IU 13, December 15, 2010
“I was the one doing most of the reading,
reﬂecting and synthesizing of historic material.
I thought my job was to distill it all and
simplify for consumption by my students.”
Peter Pappas, Copy/Paste Blog
November 24, 2009
Are these your projects?
•Created for the teacher
Why PBL Now?
Revolution in learning theory in the last 25 years.
The world has changed.
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what is discussed with others.
80% of what we experience.
95% of what we teach.
•Where in the “real world” might an adult tackle the
problem or question?
•Does the problem or question have meaning to the
•Is there an audience for the work that will be created?
•What is the essential question addressed?
•What are the knowledge and skills addressed?
•Will student develop behaviors of an efﬁcient, effective
•What learning standards are addressed?
•How will they apply what they learn to the problem?
•What workplace skills will be developed?
•What self-management skills will be developed?
•What outside-the-classroom activities will be required?
•What methods and sources of information are students
expected to use?
•Do students have access to outside adult experts?
•Does the project allow students to observe an adult expert?
•Does the adult have access to the student work to provide
guidance in its development?
•What are the criteria for measuring student outcomes?
•Are students involved in helping to establish assessment
•Is there student reﬂection throughout the project?
•Are there methods for timely feedback throughout the
project - from the teacher, peers, and the adult expert?
•What artifacts/work requirements are students expected to
•Is there a culminating presentation that allows students to
demonstrate the knowledge they have gained?
USING TECHNOLOGY IN PBL
• Makes the learning more authentic
• Provides access to data and information otherwise
• Expands interaction and collaboration with others
• Promotes investigation/questioning
• Provides tools experts use to produce artifacts
A Study of Shakespeare
PSAs on Violence
Student Reﬂection and Peer Review
Creating A Study Guide
for a Class Book
Suggestions for Getting Started
Get comfortable with rubrics
Allow for student reﬂection
Begin with comfortable collaborations
Give students permission to make decisions
Teach work habit - collaboration skills, organization, etc.
Teach students to ask questions
Use something that is already created
Central York School District
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