On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
Choose technologies based on Essential Learning Functions
Get started – Differentiated experiences based on where you are
Engage – Questions now, interactions later
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.
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?
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.
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.
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 .
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
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
Research project: Key Figures of the Renaissance Why do we study the Renaissance? www.flickr.com/photos/uberphot/2659481983
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.
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
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
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
How to Teach This Way?
Key conditions met, honored
“ Backward” design
Shaped by input
Fearlessness Fraternit é Forgiveness Fidelity & Fortitude
How to Teach This Way? Address Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
Essential Learning Functions Download from http://reinventingpbl.blogspot.com/
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
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
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/
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:
What do you think, wonder?
Thank You Jane Krauss [email_address] http://reinventingpbl.blogspot.com Skype: jkrauss1989 Twitter: jkrauss