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Secrets of PBL for STEM
 

Secrets of PBL for STEM

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Dr. Michael M. Grant discusses the components of project, methods to manage projects, and tips for implementing project-based learning.

Dr. Michael M. Grant discusses the components of project, methods to manage projects, and tips for implementing project-based learning.

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    Secrets of PBL for STEM Secrets of PBL for STEM Presentation Transcript

    • The Secrets to Project-based Learning in STEMMichael  M.  Grant,  Ph.D.      Michael M. Grant 2009
    • Michael  M.  Grant  Instruc4onal  Design  &  Technology  h:p://viral-­‐notebook.com  mgrant2@memphis.edu  @michaelmgrant   Michael M. Grant 2012
    • http://viral-notebook.comMichael M. Grant 2012
    • 32 Secrets to Share • Defining projects •  Components of projects •  Managing projects •  Creating projects •  Grading projects •  The realities of projects
    • Who likes learning new stuff?
    • Who likes school?
    • We’ve got to change that! It’s up to me & you!
    • Defining projects
    • 1Projects are authentic, reflecting the real world.
    • 2Projects use a driving question or problem.
    • 3Projects require the production of an artifact.
    • 4Projects value depth over breadth.
    • Components of projects
    • 5Projects require a task or series of tasks.
    • 6Students follow a process or investigationto complete task(s) and produce artifact. Project are not recipes.
    • 7Project task(s) afford multiple paths to completion and learning.
    • 8Students should have choice in the topic(s) and/or process of investigation.
    • 9Scaffolds help students perform at a higher level with project tasks.
    • 10 Resources are evaluated andsynthesized to produce artifact(s).
    • 11Collaborations allows students to negotiate content and receive feedback.
    • 12Assessment encompasses process and product.
    • 13 Artifacts afford multiplerepresentations of knowledge. Projects are not recipes.
    • Managing projects
    • 14Projects take time.
    • 15 Good projects offer studentsopportunities to gauge their learning.
    • 16Teachers embed mechanisms to help students manage projects.
    • 17Projects achieve multiple standards/ objectives at the same time.
    • Creating projects
    • 18Projects should encourage students to at least apply knowledge.
    • Bloom’s Taxonomy Higher   Evalua4on   Order   Thinking   Synthesis   Skills   (HOTS)   Analysis   Applica4on   Lower   Order   Comprehension   Thinking   Skills   Knowledge   (LOTS)  
    • 19Students will segment their learningfrom one class or topic to another.Merging STEM should be the rule — not the exception.
    • 20Students will gauge what is easy to do and choose the path of least resistance.
    • 21Students previous experiences with projects will impact what artifacts students produce.
    • 22The amount of time and the resourcesavailable to the student will impact the artifacts students produce.
    • Grading projects
    • 23Projects should be rigorous.
    • 24 Projects take longer to grade...but thefinal grade shouldnt be the first grade. Constantly refer to the rubric and the driving question.
    • 25 Projects may aggregate multiplesources of knowledge into a portfolio.
    • 26 Students will weigh whats goodenough versus the amount of time and effort required.
    • 27 It is practically impossible for anartifact to represent all that has been learned.
    • 28Process and product must beassessed in order to recognize what students have learned.
    • The realities of projects
    • 29Teachers and students must recognizeand accept their roles in project-based learning.
    • 30 Teachers and students must be comfortable with the physicalmessiness of project-based learning.
    • 31Teachers and students must have a tolerance for ambiguity in project- based learning.
    • 32 Project-based learning must beintegrated with the reality outside a teacher’s classroom.
    • Questions?
    • Thanks MSTC for having me and letting me playwith you guys for a couple of days!! mgrant2@memphis.eduhttp://viral-notebook.com @michaelmgrant
    • Michael M. Grant, PhD 2012 This work is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.