PBL
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  • This is our driving question for the session-we will look at how to develop pbl instruction. PBL is naturally differentiated-students take on a variety of roles, so by using PBL you will be creating pathways for students learning.
  • This is like problem solving the way that people do it in their lives and work: The problem is front loaded. Next slide: expectations for performance are given early on, so that students can work with more purpose, and often know their grades before they get the assessment back from the teacher.
  • Gives the big picture of PBL. Discuss the idea of structuring the learning experiences after student ’ s need to knows, rather than pre-teaching and assuming what the student ’ s skills are. Also point out that while most of the problem is front loaded, as a teacher, you can introduce more information later in the game to make the problem more complex – which is why we use the circle to indicate process
  • Gives the big picture of PBL. Discuss the idea of structuring the learning experiences after student ’ s need to knows, rather than pre-teaching and assuming what the student ’ s skills are. Also point out that while most of the problem is front loaded, as a teacher, you can introduce more information later in the game to make the problem more complex – which is why we use the circle to indicate process
  • Ask the group to share out on their understanding of each step and generate a list of need to knows. Let them know that this is the process that parallel the Buck PBL Starter Kit . Math & Science: often the “ scenario ” and the “ driving question ” are hard to distinguish.
  • Point out that projects must focus on both content and 21st century skills. Discuss how the two can support each other. Trainer: Use your own project that you are highlighting. Replace the comments in the last two bullets with your subject, and the learning outcomes that you addressed in your project.
  • Using the Project Overview Form (POF), the team teachers were able to fill out the grade level, subject/course information, and list the specific standards that were being covered in the project. Make sure to point out the integration of standards in this project. Trainer: Take a screen shot of your own project overview form, and insert it here.
  • Trainer - Replace with your own Driving Question for your own project
  • Trainer – replace the problem statement above with the problem statement for your own project.
  • Talk about how we must know what success looks like in order to lead the students toward that goal. Trainer – You can either attach your own rubric, or you can take a screen shot of your rubric. Either way, you will want your rubric open in a separate doc, so that they can see what it is about. Usually all you have to do is focus on one row. Avoid getting into too many specifics about the rubric – they will have a rubric writing workshop later.
  • Trainer - Attach your own entry doc here. Point out that many teachers write the entry doc before the rubric…but that there is no “ correct ” way to do this. HOWEVER…they should be done one very soon after the other, so that there is good alignment.
  • Discuss what scaffolding is and how they might plan out their scaffolding activities (list out skills and outcomes of the project and backward map support that is needed for each skill). Trainer: replace these activities with a sampling of your own scaffolding activities

PBL Presentation Transcript

  • 1. Project Based Learning Dana Berg, ESA2
  • 2. What ’ s the difference between Doing Projects and Project Based Learning ?
  • 3. Know/ Need to Know Presentation/Product In PBL, the “ Problem ” is front-loaded. Rubric
  • 4. WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING
  • 5. WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING So, how do we develop projects?
  • 6. Guidelines for Project Development
    • Begin with the end in mind
    • Craft the driving question
    • Develop a scenario
    • Plan the assessment
    • Map the project
    • Receive Critical Friends feedback
    • Manage the process
  • 7. Developing The Project Plan the Assessment Begin w/ the End in Mind Craft the Driving Question Develop a Scenario
  • 8. Documentation for Project Development Map the Project
  • 9. The team teachers want to create a new project, so they Begin With The End in Mind
    • They look to the standards and school-wide learning outcomes :
      • I want to combine world history, career planning and success skills, and language arts 9 standards
      • I want to focus on developing collaboration, written communication, and oral presentation skills
  • 10. Content Standards
  • 11. Next, they Craft the Driving Question
    • Why are there hate crimes/terrorism that are based on religious beliefs/customs? What are they and how can they be prevented?
