Jonathan Martin21k12blog.netTwitter: @JonathanEMartinjonathanemartin@gmail.com1. Professional Collaboration2. Relevant & Interesting Problems3. PBL: Every Student, Every Subject4. Entry Events: Open Big5. Technology as subordinateaccelerator6. Students as Professionals7. Iteration & Formative Feedback8. Audience Matters9. Rethinking Assessment
“a systematic teaching method thatengages students in learning essentialknowledge and life-enhancing skillsthrough an extended, student-influencedinquiry process that is structured aroundcomplex, authentic questions andcarefully designed products and tasks”Mergendoller, et al., 2006
Project-basedlearning isintegral toschool’s program
Essential Ed. Elements1.Hands on projectssolving real problems2.Collaboration:Working in Teams3.Creating4.Multi-disciplinarylearning5.Design Thinking6.Trial and Error
Reviewing the Research Regarding PBL Efficacy-- several slides borrowed from Jason Ravitz, former Director ofResearch, BIE, available here: http://www.slideshare.net/biepbl/metasynthesis-
Parker, W., Mosberg, S., Bransford, J., Vye, N., Wilderson, J., & Abbott, R. (2011).Rethinking advanced high school coursework: Tackling the depth/breadthtension in the AP U.S. Government and Politics course
What do you want for your students?What is most important for them to learn,practice, and develop?
critical thinking & problemsolving effective oral & writtencommunication accessing & analyzinginformation- curiosity and imagination collaboration across networks &leading by influence- agility and adaptability initiative and entrepreneurship
Nine Core Component of21st century PBL Schools
The sooner you start talking to yourcolleagues about your ideas, thebetter your project will be. If you don’twant to talk to people at your ownschool, you can find lots of teacherswho are excited about project-basedlearning by going online.This means presenting your plans to agroup of colleagues, who will giveyou constructive feedback, come up withideas that you haven’t thoughtof, and warn you of potential problemsthat you may not have anticipated.
“we need to invert the conventionalclassroom dynamic: instead ofteaching information and contentfirst, and then asking students toanswer questions about itsecond, we should put thequestion/ problem first,and then facilitate students withinformation and guidance as theyseek the answer and hold themaccountable for the excellence oftheir solutions and of theirpresentation of their results”.
What if? At least half of thetime they spend onschoolwork must beon stuff that can’tend up in a folderwe put away. It should be becausetheir work issomething theycreate on theirown, or withothers, that has realvalue in the realworld.