The Secrets to Project-based Learning <ul><li>Michael M. Grant, Ph.D. </li></ul>Michael M. Grant 2009
Michael M. Grant
 
Did you get a business card?
Did you get a business card? Write “532” on the back.
Who got one with a tiger paw?
http://viral-notebook.com It’s all here!
32 Secrets to Share <ul><li>•  Defining projects </li></ul><ul><li>Components of projects </li></ul><ul><li>Managing proje...
 
 
It’s up to me & you!
Defining projects
1 Projects are authentic, real world.
2 Projects use a driving question or problem.
3 Projects require the production of an artifact.
4 Projects value depth over breadth.
Components of projects
5 Projects require a task or series of tasks.
6 Students follow a process or investigation to complete task(s) and produce artifact.
7 Project task(s) afford multiple paths to completion and learning.
8 Students should have choice in the topic(s) and/or process of investigation.
9 Scaffolds help students perform at a higher level with project tasks.
10 Resources are evaluated and synthesized to produce artifact(s).
11 Collaborations allows students to negotiate content and receive feedback.
12 Assessment encompasses process and product.
13 Artifacts afford multiple representations of knowledge.
14 Projects take time.
15 Good projects offer students opportunities to gauge their learning.
16 Teachers embed mechanisms to help students manage projects.
17 Projects achieve multiple standards/objectives at the same time.
Creating projects
18 Projects should encourage students to at least apply knowledge.
Bloom’s Taxonomy Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS)
19 Students will segment their learning from one class or topic to another.
20 Students will gauge what is easy to do and choose the path of least resistance.
21 Students' previous experiences with projects will impact what artifacts students produce.
22 The amount of time and the resources available to the student will impact the artifacts students produce.
Grading projects
23 Projects should be rigorous
24 Projects take longer to grade...but the final grade shouldn't be the first grade.
25 Projects may aggregate multiple sources of knowledge into a portfolio.
26 Students will weigh what's good enough versus the amount of time and effort required.
27 It is practically impossible for an artifact to represent all that has been learned.
28 Process and product must be assessed in order to accommodate all that has been learned.
The realities of projects
29 Teachers and students must recognize and accept their roles in project-based learning.
30 Teachers and students must be comfortable with the physical messiness of project-based learning.
31 Teachers and students must have a tolerance for ambiguity in project-based learning.
32 Project-based learning must be integrated with the reality outside a teacher’s classroom.
<ul><li>[email_address] </li></ul><ul><li>http://viral-notebook.com </li></ul>Thanks TETC for having me and letting me pla...
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The Secrets to Project based Learning

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This presentation offers the secrets to implementing project based learning in k-12 classrooms. Presented at TETC 2009, December 2009.

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The Secrets to Project based Learning

  1. 1. The Secrets to Project-based Learning <ul><li>Michael M. Grant, Ph.D. </li></ul>Michael M. Grant 2009
  2. 2. Michael M. Grant
  3. 4. Did you get a business card?
  4. 5. Did you get a business card? Write “532” on the back.
  5. 6. Who got one with a tiger paw?
  6. 7. http://viral-notebook.com It’s all here!
  7. 8. 32 Secrets to Share <ul><li>• Defining projects </li></ul><ul><li>Components of projects </li></ul><ul><li>Managing projects </li></ul><ul><li>Creating projects </li></ul><ul><li>Grading projects </li></ul><ul><li>The realities of projects </li></ul>
  8. 11. It’s up to me & you!
  9. 12. Defining projects
  10. 13. 1 Projects are authentic, real world.
  11. 14. 2 Projects use a driving question or problem.
  12. 15. 3 Projects require the production of an artifact.
  13. 16. 4 Projects value depth over breadth.
  14. 17. Components of projects
  15. 18. 5 Projects require a task or series of tasks.
  16. 19. 6 Students follow a process or investigation to complete task(s) and produce artifact.
  17. 20. 7 Project task(s) afford multiple paths to completion and learning.
  18. 21. 8 Students should have choice in the topic(s) and/or process of investigation.
  19. 22. 9 Scaffolds help students perform at a higher level with project tasks.
  20. 23. 10 Resources are evaluated and synthesized to produce artifact(s).
  21. 24. 11 Collaborations allows students to negotiate content and receive feedback.
  22. 25. 12 Assessment encompasses process and product.
  23. 26. 13 Artifacts afford multiple representations of knowledge.
  24. 27. 14 Projects take time.
  25. 28. 15 Good projects offer students opportunities to gauge their learning.
  26. 29. 16 Teachers embed mechanisms to help students manage projects.
  27. 30. 17 Projects achieve multiple standards/objectives at the same time.
  28. 31. Creating projects
  29. 32. 18 Projects should encourage students to at least apply knowledge.
  30. 33. Bloom’s Taxonomy Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS)
  31. 34. 19 Students will segment their learning from one class or topic to another.
  32. 35. 20 Students will gauge what is easy to do and choose the path of least resistance.
  33. 36. 21 Students' previous experiences with projects will impact what artifacts students produce.
  34. 37. 22 The amount of time and the resources available to the student will impact the artifacts students produce.
  35. 38. Grading projects
  36. 39. 23 Projects should be rigorous
  37. 40. 24 Projects take longer to grade...but the final grade shouldn't be the first grade.
  38. 41. 25 Projects may aggregate multiple sources of knowledge into a portfolio.
  39. 42. 26 Students will weigh what's good enough versus the amount of time and effort required.
  40. 43. 27 It is practically impossible for an artifact to represent all that has been learned.
  41. 44. 28 Process and product must be assessed in order to accommodate all that has been learned.
  42. 45. The realities of projects
  43. 46. 29 Teachers and students must recognize and accept their roles in project-based learning.
  44. 47. 30 Teachers and students must be comfortable with the physical messiness of project-based learning.
  45. 48. 31 Teachers and students must have a tolerance for ambiguity in project-based learning.
  46. 49. 32 Project-based learning must be integrated with the reality outside a teacher’s classroom.
  47. 50. <ul><li>[email_address] </li></ul><ul><li>http://viral-notebook.com </li></ul>Thanks TETC for having me and letting me play with you guys for a couple of days!!
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