  • 12. Then, they Developed a Scenario by crafting a problem statement How do we as…. young Americans Do…… understand other religions/customs So that..… we can eliminate hate crimes/terrorism and live in peace/harmony?
  • 13. Finally, they Planned the Assessment (step 3)
  • 14. Then they mapped the project by developing an Entry Event
  • 15. A Strong Entry Document…
    • Is aligned to State standards
    • Sets the scene
    • Outlines the problem/project
    • Gives the students roles
    • Gives the students a goal/idea of end product
    • Provides key words or phrases that hint toward the need-to-know list
    • Allows students to (at least initially) chart their own course.
  • 16. Think Hansel and Gretel
    • Put down some “ bread crumbs ” to help your students find their way…
    • In your entry doc, lay some hints down, to help them go in the direction you want
    • Key words and phrases often serve as the “ bread crumbs ” - students will key on them as Need To Knows.
  • 17. Think About…
    • Adult Connections
    • Any astronauts in your community? Invite them for assessment or as a guest speaker during the course of the project.
    • Contact NASA, tell them about your project, how they might help?
    • Authencity
    • Find the logo for NASA, put into letter.
    • Convince someone at NASA to actually allow the use of his/her name at the bottom of the letter.
    • Video conference presentations with Houston/Mission Control?
  • 18. Trial Run It!
    • You might give your entry doc to another teacher, and have him/her write a list of knows/need to knows
    • Did that person identify the key areas that you want to hit in your project?
    • Will the need-to-knows provide direction for beginning the project?
  • 19. They continued Mapping the Project by planning scaffolding activities
    • Workshops over the writing process
    • Analyze various websites to see if they are credible
    • Students will use note cards to document their findings
    • Workshops on formatting report, title page, outline, sources, etc.
    • Jigsaw workshops for each individual religion
    • Understanding proofreader ’ s marks
  • 20. Next, they received Critical Friends Feedback
    • Once they completed the Project Overview document they asked for feedback from their colleagues and their designated coach.
    • They made sure to follow the Critical Friends protocol so that everybody was able to focus on the project rather than the individuals who developed the project.
  • 21. Finally, they considered how they would Manage the Process Questions to consider… What ’ s my role during the project? What are the different stages of the project? What does a typical day look like? What ’ s the role of my students during the project?
  • 22. Learning to Work In a Group Is a New Skill For Many Students
    • Students may become frustrated
    • Students may want to work alone
    • Students may lack the skills to be a good collaborator
    • As with any new skill, students will need practice, guidance and support to develop this ability
    • Repeated practice and reflection
    • Tools to help guide collaboration
  • 23. Group Contracts
    • Have students write a group contract at the beginning of each project
    • Provide Template, guidelines, sample contracts
    • Review with the group and have each member sign it
    • Refer to the contract when problems in the group arise
    • Ask the groups to reflect on their contract at the end of the project
  • 24. Group Leaders
    • Meet with the groups leaders on a daily basis to discuss the groups progress and any questions the group may have
    • The group leader should keep a daily log of what the group accomplished
    • Incentives can be offered for groups that meet all of their deadlines
  • 25. Project Pacing Charts
    • Each group should develop the chart collaboratively
    • Refer to the pacing chart on a regular and frequent basis
    • Points can be assigned for work ethic as a daily formative assessment
  • 26. Discussion Database
    • How Its Used
    • Accountability
    • Daily Responses
    • Formative Assessment
    • Living Document
    • Examples
    • Notebook Journal
    • Wikispace Discussion
    • Blog
    • Wallwisher.com
  • 27. Group Folders
    • Groups often struggle to manage all of the paperwork that is included in a project
    • If a student is absent, other group members have access to all the work
    • You can periodically check folders to monitor the progress each group is making
    • Create a folder for each group that can hold all the group work throughout the project
  • 28. Contact Me
    • Dana Berg
    • www.danaberg.wikispaces.com
    • [email_address]
    • Twitter:
      • @danaberg81
      • @sdesa2