Transcript Gates and Mirkin (2012) 0If the United States is to maintain its historic pre-eminence in the STEM fields, then we must produce approximately one.

Gates and Mirkin (2012)
0If the United States is to maintain its
historic pre-eminence in the STEM
fields, then we must produce
approximately one million more
workers in those fields over the
next decade than we are on track
now to turn out.
President’s Council of
Advisors on Science and
Technology (2012)
REPORT TO THE PRESIDENT
0Success in advanced manufacturing and
entrepreneurship will require a workforce with
fundamental(STEM) skills and broad problem‐solving
skills, decision making skills, and people skills that do
not emerge from a conventional K–12 education. We
encourage adoption of Project‐Based Learning
(PBL) methods in K–12 and in community college
programs…
A Driving Question
0“How do we develop Project
Based Learning units/lessons
to help students become more
interested in and better learn
the content of STEM
subjects?”
First Turn/Last Turn
0 Form groups of four to eight.
0 Silently and simultaneously, members read an article and
underline or highlight three or four items that have
particular meaning for them.
0 The facilitator names a person to start in each group.
0 In turn, members share one of their items but do not
comment on it. They simply read it (tell the group where
it is located).
0 In round-robin fashion, group members comment
about the identified item with no cross-talk.
0 The initial person who named the item now shares his or
her thinking about the item and therefore gets the last
turn.
PBLements
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8.
N–
D–
S–
V–
T–
I–
F–
P–
Project Ideas
“Slide or Fried”
 After receiving a Letter and watching a news
clip about the dangers of playground equipment on
hot summer days, students will work collaboratively
to research, design, and conduct experiments, draw
conclusions and present their recommendations to
the Parks and Recreation Commission. This real world
scenario will help students master the scientific
concepts of absorption and reflection of light with
regards to temperature and will sharpen scientific
inquiry skills.
Project Ideas
“Are You Freezing?”
 Students will prepare a presentation demonstrating
the transfer of energy from ice cream mix to
ice. Students will employ the kinetic theory to relate
molecular motion, kinetic energy, and temperature;
understand the law of conservation of energy as it
applies to thermal energy; and experimentally
demonstrate the relationship between heat and
temperature.
1
Need to Know
Why do students “need to know” content related to the
project?
Unmotivated by future use of knowledge
School work needs to be relevant
Compelling project provides relevance to content
1
Need to Know
Question: How can we activate the students’ need to
know content?
Answer: Entry Event
Key to a good Event: Start with a BANG!
1
Need to Know
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Video or scene from a film (fictional, documentary)
Discussion
Guest speaker
Field Trip
Demonstration or Activity
Provocative Reading
Present puzzling problem or startling statistics
Display photos/works of art or play a song
Brainstorming
1
Need to Know
 Real or Mock Correspondence to set up scenario
 sounds authentic
 looks authentic
 clear situation
 clear task
 sounds important and urgent
 keep it short (leave room for student questions)
Slide or Fried
CBS News
Am I Freezing?
 You work for an old fashioned ice cream factory. The new
supervisor for your team has decided that since ice cream does
not stay frozen at 0o C, ice is useless in ice cream making and he
plans to cancel the purchase order for ice. How will you
convince him he should reconsider as your company only
makes ice cream the old fashioned way with crank
freezers? Or, should your factory reconsider its method of
making ice cream? Perhaps there is a more efficient
method. Your team will present to the Board of Directors of
your company your approach to ice cream making.
2
What is a Driving Question?
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Open-ended question that captures the task.
Gives focus to all tasks.
Promotes inquiry and interest.
Answers the question, “Why are we doing this?”
The answer is at the heart of the culminating products.
 Our driving question: How can using PBL help students
become more interested in and better learn the
content of STEM subjects?
2
Driving Question
 Characteristics:
 Open-ended and/ or complex.
 No single “right answer.”
 Requires in-depth inquiry and higher level thinking.
 Provocative or challenging to students.
 Relevant, important, urgent, or interesting.
 Linked to core of what students should learn.
 Need targeted knowledge to answer the driving
question.
Slide or Fried
 Abstract/ conceptual
 Is playground equipment safe for children in the
summer?
 Concrete
 How can we explain the temperature of
playground equipment using the properties of
waves?
