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  • 1. Design Concepts TEAM WIP SERVICE MEETS SOCIAL Barbora Batokova Graduate Design Studio II Lauren Chapman Spring 2010 Jeanette Leagh School of Design Marcus Perez Cervantes Carnegie Mellon University
  • 2. OUR MARKET Learning Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 3. Schools are not preparing kids for complex problems. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 4. TROPICAL DEFORESTATION | TEREZA, 13 Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 5. WAR | MAREK, 12 Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 6. HOUSING | JIRKA, 7 Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 7. WEAPONS | RADANA, 12 Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 8. COMPLEX PROBLEMS REQUIRE 21ST CENTURY SKILLS cross-cultural skills responsibility presentation skills collaboration creativity media literacy communication critical thinking problem solving flexibility decision making accountability leadership environmental awareness civic literacy global awareness self-direction Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 9. WHAT & HOW DO SCHOOLS TEACH? Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 10. TED Talk - Sir Kenneth Robinson “ ” Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 11. Due to the lack of in-context learning, focused collaboration, and knowledge-sharing, children don’t see relevance in what they are taught. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 12. SPY CAMP - Dr. Best “ ” Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 13. Project-Based Learning Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 14. WHAT EXACTLY IS PROJECT-BASED LEARNING? • effective teaching method that fulfills academic curriculum by charging students with a meaningful question to explore, an engaging real-world problem to solve, or a design challenge to meet • students learn through an involved process that develops collaborative skills and creative thinking *Source: PBL Starter Kit Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 15. WHAT DOES PROJECT-BASED LEARNING MEAN FOR STUDENTS? • engage in rigorous process of inquiry of complex, authentic questions and problems • collaborate actively in teams, with some degree of “voice and choice” • develop and demonstrate in-depth understanding of academic knowledge and skills • build 21st Century skills • create and present quality products and performances to a public audience Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 16. WHAT DOES PROJECT-BASED LEARNING MEAN FOR TEACHERS? • plan and facilitate student projects • play vital role as manager of inquiry process • constructively assess progress and lessons learned • gain revealing insights—learn alongside students Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 17. TIMES CHANGE—SHOULDN’T SCHOOLS ADAPT? • solving complex problems doesn’t occur in silos—neither should learning • PBL teaches students integrative thinking and fosters sound judgment • PBL makes the learning experience more meaningful—and fun (finally!) Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 18. Project-Based Learning Works! Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 19. Project Design Interactive Tool • PBL project evaluation • Preparing/designing PBL is time-consuming Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 20. 1) A group of teachers, having some experience with 2) They know how time-consuming PBL projects can be if all PBL 3) They heard about an interactive PBL tool that will help designing PBL projects, want to develop a semester-long requirements are to be met and curriculum incorporated. them plan the project. interdisciplinary standards-focused project for 7th graders. 4) They gain access to the tool through membership. 5) One teacher starts a new project framework and shares it with the 6) They use the built-in discussion forum to discuss other teachers, who then each input their subject/curriculum potential ideas for the over-arching real world theme that requirements. students will explore. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 21. 7) They use the built-in calendar to set-up the in-person meeting. 8) They decide on a theme: Gender Roles. 9) The system generates a matrix incorporating the curriculum & PBL standard-focused requirements so that teachers can 10) They set up another in-person meeting to decide on brainstorm subject-related modules. The system allows them to comment on each others ideas. modules. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 22. 11) In the system, they mark the selected modules. 12) The system generates a calendar with the selected ideas that can be dragged to be organized chronologically. 13) The system provides resources & tools to develop 14) The system generates individual lesson plans with the 15) The system provides tools to create evaluation rubrics. individual modules to fit within the theme, satisfying PBL project for each teacher. requirements & curriculum. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 23. Online Community About PBL • Understanding PBL • Introduce PBL into wider community Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 24. 1) Jane, mother of 2 kids & teaches history to 7th grade 2) Looking for a new instructional method and by 3) Her friend invites her to become part of this online students. Both her kids & students are bored, don’t see . talking to a friend in her network she learns about PBL. community. meaning in what they are taught. 4) She goes in with the intention of finding out about a 5) She selects a specific project to use for her class: better way to teach World War II. Keyword: World War II -> Larger Real World Problem Related to Search [violence] -> Projects to Address Issue [conflict without borders] Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 25. 7) She downloads the project and realizes with PBL she 8) She plans to incorporate this project for her next semester. can teach more than just the time line of World War II. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 26. OUR NEXT STEPS • Journals for teachers • Seek out PBL school/groups • Participatory research with teachers & students • Follow-up interviews with Dr. Best • Citizen Schools in NYC tour & interview • CYERT Schools tour & interview Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University
  • 27. Service Meets Social Graduate Design Studio II Spring 2010 Barbora Batokova Lauren Chapman Jeanette Leagh Marcus Perez Cervantes School of Design Carnegie Mellon University