PBL SFO

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A starter presentation on PBL

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  • SARA: Before proceeding to slide 4: At this point ask, how many of you have been to a workshop on PBL? (Hands, look around) How many of you do projects in your classroom? (Hands, look around) ASK: We’d like you to reflect on your expectations. On a scrap of paper, write “This will be a successful day for me if…” Blue tape on some chairs, ask those people to read out.
  • Moral of the story: We can’t do it alone
  • Sara: Who’s in your network? Who can support you, add to and challenge your ideas? Any of them here with you? Any teams that learn together? Before proceeding to slide 6:
  • JANE – Tell the story, model Think of a project. Think about the capabilities you drew on or developed while doing it. AHA – Isn’t this what we want for our kids, and it doesn’t it encompass of 21 st c. skills, how ever you define them? I maintain you cant’ achieve these Imagine aggregating all your answers into a word picture… couldn’t do it so…
  • Jane
  • Before Next Slide: How do you define Project Based Learning? Write some notes, share with a neighbor, modify as you’d like based on what you heard. Jane’s challenge was to get it down to 25 words….
  • Jane reads, parses elements on next slides
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  • Sara: Describe what to look, listen for to answer: What is significant about the project? What “big ideas” are being developed? (animal life and husbandry, health investigations, economic systems) Turn to a neighbor…
  • Jane In project based-learning there’s often an initiating event to get kids’ attention, then a driving or essential question that sparks kids’ need to know. We’ll focus on the question here. Ask a question then prompt for more angles or go deeper with the question. Help kids shape them so significant learning will happen. Let’s look at three subordinate questions kids might pursue: What key subject matter might be addressed in the process of answering these questions?
  • Jane: Prompt? Do you make distinction between activity-based and project-based? If so, what? Think of the video(s) you just saw, discuss in what ways… PBL is in evidence.
  • Sara: Can you keep doing your penguin unit? You bet. However, penguins probably aren’t specially in your grade level curriculum Think about how the theme of penguins might give entrée to rigorous study about… you decide. Prompt? Do you make distinction between activity-based and project-based? If so, what? REPORT OUT
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  • Sara: STAND UP MOVE, then ask questions about what we’ve discussed so far, THEN we’ll dig into Driving Questions
  • Jane They have some project sketches in front of them. They don’t all have entry events, but they might imagine what those are. Check into these again during work time. Some have EQs some have DQ’s depended on the person asking.
  • Sara: A Driving Question helps both students and teachers…
  • Sara Explains, says it’s interesting to see what kids think makes a good driving question. Thumb through their packet to see more definitions by kids
  • Jane From your perspective
  • JANE - Dependent on wht you’re doing, we need to dig into it with you throughout the day, and handout about products you
  • JANE - Consider an assessment timeline. Check the google site for a PDF of this
  • JANE - Dependent on wht you’re doing, we need to dig into it with you throughout the day, and handout about products you
  • Before Next Slide:
  • Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
  • Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
  • Suzie K-12 curricula linked to standards with assessment; implementation guide; fact sheets; printable maps, postcards, stickers & poster components; remarkable videos that open the world of Pennies for Peace; and much more!
  • Join others or invite them to join you.
  • Ask brave souls to report on their day. Interesting mix!
  • PBL SFO