Slide or Fried
 Problem-solving
 How can the properties of waves be utilized to
make the temperature of a playground slide
safer?
 Design challenge
 How can we design a playground to prevent
injuries due to increased heat of equipment on
a hot summer day?
Am I Freezing?
 How cold is cold?
3
Significant Content
 First step in designing a project: choosing standards
 First project: smaller scope
 (1-3) content standards for assessment
 Standards – choose the most important for school, state tests
 (2) 21st century skills:
 Collaboration
 Presentation
 Teacher's personal goals for students - seeing into/beyond
community, passion for topic
 Doesn’t need to be every unit or every standard
3
Significant Content
Detroit Public Schools study
7th & 8th grade science - two project-based cohorts
Increased process skills & understanding
Higher pass rates on MEAP in 8th grade compared to rest of district
7th & 8th grade: 66 point higher scores on average
Higher success for up to 1.5 years (from at least 1 PBL unit)
Reduced achievement gap for urban African-American boys
Geier, R. et al. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of
urban reform. Journal of Research in Science Teaching, 45 (8): 922-939.
3
Significant Content
Project Example - Science standards to assess:
P1.1h: Design and conduct a systematic scientific investigation that
tests a hypothesis. Draw conclusions from data presented in charts
or tables
P4.1B: Explain instances of energy transfer by waves and objects in
everyday activities
P4.9B: Explain how various materials reflect, absorb, or transmit
light in different ways
21st century skills:
Collaboration
Presentation
Significant Content
3
Project Example - Science standards to assess:
SC.O.PS.2.4 Relate molecular motion and the amount of kinetic energy to the temperature of a system
SC.O.PS.2.9
qualitatively and quantitatively describe the law of conservation of mass/energy
mechanical
thermal
chemical
electrical
nuclear.
(Items with strike-throughs are not addressed during this PBL.)
SC.O.PS.2.11
experimentally demonstrate the relationship between heat and temperature:
specific heat
melting point
latent heat.
21st century skills:
Collaboration
Presentation
30 second speech
 Plan a 30 second speech…
 Share your thoughts about the first 3 elements of PBL.
Voice & Choice
 Studies and Conclusions:
 Imtiaz and Imtiaz (2012)
 PBL was an effective instructional model, BUT it also
made them autonomous learners.
Voice & Choice
 Studies and Conclusions:
 Barret and Moore (2010)
 The dialog between facilitators and learners results in a
deeper knowledge of the material.
Voice & Choice
 The Studies:
 Jarret and Stenhouse (2011)
 Results confirmed that PBL was a “powerful way to
meet curriculum standards while empowering teachers
and children.”
Voice & Choice
 The Take-Aways:
 Learners become self-starters.
 Learners are given the opportunity to explore beyond
the imagination of those that made the curriculum.
 Most importantly, learners still meet standards while
taking ownership of their education.
21st Century Skills
 Seven C’s of 21st Century Learning
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Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Cross-cultural Understanding
Communication and Media Fluency
Computing and ICT Fluency
Career and Learning Self-reliance
21st Century Skills
Alignment to US Department of Labor’s SCANS
Competencies
 Resources: Identifies, organizes, plans, and allocates
resources
 Interpersonal: Works with others
 Information: Acquires and uses information
 Systems: Understands complex inter-relationships
 Technology: Works with a variety of technologies
http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
http://www.bie.org/research/21st_century_skills
Inquiry and Innovation
 While researching driving question, students discover
new, detailed questions
 Seeking answers  more questions
 Brainstorm ideas
 Discover resources
 Can feel hectic, but this is where learning occurs!
Inquiry and Innovation
Q
u
e
s
t
i
o
n
i
n
g
Slide or Fried
 As students investigate the driving question:
“How can the properties of waves be utilized to make the
temperature of a playground slide safer?”
They formulate deeper questions such as:
 What are the properties of the slide materials?
 What alternative materials are available to manufacture
playground equipment?
 What causes burning in living tissues?
Am I Freezing?
 As students investigate the driving question:
“How cold is cold?”
They formulate deeper questions such as (these aren’t deep –
our scientists in the room will help us think of these):
 Why is the warming curve for water flat as water changes states from a solid to
a liquid? What is happening to the energy being added?
 What two phase changes are occurring as we make ice cream? And to what
substances?
 What are colligative properties?
