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micds pbl 2011


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  • Volunteer and discuss who would be best-
  • Transcript

    • 1. Project Based Learning
      Elizabeth Helfant
      1851micds SHIFT1851
    • 2. AGENDA
      Why PBL?
      What is and isn’t PBL?
      Pedagogy within PBL
      Experience PBL
      Design PBL Unit
    • 3. • Defining projects
      Components of projects
      Managing projects
      Creating projects
      Grading projects
      The realities of projects
    • 4. Other Objectives
      Make you think and question things
      Put you in some PBL learning situations
      Expose you to some technology support tools
      Have you build a unit for next year
    • 5. An Invitation
      Saturday August 20th 9-2
    • 6. Today’s Site
      And a Video
    • 7. Task One:
      Get into Groups of 4 (If 3, reporter and recorder become 1)
      Assign each member one of these rolls
      • Recorder – Records groups thoughts and class notes that might be important
      • 8. Facilitator/Discussion Leader – Keeps group on task, maintains full participation, also records important information from instructions
      • 9. Reporter- Reports out to larger group
      • 10. Reflector/Evaluator – Will assess group and individual contribution/engagement
      Record these rolls on the Google Site Under Group Work –
      Group Numbers are on the Table-
      This page will be your working location.
    • 11. Task 2
      What is PBL?
      What are the essential ingredients?
      Give an example.
      Why these images?
      Did you include these things-
      Be mindful of your role.
    • 12. Task 3
      Role Discussion
      How did each member perform their role?
      Fill out the assessment on the Group Site- It’s a Google Form-
    • 13. Why PBL?
    • 14. MICDS Upper School Reasons
    • 15. What Kids ShouldLearn
    • 16. 7 Cs + 3Rs
      Content Understanding
      Critical Thinking
      Cross Cultural Understanding
      Computing Skills
      Career and Civic Learning and Self-Reliance
    • 17. Partnership for 21st Century Skills
      Must be defined with Essential/Driving Questions!
    • 18. 21st Century Skills (Engage)
      Basic, Scientific and Technological Literacy
      Visual and Information Literacy
      Cultural Literacy and Global Awareness
      Inventive Thinking:
      Digital Age Literacy:
      Adaptability and Managing Complexity
      Curiosity, Creativity and Risk Taking
      Higher Order Thinking and Sound Reasoning
      Effective Communication:
      High Productivity:
      Teaming, Collaboration and Interpersonal Skills
      Personal and Social Responsibility
      Interactive Communication
      Prioritising, Planning and Managing Results
      Effective Use of Real World Tools
      High Quality, Meaningful Results
    • 19. NETS
    • 20. Skill Inventory
      What skills do your students need more practice with?
      Which 1-2 skills do you teach well and how do you do that?
      Individual Writing- Everyone contribute to the google doc- (we’ll do it anonymously but in PBL, I’d have kids logged in)
    • 21. Consider Dispositions and Habits
      Perkins Learning Dispositions for Good Thinking
      The Disposition to be curious and questioning
      The Disposition to think broadly and adventurously
      The Disposition to reason clearly and carefully
      The Disposition to organize one’s thinking
      The Disposition to give time to thinking
      From The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay
    • 22. Habits of Mind
      3P Grading
      Grading for Product
      Grading for Process (Habits of Mind)
      Grading for Progress (Skills Development)
      How do you assess these?
    • 23. Another Reason for PBL:How Kids Learn?
    • 24. Seven BIG Learning Messages
      Intelligence is not fixed
      Effort (Motivation) is as important as ability
      Learning is strongly influenced by emotion
      We all learn in different ways
      Deep learning is an active process
      Learning is messy
      Learning is Social
      Photo Credit: Stockphoto/VasiliyYakobchuk)
    • 25. Chapter 2:
      How the Brain Processes Information
      What strikes you as consistent or inconsistent with the way we teach skills and content now?”
      What might this have to do with PBL?
      Recorder contributes thoughts on EtherPad
    • 26. Blooms, Daggett, Flow, ZPD
    • 27. BREAK
    • 29. The PBL Process
      Skim 7 Essentials
    • 30. Begin with the End in Mind
      Craft the Driving Question
      Plan the Assessent
      Map the Project
      Manage the Process
    • 31.
    • 32. Experience PBL
    • 33. PBL, Projects, IBL, ProjectBL, Exercises
      Let’s visit the PBL
      Google Site-
      Exercises vs. Problems and the Role of HW- Vatterott Chapter 4 – Rethinking HW
    • 34. PBL Design and UBD
    • 35. Generating Ideas for Projects
    • 36. Where do Ideas Come From
      • Sample Projects (we will evaluate these later)
      Current Events/News
      NonFiction Readings
      Student Conversations
      Anywhere- Try Keeping an Evernote Notebook and clip stuff that might turn into an idea
    • 37. Driving Questions
    • 38. Group Dynamics
    • 39.
    • 40. Defining projects
    • 41. 1
      Projects are authentic, real world.
    • 42. Projects use a driving question or problem.
    • 43. 3
      Projects require the production of an artifact.
    • 44. Projects value depth over breadth.
    • 45. Components of projects
    • 46. 5
      Projects require a task or series of tasks.
    • 47. Students follow a process or investigation to complete task(s) and produce artifact.
    • 48. Project task(s) afford multiple paths to completion and learning.
    • 49. 8
      Students should have choice in the topic(s) and/or process of investigation.
    • 50. 9
      Scaffolds help students perform at a higher level with project tasks.
    • 51. 10
      Resources are evaluated and synthesized to produce artifact(s).
    • 52. 11
      Collaborations allows students to negotiate content and receive feedback.
    • 53. 12
      Assessment encompasses process and product.
