Transcript Pride in Our Place: Project-Based Learning at a Public

Pride in Our Place
Project-Based Learning at a Public Urban Academy
for Math, Science and Technology
Regina E. Toolin, Ph.D.
Fordham University
Graduate School of Education
New York, NY 10023
[email protected]
RESEARCH QUESTIONS
What is the process by which “projects” are conceptualized,
developed and implemented at this school?
How do math and science teacher collaborate to design and
implement a 6th grade project-based unit on urban ecology?
LITERATURE REVIEW
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Project-based Inquiry (PBI) has been researched by Polman
(2000), Krajcik et al. (2002), Blumenfeld et al., (1991); and
Krajcik, (2001).
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The goal of PBI: To investigate real-world, standards-based
problems that are of interest, relevance, value, and worth to
both students and teachers.
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“Projects” are defined by questions or problems that are
collaboratively investigated by students and teachers utilizing
technology and resulting in a series of artifacts or products that
address the question over time (Krajcik et al., 2002).
LITERATURE REVIEW
How does PBI influence teachers and teaching?
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Teachers are generally enthusiastic, motivated, and successful in their quest
to implement project-based learning in their science classrooms (Rosenfield
and Ben-Hur, 2001).
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The process by which teachers collaborated to develop a project-based
curriculum resulted in positive change in teachers’ understanding and
practice of science and science teaching (Blumfield, 1994).
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Toolin (2004) found that school culture and mission as well as teacher
experience and prior knowledge of inquiry and project-based methods
played a significant role in the successful implementation of project-based
teaching and learning in secondary science classrooms.
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The quest to implement projects is not without its challenges as teachers
design assessments, create new courses, or revise existing ones in support
of project-based inquiry (D’Amico, 1999).
LITERATURE REVIEW
How does PBI influence students?
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Student motivation and learning significantly increased in project-based
science classrooms. Student collaboration and the use of technology
increased as teachers enacted several aspects of project-based science in
their teaching practice (Marx, 1994).
Project-based science promoted positive change in students’ ideas about
science classes, attitudes about science, and motivation for studying science
(Stratford and Finkel, 1996).
Project-based teaching heightened student motivation and commitment to
learning while developing ocean software design projects (Yarnall and
Kafai, 1996).
BACKGROUND AND DEMOGRAPHICS:
THE SCHOOL
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Small, public, urban academy in the Bronx for grades 6-12 that first opened
during the 2004-05 school year.
“School-within-a-school” housed in a larger high school that is currently
being phased out as smaller academies take residence in the building.

Emphasis on math, science and technology education that is project-based.
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Upon opening its doors last fall, three 6th grade classes and three 9th grade
classes had an enrollment of 45 students in each grade. Class size has
doubled this year. Projected total enrollment of approximately 400 students.
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Partnerships with Teaching Matters Inc., Salvadori Center for Design,
Clearpool Environmental Center and a “Sister” Urban Academy.
BACKGROUND AND DEMOGRAPHICS:
THE STUDENTS
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The students are primarily African American and Latino and come from
lower income families.
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Over 90% qualify for the free or reduced breakfast and lunch programs
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Score on average between a 1 and 2 (1 being the lowest score on a 4 point
rubric scale) on the mandated New York State assessments for math and
ELA.
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Special Education Students w/ “Push-in” teaching support.
All 5th and 8th year students city-wide “apply” to the middle school and
high school of their “choice” under the City’s School Choice Program.
(Note: Given that the “Urban Academy for Math, Science and Technology” is a new school, enrollment is
relatively low compared to the 25-30 student class size average in most City classrooms. It is anticipated
that class size will grow once the school gains a wider reputation in the region. For this particular study,
only the 6th grade math and science classes were examined as they where engaged in project based inquiry
over the course of the spring semester.)
BACKGROUND AND DEMOGRAPHICS:
THE TEACHERS
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Two sixth grade teachers, one math (Linda) and one science (Anita)
This is Anita’s first year teaching 6th grade science. Her certification is in
K-6 with a middle school extension in science. She is enrolled in a Masters
program in science education at CUNY.
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Linda is a third year math teacher, who has recently completed her Masters
in mathematics education as part of the NYC Teaching Fellows Program.
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The entire 6th grade team consisting of 4 teachers (one for each major
subject area) collaborated on matters of scheduling, curriculum, parentteacher meetings, and the overall management and discipline of the 6th
grade.
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Throughout the year Anita and Linda occasionally collaborated on matters
of curriculum and teaching but primarily taught their respective science and
math classes independent of one another.
BACKGROUND OF THE CURRICULUM
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6TH Grade Impact Math Curriculum (EDC) was adopted Citywide 2 years
ago.
 NCTM Standards-based, highly structured curriculum that emphasizes
number sense, operations, geometry, measurement, statistics and
algebra.
 Teachers comment that the curriculum is overwhelming for students in
scope and sequence and requires many modifications and adaptations
for their low performing students (Average 1-2 on math state
assessments).
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The 6th grade science curriculum focuses on life science and is less
structured than the math in terms of an adopted curriculum.
 No science text or formal curriculum.
 Topics: Cell, Body Systems, Genetics, Evolution and Ecology
 The decision to design an urban ecology project was primarily based on
the fact that this was the final unit to be taught in the sixth grade
science curriculum.
