Project Based Learning Presentation

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  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/MTI1NDc4NjMzOAIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
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  • Project Based Learning Presentation

    1. 1. IMPLEMENTING PROJECT BASED LEARNING RACHEL COOK AND STEPHANIE DULMAGE
    2. 2. SESSION AGENDAThe Why and What of PBL  7 Whys of PBL  PBL VideoThe How of PBL  Essential Elements of PBL  Project Vs. Project Based Learning  Project Planning  PBL in Action You Are What You Eat Energy Makes The World Go Round - 1st grade PBL Un Restaurante Nuevo - MS Spanish PBLGetting Started  Resources and ToolsQ and A
    3. 3. WHY PBL?PBL Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological Society Solving highly complex problems requires that students have both fundamental skills and 21st century skills:  personal and social responsibility  planning, critical thinking, reasoning, and creativity  strong communication skills, both for interpersonal and presentation needs  cross-cultural understanding  visualizing and decision making  knowing how and when to use technology and choosing the most appropriate tool for the taskhttp://www.edutopia.org/project-based-learning-guide-importance
    4. 4. THE WHY CONT’D PBL and Technology Use Bring a New Relevance to the Learning at Hand PBL Lends Itself to Authentic Assessment PBL Promotes Lifelong Learning PBL Accommodates Students with Varying Learning Styles and Differences PBL Increases Opportunities For Relationship Building and Personalized Learning Research Supports PBL
    5. 5. WHAT IS PROJECT BASED LEARNING (PBL)? HTTP://WWW.YOUTUBE.COM/WATCH?V=LMCZVGESRZ8What is Project Based Learning?
    6. 6. “A project ismeaningful if it fulfillstwo criteria.First, students mustperceive it aspersonallymeaningful…Second, ameaningful projectfulfills aneducationalpurpose. Well-designed and well-implementedProject BasedLearning (PBL) ismeaningful in bothways.”- BIE
    7. 7. PROJECT ORIENTED LEARNING VS. PROJECT-BASED LEARNINGRemember… this is not simply doing a project orculminating activity that demonstrates whatstudents learned from teacher-directed lessons orlectures. Watch and reflect…http://howtovideos.hightechhigh.org/video/265/W hat+Project+Based+Learning+Isn
    8. 8. CONVENTIONAL VS. PROJECT BASED INSTRUCTIONAL APPROACHTeacher –centered Student-centeredTeacher-directed Self-directedListen, memorize, repeat Discover, apply, presentIndependence CollaborationTeacher decision-making Teacher and student decision makingKnowledge of facts, terms, content 21st Century SkillsDirect instruction Varied instructional strategiesShort, isolated lessons with Long-term investigationspredetermined answersStandards-based Standards-basedAssessment tests Ongoing assessmentsSchool-based Real-connectionsQuizzes and tests Reflections
    9. 9. NOW WHAT?DEVELOPING AN IDEA AND DRIVING QUESTION(S) Begin with the end in mind…sound familiar?
    10. 10. DEVELOPING A PROJECT IDEA:Developing a Project Idea Summary of the issue, challenge, investigation, scenario, or problem Student-driven Project resources Planning Forms Entry Event
    11. 11. Generate Driving Question (s) “A project without a DrivingCharacteristics of a Driving Question Question is like Provocative or challenging to students, an essay because it is relevant, important, without a thesis. urgent or otherwise interesting. Without one, a reader might be Open-ended and/or complex; there is able to pick out no single “right answer,” or at least no the main point a simple “yes” or “no” answer. It writer is trying requires in-depth inquiry and higher- to make, but with a thesis the level thinking. Requires action! main point is Linked to the core of what you want unmistakable.” students to learn; to answer it well, BIE students would need to gain the knowledge and skills you have targeted as goals for the project.
    12. 12. EXAMPLES OF DQS Why do people revolt? How do humans compete in an ecosystem? Will global warming affect our community? What does an in-depth study of a pond tell us about an ocean? How can we educate students so that the amount of trash decreases and recycling is increased at our school? How can individuals make a difference in the world? Is conquering the impossible possible? How are people and plants connected? Just because we can, should we?
    13. 13. Good Better How have robotics and  How have robotics and automation changed automation changed our our society in the past town and its businesses century? in the next century?  Should we be worried What is global about global warming? warming?  What does an in-depth How are living things in study of a small pond an eco-system tell us about oceans? connected?
    14. 14. You Are What You Eat Student-directed First Grade Project-Based Unit Transformative integration ofDriving Question(s)? technology and web 2.0 tools.  What is meant by the saying “You are Communication, cr what you eat? “ eation, collaboratio n, and contribution.  How do healthy eating habits help me Focused on grow bigger and live longer? inquiry, problem-  How can we, as first graders, educate solving, and critical thinking. our school community about healthy living? Perceptions surveys indicated high student engagement.
    15. 15. Explored andEnergy Makes The World Go Round researched energy in our lives.  How does energy impact our daily lives? Engaged in 4 STEM Design Challenges.  Why should we be responsible for Communicated/ using less energy? Collaborated via Kidblog & Twiducate. How can we, as first graders, change Gathered data on heat the energy loss at Gretchko loss using FLIP cams, Ipods, & Elementary? Google Docs. Student-led research on solutions for heat loss: Kid-Safe Google Search and SymbalooEdu Student-led presentation to the Plant Engineer and Administrator.
    16. 16. UN RESTAURANTE NUEVO MS SPANISH PBLDriving Questions:What similarities and differences exist in cultural foods in Mexico, Spain,and the United States?How might you incorporate this information into an open-housepresentation of a new restaurant in Mexico or Spain?How might you justify including artwork we have studied as decoration inyour restaurant?Products: Required: Restaurant Open-House Presentation, Restaurant Menu (Spanish), Artwork (English) Choice: Presentation Roles and Additional Written Product (News Article or Diet Plan)Students Expressed: Teacher Perspective:More confidence in Spanish, Relationship building,better way to learn, felt increased studentmore real-world ready, more engagement, JUST TRYfun IT!
    17. 17. RESOURCES AND TOOLSWeb ResourcesBuck Institute for Education - http://www.bie.org/tools/freebiesScoop-It - http://www.scoop.it/t/project-based-learning-2Live Binders - http://www.livebinders.com/edit/index/448454Suggested BooksProject-Based Learning for Gifted Students : A Handbook forthe 21st-Century Classroom, by Todd StanleyBringing Innovation to School and Reinventing Project-BasedLearning– Suzie BossCreating Innovators - Tony WagnerWorld Class Learners Educating Creative and EntrepreneurialStudents – Yong Zhao
    18. 18. CONTACT INFORMATIONStephanie DulmageGretchko ElementaryWest Bloomfield School Districtdulmage@wbsd.org or dulmage@westbloomfield.k12.mi.usTwitter: stephe1234http://educationvisionleadership.edublogs.orgRachel CookBrownstown Middle SchoolWoodhaven-Brownstown School Districtcookr@wbsdweb.com

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