with reality
4. Providing collaborative opportunities
5. Increasing social and communication skills
6. Increasing problem-solving skills
7. Making connections between disciplines
8. Increasing self-esteem
9. Allowing for individual diverse learning
10. Providing a practical real-world way to learn
using technology