    1. 1. <ul><li>Project-Based Learning </li></ul><ul><li>Staff Development Day </li></ul><ul><li>Sara Armstrong </li></ul><ul><li>Jane Krauss </li></ul><ul><li>& </li></ul><ul><li>a phalanx of facilitators </li></ul><ul><li>San Francisco Archdiocese </li></ul><ul><li>Friday, February 4, 2011 </li></ul>
    2. 2. About Your Guides Jane Krauss Sara Armstrong Colleagues, PBL Advocates
    3. 3. Where We’re Going Today <ul><li>MORNING </li></ul><ul><li>Orient ourselves to work ahead </li></ul><ul><li>Ask and answer: Why projects? </li></ul><ul><li>Qualities of good projects </li></ul><ul><li>Elements of project design </li></ul><ul><li>---Break </li></ul><ul><li>Breakouts, project planning </li></ul>AFTERNOON ---Lunch Breakouts, project planning ---Break Share work Resources Round Up Closing
    4. 4. A Story
    5. 5. Who’s Your PLN?
    6. 6. Life Is a Project
    7. 7. Capabilities of Project-Doing
    8. 8. When It Comes to PBL… <ul><li>Armchair traveler: curious from afar? </li></ul><ul><li>Tenderfoot: setting out on first journey? </li></ul><ul><li>Explorer: finding your way? </li></ul><ul><li>Scout: can guide and teach others? </li></ul>Are you an…
    9. 9. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>
    10. 10. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>
    11. 11. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>
    12. 12. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>
    13. 13. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>
    14. 14. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul>Projects allow students a degree of choice, setting the stage for active engagement and teamwork.
    15. 15. What Might This Look Like? Newsome Park Elementary Newport News VA
    16. 16. <ul><li>Read, write, do math with apples </li></ul><ul><li>Visit an orchard </li></ul><ul><li>Make apple sauce </li></ul><ul><li>Conduct a taste test </li></ul><ul><li>Paint and draw apples </li></ul><ul><li>Put on a Johnny Appleseed play </li></ul>PBL Why these apples? Activity based v. PBL “ Why are these the apples sold in our store?” Consumer preference, geography, agriculture, economics “ How did they get from the tree to here?” labor, distribution systems, home gardens “ Did grandma eat these apples at my age?” change over time, narratives Thematic Unit
    17. 17. Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Give Answers Make Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Activity-Based v. Project-Based Learning Continuum of Practice Fun Captivating (or not) Thematic  Curricular Focus
    18. 19. How to Teach This Way? <ul><li>Key Components </li></ul><ul><li>Support </li></ul><ul><ul><li>Important conditions met, honored </li></ul></ul><ul><li>Instructional design </li></ul><ul><ul><li>“ Backward” design </li></ul></ul><ul><ul><li>Mapped to objectives </li></ul></ul><ul><ul><li>Shaped by input </li></ul></ul><ul><li>Preparation </li></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Expectations </li></ul></ul>
    19. 20. How to Teach This Way? Several Important Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
    20. 21. How to Teach This Way? <ul><li>Key Components </li></ul>Fearlessness Fraternité Forgiveness Fidelity Fortitude
    21. 22. What do you think, wonder?
    22. 23. The Package Entry event Project sketch Driving question + Great project title Fabulousness
    23. 24. Why Have a Driving Question? FOR STUDENTS FOR TEACHERS Guides project work Creates interest and/or the feeling of challenge Reminds them “Why we’re doing this today” Aids discussion of the project Guides planning Reframes content standards or big ideas Captures & communicates the purpose of the project Initiates and focuses inquiry
    24. 25. Questions as Catalyst Qualities of good driving questions Something you want to know, and keeps you interested No simple “yes” or “no” answer Google-proof, causes you to construct new meaning Requires investigation to answer Leads to more questions
    25. 26. From Good Qs to Better Ones Can you discriminate? <ul><li>Where do earthquakes happen? </li></ul><ul><li>Are we at risk from earthquakes here? </li></ul><ul><li>1. Can every citizen get where they need to go? </li></ul><ul><li>2. What transit services serve our community? </li></ul><ul><li>Why do we need others? </li></ul><ul><li>What do community helpers do? </li></ul>
    26. 27. Content Knowledge Formative Summative Self & Peer Evaluation: Reflection and discussion Skills Assessment ~ What & How? What? Dispositions, 21 st c. Skills How?
    27. 28. Assessment Timeline
    28. 29. What’s Next? BREAK! 10:35 – 11:00 BREAKOUTS! 11:00 – 12:00 Sara (510) 326-8324 Jane (541) 221-3219
    29. 30. About You <ul><li>When it comes to PBL, you are: </li></ul><ul><li>Armchair traveler: curious from afar </li></ul><ul><li>Tenderfoot: setting out on first journey </li></ul><ul><li>Explorer: finding your way </li></ul><ul><li>Scout: can guide and teach others </li></ul>
    30. 31. Where to go next Armchair Traveler? Keep reading, looking Reinventing PBL Authors Jane Krauss, Suzie Boss Blog: http://reinventingpbl.blogspot.com Flickr: www.flickr.com/groups/reinventingpbl Buck Institute for Education Edutopia Understanding by Design
    31. 32. Where to go next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with curricula Webinar @ Edutopia Other projects to join: iEARN Cornell Labs Citizen Science (Birds)
    32. 33. Where to go next Tenderfoot? Join others in a project.
    33. 34. Where to go next <ul><li>Explorer? Expand beyond your classroom. </li></ul><ul><li>Find collaborative partners at: </li></ul><ul><li>Classroom 2.0: www.classroom20.org </li></ul><ul><li>Edutopia groups: www.edutopia.org </li></ul><ul><li>ePals: www.epals.org </li></ul><ul><li>Global Education Collaborative: http://globaleducation.ning.com/ </li></ul><ul><li>Global SchoolNet [web address] </li></ul>
    34. 35. <ul><li>Scout? Build buzz and go to scale. </li></ul><ul><li>Buzz-builders: Twitter, blogs, Facebook </li></ul><ul><li>Invite others to join: Edutopia groups </li></ul><ul><li>Share your wisdom with others in PBL~Better with Practice group: </li></ul><ul><li>www.classroom20.com/group/pblbetterwithpractice </li></ul>Where to go next
    35. 36. How Did It Go?
    36. 37. Thank You Jane Krauss [email_address] Skype: jkrauss1989 Twitter: @jkrauss Blog: http://reinventingpbl.blogspot.com Sara Armstrong Ph.D [email_address] Skype: mizbear Web: sgaconsulting.org

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