Transcript Document

PBL
for the 21st century
Out-of-School Time
Project Based Learning:
Preparing Your Site and Staff
Buck Institute for Education
Public Health Management Corporation
June 2009
Get Ready for Success with
Project-Based Learning
Why introduce PBL to your site?
Builds on what you already do
Brings more real-world experiences to
your students
Prepares youth for life
Strengthens communities
Why PBL?
PBL supports youth development
Protective
factors
Youth
needs
Resilient
behaviors/internal
assets
Caring relationships
Safety
Cooperation
High expectations
Love
Empathy
Meaningful participation
Belonging
Problemsolving
Respect
Mastery
Challenge
Power
Meaning
Self-efficacy
Self-awareness
Goals and
aspirations
Improved
health, social,
academic and
culturally
appreciative
outcomes
Best Practices in Education
PBL teaches 21st-century skills
 Communication; teamwork; selfmanagement; creativity; problem-solving
PBL provides active instruction that builds
on student interests
PBL allows youth to explore more ‘realworld’ topics
Best Practices in
Out-of-School Programs
• Positive relationships with youth
• Encourages youth choice
• Staff interacts with youth
• Communicates high standards and expectations
• Builds links to the community
• Stresses academic assistance, service learning, and
enrichment
• Opportunity to learn in ‘real-world’ context
• Opportunity for leadership development
• Career exploration and connections to employers
Projects encourage good Habits of Mind
Persisting
Managing Impulsivity
Listening with Understanding and Empathy
Thinking about Thinking
Striving for Accuracy
Questioning and Posing Problems
Applying Past Knowledge to New Situations
Thinking and Communicating with Clarity and
Precision
Gathering Data through all Senses
Creating, Imagining, Innovating
Responding with Wonderment and Awe
Taking Responsible Risks
Finding Humor
Thinking Interdependently
Remaining Open to Continuous Learning
Through the project experience, students learn useful information,
practice skills, and acquire habits of mind
Habits of Mind
Experiencing Project
Based Learning…
“projects” versus project-based learning
Projects
Project Based Learning
Teacher directed
Student driven
Single answer
Open-ended
Summative
On-going
Thematic
Driving question/challenge
Fun
Engaging
Answer giving
Problem solving
School world
Real world
Curricular add-on
Curricular focus
A video example:
New Brunswick
Gender Project
Project Design Principles
Begin with the end in mind
Manage the process
Craft the Driving Question
Map the project
Project assessment
Video: M.Y.T.O.W.N.
Youth-led tours
in Boston—started
with a question
(or 2)
www.mytowninc.org
Crafting a Driving
Question
A driving question is ...
Open-ended
Authentic
Concrete
Relevant
Requires core knowledge to answer
Provocative
Requires 21st Century Skills (such as Communication or
Collaboration)
Refining a dq: Example from a science class
Can science be used to solve crimes?
Would you trust your guilt or innocence
to science?
Refining a dq: A local example
Why do children in
Philadelphia suffer
from asthma?
How can we reduce
asthma in our
neighborhood?
Refining a dq: A local example
Why is lead
poisoning found in
rowhousing?
Are efforts to reduce lead
poisoning in our
neighborhood effective?
More Driving Questions
How can we nourish our community?
How green is our neighborhood?
What does waste really cost us?
How can we turn empty lots into
neighborhood treasures?
Which books belong in our library?
Planning a project for
your site
Project Examples
Community Mapping
Project
My Art, My Voice
Using the Project
Planning Form
Projects to consider…
• Projects that focus on local issues
• Projects that map community
assets
• Projects that tell an important story
about the neighborhood or
community
The Refining protocol
Question 1: Can my students read and comprehend the driving question?
Question 2: Is the driving question open-ended or can it be answered
with a “yes” or “no?”
Question 3: Does the driving question allow me to create a powerful local
context for the project?
Question 4: Does the driving question offer opportunities for students to
express voice and choice?
Question 5: Does the driving question ask students to engage in an
inquiry that is both rigorous and relevant?
Question 6: Does the driving question allow me to design both individual
and collaborative tasks that require higher-level thinking skills?
Refining Question 7: Does the driving question require students to learn
new skills and knowledge and to demonstrate higher-level understandings
or applications?
Using the Project
Rubric
The Project Rubric: What we
want students to learn…
• Project
content
• Collaboration
• Communication
• Habits of Mind and Career
Preparation
• Literacy
Managing Projects
Tips for Managing the project…
• Pay attention to group behaviors—mix up
team members on your next project
• Use task lists and timesheets to help students
manage their time and meet deadlines
• Consider using group contracts so students
“sign on” to the project effort
• Debrief with team leaders
• Have groups report out to whole
Use the Debriefing Form at the end of each project
•
•
•
•
•
What did I learn?
How interesting was this project?
Were the instructions clear?
Were the activities well-organized?
What skills or habits of mind did I
improve?
Preparing your site
for PBL
Make your site “PBL- friendly”
Think about…
--‘Facilitation versus instruction’
--Making time in your schedule for PBL
--Adapting sample project plans to fit
your context
--Using Web resources (project
libraries, Edutopia videos) to learn more
Documenting a Project
Keep a Project Based Learning Binder with:
• Project
Planning Form
• Project-specific rubric (for each youth)
• Task List (for each youth, grades two and up)
• Debriefing Forms (for each youth, grades two and up)
• Evidence of culminating project, such as pictures, copies
of student work, portfolios, etc.
Create a separate binder for each Project
and keep it on site
Protocol for tuning projects
Present your project to one or two other table
groups. Outline your Driving Question, project
activities, and products. Other team(s) listen without
responding or questioning. (3 minutes)
Other team(s) asks clarifying questions. (2 minutes)
Team(s) offer warm feedback. (2 minutes). “I Like …”
Team(s) offer cool (not cruel) feedback. (2 minutes).
“I Wonder if …”
Together, teams discuss ideas for improvement. (2
minutes). “ A Good Next Step Might Be …”
Resources from Buck Institute for Education
Buck Institute for Education resources include:
Website: www.bie.org
PBL Handbook and Starter Kit series
PBL Online: www.pbl-online.org
BIE is dedicated to improving 21st Century teaching
and learning by creating and disseminating
knowledge, products, and practices for effective
project-based learning
Find More Ideas Here
These organizations offer examples of youth projects that
offer a high degree of engagement and youth voice:
DoSomething! www.dosomething.org
Promise of Place www.promiseofplace.org
What Kids Can Do http://whatkidscando.org
Youth Venture www.genv.net
More Web-based resources
www.pbl-online.org
www.novelapproachpbl.com
http://collaboratory.nunet.net/cwebdocs/index.html
www.imsa.org
www.glef.org
www.bie.org
… On-line project libraries
•http://projects.hightechhigh.org/
•http://www.pbl-online.org/
•http://pathways.ohiorc.org/
•http://www.envisionprojects.org/cs/envision/print/docs/750
•http://www.wested.org/pblnet/exemplary_projects.html
•http://virtualschoolhouse.visionlink.org/projects.htm