Project-based Learning Primer 12-06-10
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Project-based Learning Primer 12-06-10

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Intro to project-based learning from teacher and author Jane Krauss

Intro to project-based learning from teacher and author Jane Krauss

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  • The armchair traveler learns about pbl principles and new contexts for learning The tenderfoot associates ideas in the book with their practice and gets ready to try new things, maybe with a partner The explorer is used to stepping out and this text is a guide for finding his way through new learning frontiers The scout is a seasoned traveler who shows others the way. The book serves as a map the scout uses to guide less seasoned travelers.
  • Four major things have changes
  • At end ask: How do teacher and students’ roles change?
  • Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Will kids learn significantly from one another?
  • How is this different? Where is the emphasis placed in this project? How will technology likely to be used? Is there any chance unoriginal work could creep in here? Is there a chance the final presentations could become tedious? Will kids learn significantly from one another? What aspects of the NETS might be in evidence? This has two features that get at critical thinking: Asking kids to COMPARE and MAKE A JUDGEMENT. Creating a defensible set of criteria scaffolds these two.
  • Key words from the NETS as well as statements of what higher-order thinking looks like.
  • 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!

Project-based Learning Primer 12-06-10 Presentation Transcript

  • 1. Welcome!
    • Project -Based Learning
    • in the Digital Age
    • with Jane Krauss
    Project-based learning and the right tools can fundamentally change the teaching and learning enterprise Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.  an Intel® Education Teachers Engage Webinar
  • 2.
    • Webinar Agenda
    • Get acquainted
    • Think about 21 st century learning and PBL
    • Learn why PBL is grabbing hold
    • Recognize what projects are and aren’t
    • Choose technologies based on Essential Learning Functions
    • Get started – Differentiated experiences based on where you are
    • Engage – Questions now, interactions later
  • 3. Armchair tourist Contemplating the journey, browsing travel guides Tenderfoot Venturing forth, maybe with a partner Explorer Used to stepping out, eager for new frontiers Scout Seasoned, can show others the way Learning to teach through projects is a journey. What kind of traveler are you? While you wait, please answer this question in the survey pod.
  • 4. Generous Teachers Share and Support Neil Stephenson’s class, Calgary Science School See Apple Learning Exchange, Neil’s Blog Thinking in Mind New life breathed into project-based learning What’s changed?
  • 5. Research supporting PBL Buck Institute for Education Initiatives Common Core State Standards State curriculum, i.e. WV ISTE NETS AASL Information Literacy Standards Partnership for 21 st Century Skills Initiatives by tech foundations, including Intel What’s changed? cont.
  • 6. Project-Based Learning In project-based learning, students learn important subject matter by investigating open-ended questions and “making meaning” that they transmit in purposeful ways.
  • 7.
    • In project-based learning
      • Students learn important subject matter
      • by investigating open-ended questions
      • that they transmit in purposeful ways.
      • and “making meaning”
    Look for voice and choice .
  • 8. Effective Projects
    • In project-based learning
    Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry and directions for learning, creativity and outcomes Develop knowledge, skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized Cause kids to teach and learn from one another
  • 9. Activity-Based v. Project-Based Learning Teacher-Directed Student-Driven Give Answers Make Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Curricular Focus Continuum of Practice Fun Captivating Thematic 
  • 10. Research project: Key Figures of the Renaissance Why do we study the Renaissance? www.flickr.com/photos/uberphot/2659481983
  • 11. Research project: Key Figures of the Renaissance Study a major figure of the Renaissance period. Create a digital slideshow that informs others about this person’s most significant accomplishments. Demonstrate clear organization and cite all sources of information and images.
  • 12. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) who lived during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Modified from Kim DiBiase - NBCT, Apple Learning Exchange
  • 13. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
  • 14. Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry, directions for learning, and outcomes Develop knowledge , skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized
  • 15. How to Teach This Way?
    • Support
      • Key conditions met, honored
    • Instructional design
      • “ Backward” design
      • Shaped by input
    • Preparation
      • Materials
      • Expectations
    Fearlessness Fraternit é Forgiveness Fidelity & Fortitude
    • Necessary tools
      • Social tools
      • Supported use
  • 16. How to Teach This Way? Address Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
  • 17. Essential Learning Functions Download from http://reinventingpbl.blogspot.com/
  • 18. Where to Go Next Armchair Traveler? Keep Reading, looking Reinventing PBL Authors Jane Krauss, Suzie Boss ISTE Publications, 2007 Blog: http://reinventingpbl.blogspot.com Flickr: www.flickr.com/groups/reinventingpbl Buck Institute for Education Edutopia Understanding by Design
  • 19. Where to Go Next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.org Edutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive Other projects to join: iEARN: www.iearn.org Flat Classroom Project: www.flatclassroomproject.org
  • 20. Where to Go Next Explorer? Expand beyond your classroom. Find collaborative partners at: Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative: http://globaleducation.ning.com/
  • 21. Where to Go Next
    • Scout? Build buzz and go to scale.
    • Buzz-builders: Twitter, blogs, Facebook
    • Invite others to join you
    • Share your wisdom with others in PBL~Better with Practice group:
    • www.classroom20.com/group/pblbetterwithpractice
  • 22. What do you think, wonder?
  • 23. Thank You Jane Krauss [email_address] http://reinventingpbl.blogspot.com Skype: jkrauss1989 Twitter: jkrauss