THE PROJECT
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“Pride in Our Place” – 6th Grade Theme
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Ecology Driving Question: How does the city environment affect growth
and development of our plants?
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Students designed experiments to investigate urban air, soil, litter, water
and light factors on the growth and development of plants.
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Utilized Bottle Biology as a model
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Student research developed proposals that needed “approval” to proceed
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Incorporated Excel, PowerPoint, Science Journals in the data collection and
data analysis process
STUDY DESIGN
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The study consisted of an initial observation period of 4 months (1 day a
week) followed by a more intensive 4 month phase that focused
specifically on the development and implementation of project-based
inquiry (2 days a week).
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Phase I: Observed math and science classes and met with teachers staff and
administrators for the purpose of becoming more familiar with school
policies and practices, more informed of day-to-day curriculum and
teaching practices as well as to develop a rapport with teachers, students,
staff and administrators.
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At times, this meant taking an active role in unit, project and lesson
planning, co-teaching with the math and science teachers, regularly
meeting with administrators and attending school functions and field trips.
STUDY DESIGN
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Phase II: Curriculum/project planning utilizing the backward design model
(Wiggins and McTighe, 2001) and project planning (Krajcik et al., 2003).
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Backward design was a relatively new method of curriculum development
for the teachers, projects were not.
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The school mission and philosophy was grounded in the notion that students
learn by active engagement in “hands-on” projects.
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The school had a partnership with the Salvadori Center for Design whereby
consultants visited the school one day a week to work on architecture projects
with the students.
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Teachers essentially “gave up” their math and science classes to the Salvadori
consultants to work on projects that were unrelated to what the students were
studying in their regular math and science classes.
What was new to the teachers was the concept of integrating long-term projects
into the “regular” math and science curriculum.
DATA COLLECTION
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Achievement data, observation notes, anecdotal notes, interviews, and
artifacts such as curriculum maps, unit plans, lesson plans, and
assessments.
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Students were observed during instructional time and non-structured time
during the school day.
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Copies of student work in the form of regular assignments, projects, tests
and investigative journals were copied and utilized for analysis.
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Regular meetings and interviews with teachers and school administrators to
ascertain their vision, goals and support for a project-based middle school
math and science curriculum.
LESSON PLAN SAMPLE
5.16.05
Part 1:
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Brain Starter
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What types of quantitative data will you measure?
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What tool will you use?
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What unit will you use in measurement?
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Mini-Lesson (Deon)
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How do we create a table to show both qualitative and quantitative data?
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How do we use Excel to organize each form of data?
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Investigative Group Work
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Create table in Excel
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Focus Do students understand the differences between qualitative/quantitative data, variable/control, measurements needed
for their study?
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Complete Research Proposal
Part 2:
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Brain Starter
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Gather materials needed for research.
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Computer, folder, paragraph planning worksheet
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Investigative Group Work
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Continue web research; writing important facts gathered from each website
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Plan paragraph (back of worksheet)
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Begin draft on looseleaf (skip lines)
Homework:
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Complete paragraph draft on looseleaf (skip lines)
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Bring in materials needed for group project
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BOTTLE CAPS!!
Follow Up:
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Email Regina with notes for Tuesday; Monday feedback
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Set up soil
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Cotton
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Set up steps/procedure for building the bottles (student friendly)
ANALYSIS
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In this study, repeated reading and analysis of observation notes, anecdotal
notes, interviews and other study artifacts discussed previously resulted in a
analytical coding scheme related to research goals (Strauss, 1987).
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Themes were identified and external codes were assigned that related to the
original research questions and objectives. Alternately, internal codes were
assigned to new concepts or themes that emerged during the course of the
study or introduced by the participants during classroom observations or
informal discussions.
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A subsequent step in this analysis process was to build connections among
codes. These links or bridges were constructed by the use of memos that
were utilized to refine and expand on the codes and domains of the
analyses.
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These codes and memos form the basis from which the analysis is
constructed and generalizations and/or model were built
ANALYTICAL THEMES
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Many themes emerged related to the research goal of studying the
curriculum and project-based teaching and learning process. Some of these
themes included:
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prior knowledge and experience of project-based inquiry
dissatisfaction as an impetus for change
project-based inquiry as a motivation to explore, learn and research with
students and experts
influence of school vision, mission and philosophy
administrative support for project-based inquiry
thinking outside the curriculum and teaching box
the influences of adult life-long learning cycle
need for structured, ongoing professional development (content and
pedagogical coaching)
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IMPLICATIONS
The goal of this study was to investigate the process by which project-based learning is
conceptualized and implemented into the 6th grade math and science curriculum at
the Urban Academy for the Math, Science and Technology.
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This study contributes to the growing body of research pertaining to the influence
that project-based curriculum development and instruction has on teacher
professional development and student learning and achievement in science.
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The benefits to the teachers include increased experience and skill in planning and
teaching a project-based approach and deeper understanding of pedagogical and
content knowledge.
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Over time students benefit by engaging in content-rich, motivating experiences that
will optimize their learning and increase their overall interest and achievement in
math and science.
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The benefits to administrators include increased understanding and awareness of
project-based approaches to teaching and learning, a more competent and
knowledgeable faculty and higher achieving students.