    • 54. 13
      Artifacts afford multiple representations of knowledge.
    • 55. 14
      Projects take time.
    • 56. 15
      Good projects offer students opportunities to gauge their learning.
    • 57. 16
      Teachers embed mechanisms to help students manage projects.
    • 58. 17
      Projects achieve multiple standards/objectives at the same time.
    • 59. Creating projects
    • 60. 18
      Projects should encourage students to at least apply knowledge.
    • 61. Bloom’s Taxonomy
    • 62. 19
      Students will segment their learning from one class or topic to another.
    • 63. 20
      Students will gauge what is easy to do and choose the path of least resistance.
    • 64. 21
      Students' previous experiences with projects will impact what artifacts students produce.
    • 65. 22
      The amount of time and the resources available to the student will impact the artifacts students produce.
    • 66. Grading projects
    • 67. 23
      Projects should be rigorous
    • 68. 24
      Projects take longer to grade...but the final grade shouldn't be the first grade.
    • 69. 25
      Projects may aggregate multiple sources of knowledge into a portfolio.
    • 70. 26
      Students will weigh what's good enough versus the amount of time and effort required.
    • 71. 27
      It is practically impossible for an artifact to represent all that has been learned.
    • 72. 28
      Process and product must be assessed in order to accommodate all that has been learned.
    • 73. The realities of projects
    • 74. 29
      Teachers and students must recognize and accept their roles in project-based learning.
    • 75. 30
      Teachers and students must be comfortable with the physical messiness of project-based learning.
    • 76. 31
      Teachers and students must have a tolerance for ambiguity in project-based learning.
    • 77. 32
      Project-based learning must be integrated with the reality outside a teacher’s classroom.
    • 78. Successful Inquiry
      Involve students in initial planning
      Sharing learning goals
      Negotiating success criteria
      Planning questions which further learning
      Using strategies which maximise student thinking and articulation
    • 79.
      • Taking notes
      • 80. Making notes or drafting
      • 81. Using thinking skills
      • 82. Citing references
      • 83. Sorting and organising
      • 84. Interpreting and analysising
      • 85. Synthesising and applying
      Presenting Skills
      Learning to Learn Skills
      • Goal setting
      • 93. Organisation and time management
      • 94. Tracking and asking for assistance
      • 95. Self and peer reflection
      • 96. Critiquing
    • Rigor relevanc
    • 97.
    • 98.
    • 99.
    • 100. What is assessment?
    • 101. What is assessment?
      An ongoing process aimed at understanding and improving student learning
      Evidence that students know, can do and understand
      It’s more than just collecting data
    • 102. Assessment
      Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills
    • 103. Authentic assessment
      Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world.
    • 104. What can be assessed?
      Student learning characteristics
      -Ability differences
      -Learning styles
      Student motivational characteristics
      -Goal orientation
      -Content knowledge
      -Ability to apply content knowledge
      -Dispositions and attitudes
    • 105. Why do we need to assess?
    • 106. Importance of Assessment
      To find out what the students know (knowledge)
      To find out what the students can do, and how well they can do it (skill; performance)
      To find out how students go about the task of doing their work (process)
      To find out how students feel about their work (motivation, effort)
    • 107. Ways we can assess
      True –False Item
      Multiple Choice
      Short Answer
      Practical Exam
      Peer Rating
      Self Rating
    • 108. Self Assessment
      Data Gathering
    • 109. Self Assessment
      Evidence of Data Gathering
      Have I gathered enough information?
      Do I have sufficient evidence of research?
      Have I described/defined the problems that are at the core of my inquiry?
    • 110. Self Assessment
      Evidence of Understanding
      Do I understand the information/material I am researching?
      Have I used my own words to summarise my research?
    • 111. Self Assessment
      Evidence of Reflection/Analysis
      Does my work show that I have used the information to form my own ideas?
      Have I addressed the issues at the core of my inquiry?
      Have I drawn conclusions?
    • 112. Self Assessment
      Evidence of Creativity
      Have I created anything that shows my own views and opinions of my inquiry?
      Have I taken any action to do something about my findings?
    • 113. AssessmentConversations
      “When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better.
      When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.”
      Linda Reif
    • 114. ‘In times of change the learners will inherit the earth,
      while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’
      Eric Hoffer
    • 115. Working in your team -
      Looking at your inquiry plan for next year:
      Decide on exactly what it is that you are going to assess
      Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed.
      List the criteria you will assess against.
      Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.
    • 116.
    • 117.
    • 118.
    • 119.
    • 120.
    • 121.
    • 122.
    • 123.
    • 124.
    • 125. Attention
      Keller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.
      Methods for grabbing the learners’ attention include the use of:
      Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter.
      Variability – To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).
      Humor -Maintain interest by use a small amount of humor (but not too much to be distracting)
      Incongruity and Conflict – A devil’s advocate approach in which statements are posed that go against a learner’s past experiences.
      Specific examples – Use a visual stimuli, story, or biography.
      Inquiry – Pose questions or problems for the learners to solve, e.g. brainstorming activities.
    • 126. Relevance
      Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include:
      Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.
      Present Worth – What will the subject matter do for me today?
      Future Usefulness – What will the subject matter do for me tomorrow?
      Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation.
      Modeling – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors. 
      Choice – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.
    • 127. 3. Confidence
      Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease.
      Provide objectives and prerequisites – Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria.
      Allow for success that is meaningful.
      Grow the Learners – Allow for small steps of growth during the learning process.
      Feedback – Provide feedback and support internal attributions for success.
      Learner Control – Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.
    • 128. 4. Satisfaction
      Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment.
      Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting.
      Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic.
      Do not patronize the learner by over-rewarding easy tasks.
    • 129.
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    • 136. Photo Credit: Stockphoto/VasiliyYakobchuk)
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