 Why does ice melt when we add salt?
 Name three places the energy (heat) to melt the salty ice is coming from when
you made ice cream. (Salt IS NOT one of them!!)
Ice Cream Lab – materials
in English units
 Ingredients
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.5 liters milk = .53 quarts ~ 2 cups
110 ml sugar = 3.63 ounces ~ ½ cup
2.5 ml vanilla = .5 teaspoon
1.5 liters ice = 1.6 quarts ~ 6 cups
180 ml salt = 5.94 ounces ~ ¾ cup
toppings
Ice Cream Lab – more materials
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1 gallon size Ziplock bag
1 quart size Ziplock bag
measuring cups
measuring spoons
spoons
bowls
Procedure
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Put milk, sugar, and vanilla into quart bag. Squeeze out as much air as
possible and close bag securely.
Place quart bag in gallon bag. Add ice and salt. Seal large bag.
Knead the small bag inside the large bag to expose the mixture to the
cold temperatures. You can also roll the bag back and forth on the lab
table.
Knead for about 10 minutes. Check to see if the mixture is frozen. If not
knead longer.
When frozen remove smaller bag. Carefully open it, being sure to wipe
seal of salt water first. Place in cups, top, enjoy.
Answer and turn in analysis questions.
Inquiry and Innovation
 Our driving question: How could using PBL help students become
more interested in and better learn the content of STEM
subjects?
Questions we should ask ourselves:
 What is the best way to present the knowledge/skills needed?
 How difficult is PBL?
 How do teachers help students meet the standards?
 Is student learning as significant and measurable as in traditional
instruction?
 Are students as engaged and responsible for their learning in PBL?
 What does the research say?
Feedback & Revision
 Responsibility
 “Moving forward” input
 During project work
 Periodic check-ins and feedback
 Daily or weekly
 Whole group or individual
 Verbal or written
 Use rubrics or checklists
Feedback
 Presentation
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Audience
Instructor
Peers
Self
Feedback
 Presentation
 Audience
 Survey or feedback forms
 Questions?
 Instructor
 Peers
 Self
Feedback
 Presentation
 Audience
 Instructor
 Post-presentation questions
 Graded rubric
 Peers
 Self
Feedback
 Presentation
 Audience
 Instructor
 Peers
 Post presentation questions
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 Created by you or students
Small group discussions
“Fish-bowl” discussions
“What did we learn?”
“What is the answer to the driving question??
How did we use 21st Century Skills?
 Self
Feedback
 Presentation
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Audience
Instructor
Peers
Self
 Journal entry or survey
Publicly Presented
 Communication skills
 Incentive
 Probe understanding
Next: A Review and a Deep-Dive
PBLements
1. N – Need to know
2. D – Driving question
3. S – Significant content
4. V – Student voice & choice
5. T – Twenty first century skills
6. I – Inquiry and Innovation
7. F – Feedback and revision
8. P – Publicly Presented Content
A Driving Question
0“How do we develop Project
Based Learning units/lessons
to help students become more
interested in and better learn
the content of STEM
subjects?”
We want to
Increase Student Learning
In order to do this…..how Adaptive are we?
Adaptive Definition:
Changing form (practice) while changing identity.
Focusing Questions:
Who are we? Who do we need to be?
Why are we doing this?
Why are we doing this this way?
From Adaptive Schools Garmston & Wellman
Adapted or Adaptive?
Companies that are
adaptive…(or
not)
0 Adaptive
0 Not
0 Target
0 Google
0 3M
0 Amazon
0 Apple
0 Blockbuster
0 Sears
Apple
Dilts Nested Levels of Learning
One level impacts the other…
Identity
Beliefs, Values, Assumptions
Capabilities
Behaviors
Environment
WHO?
WHY?
HOW?
WHAT?
WHERE?
“All the good work in schools is
just tinkering unless we
clarify our identities as
collaborators and inquirers.”
- Michael Fullan
Vision for School Change
The Elements of Professional Community
1.
Compelling
purpose
and
academic
focus
4.
Deprivatized
practice
2. Collective efficacy
and shared responsibility
for student learning
5.
Relational trust in
one another
From Adaptive Schools Garmston & Wellman
3.
Collaborative
culture
6. Individual and
group learning
based on ongoing
assessment and
feedback