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PBL: Why, What and How

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  • My journey began in Summer 2008
  • Transcript

    • 1. Project-Based Learning: why, what, how Jonathan E. Martin @JonathanEMartin www.21k12blog.net Education in a Changing World Conference, August 8, 2013
    • 2. why
    • 3. So much is changing……..
    • 4. http://www.justsaypictures.com/im-looking-for-the-mouse.html Now we will just assume that media includes the possibilities of consuming, producing, and sharing side by side, and that those possibilities are open to everyone. How else would you do it? Clay Shirky, Cognitive Surplus
    • 5. • Relevance • Exploration, Discovery, and Process • Learning by Doing, Making Mistakes, Constructing Meaning
    • 6. What the World Needs is Different
    • 7. 7 Survival Skills • critical thinking & problem solving • effective oral & written communication • accessing & analyzing information - • curiosity and imagination • collaboration across networks & leading by influence - • agility and adaptability • initiative and entrepreneurship
    • 8. We Need Deeper Learning
    • 9. What could we do to make the biggest impact for students and teachers? Deeper Learning: • Mastery of core academic content • Critical thinking and problem-solving • Working collaboratively in groups • Communicating clearly and effectively • Learning how to learn • Barbara Chow, ED, Hewlett Deeper Learning, EdWeek
    • 10. Shadow-blogging
    • 11. Relevant & Interesting Problems
    • 12. What if? • At least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away. • It should be because their work is something they create on their own, or with others, that has real value in the real world.
    • 13. Technologyas accelerator
    • 14. Professionalism
    • 15. Authentic Audience
    • 16. Rethinking Assessment
    • 17. PBL
    • 18. Project-based learning is integral to school’s program
    • 19. Essential Ed. Elements 1.Hands on projects solving real problems 2.Collaboration: Working in Teams 3.Creating 4.Multi-disciplinary learning 5.Design Thinking 6.Trial and Error
    • 20. what
    • 21. HighQuality, 21stcentury PBL (HQ21PBL)
    • 22. A design view of PBL “a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student- influenced inquiry process that is structured around complex, authentic questions and carefully designed products and tasks” Mergendoller, et al., 2006
    • 23. Critique Web Literacies & Digital Citizenship Broad-Based Assessment Real-World Relevance Scaffolding & Teaching as necessary
    • 24. Defaultposition:Every student,everyunit
    • 25. Back to why
    • 26. Reviewing the Research Regarding PBL Efficacy -- several slides borrowed from Jason Ravitz, former Director of Research, BIE, available here: http://www.slideshare.net/biepbl/metasynthesis-3slides
    • 27. My argument This model of PBL– inquiry driven, student-centered, technologically accelerated, networked-connected, skill developing, real-world informed and applied— is essential, most of all because it develops, supports, and assesses the skills and mindsets of self-directed and self-empowered learning, and there’s nothing more important for our students’, our society’s, and our planet’s future.
    • 28. how
    • 29. www,pbl-online.com
    • 30. The existential question Teacher-Driven Or Student-Driven
    • 31. http://www.pbl-online.org/ www.bie.org/diy
    • 32. Determine your ILOs Content Standards/Knowledge 21st c. Skills
    • 33. Develop Project Concept Online Archives Textbook Suggestions News and Events Collaborative Design How would a professional use this knowledge and skill set?
    • 34. Design Project Take the Time Map it Out Try it Yourself
    • 35. Evaluate Work with Colleagues Project-Based or Project-Oriented Learning? Use the Six A’s
    • 36. Six A’s Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment practices • Steinberg, Real Learning, Real Work
    • 37. A Good DQ should • Be provocative and relevant • Drive the project • Capture a project theme or a "big idea“ • Arise from real world dilemmas • Point students toward mastering content and skills that enable them to answer the question • Not be easily solved or answered
    • 38. “Operationalizing” the DQ
    • 39. From: Was Truman’s decision to drop the bomb justified? To: How might we prepare a message to our Senator advising how to vote on a nuclear weapons elimination treaty? Adapted from BIE handbook
    • 40. What have been the most popular novels among teenagers in the last 30 years? To: How can we communicate effectively to the Library board how reading interests have changed over the last 30 years so that they will revise their purchasing strategy? Adapted from BIE handbook
    • 41. • Ignite Sessions/ Pecha Kucha • Blogging: Quadblogging • Websites & Wikis • Videos • Teaching younger students • Books for grandparents/family members • Letters to Newspapers, Public Officials • Pamphlets and handbooks Going beyond powerpoint
    • 42. • Assess knowledge and skills discretely • Design exhibitions of learning in which students demonstrate knowledge and skills • Use Multiple Measures; Don’t require “culminating product” to hold all accountability • Use rubrics for ILO’s, not tasks • Use self, peer, and expert assessments • Employ frequent formative assessment
    • 43. Questions? http://www.pbl-online.org/ jonathanemartin@gmail.com @JonathanEMartin www.21k12blog.net www.bie.org/diy