The document discusses how to redesign learning experiences to better prepare students for Thomas Friedman's concept of "value adding jobs". It recommends implementing project-based learning, which involves hands-on projects that solve real problems, collaboration, creativity, multi-disciplinary learning, design thinking, and allowing students to learn from trial and error. Project-based learning provides students social time with friends while seeking a sense of progress and accomplishment. The document outlines 13 essential elements of high-quality 21st century project-based learning, including incorporating significant content, real-world relevance, thorough planning, an open-ended driving question, the need to know, student voice and choice, developing 21st century skills, incorporating digital literacy, in-depth

1. Jonathan E. Martin
November 8, 2012
ISACS

2.  Buck Institute of Education
 www.bie.org
 www.bie.org/diy
 Note: although I’ve had five days of training with BIE, I
currently have no formal affiliation, and all materials
herein from BIE are from their publicly available
website materials.

3. Entry Your students have read Thomas Friedman

4. Now those students have come to a faculty meeting, and
ask:
How are you the teachers going to redesign
our learning experiences to better prepare us
for Friedman’s value adding jobs?

5. Your task: Answer their question
and implement the solution.
What do you need to know?

6. What do you remember most from your own K-12 learning?

7. Shadow-blogging 2008

9. Essential Ed. Elements
1. Hands on projects
solving real problems
2.Collaboration:
Working in Teams
3. Creating
4.Multi-disciplinary
learning
5. Design Thinking
6.Trial and Error
Play Passion Purpose

10. Project-based
learning is integral
to school’s program

11. Digital
technologies infuse
the curriculum.

12. Students seeking social
time with friends and
sense of progress and
accomplishment.
PBL provides both.

15.  EUROLLE
 Ap govt
 Ms science
 St gregory logo

16. Pause:
Let’s talk about HQ 21st c. PBL: What is it not?
Discuss…
http://howtovideos.hightechhigh.org/video/265/What+
Project+Based+Learning+Isn't

18. Research evidence
Research has demonstrated that PBL can be more
effective than traditional instruction for long-term
retention, skill development and satisfaction of students
and teachers.
Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., &
Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-
based science curricula in the context of urban reform. Journal of Research in Science
Teaching, 45(8), 922-939.
Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-
synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary
Journal of Problem-based Learning, 3(1), 44-58. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4.

19. 13 Essential Elements

21. Scaffolding & Teaching as necessary
Collaborative
Project Design
Excellent
Assessment
Real-World Relevance
Web Literacies & Digital Citizenship
Critique

22. 1. Significant Content

23. AL
2. Real World Situated Learning

24.  What if?
 At least half of the time
they spend on
schoolwork must be on
stuff that can’t end up in a
folder we put away.
 It should be because their
work is something they
create on their own, or
with others, that has real
value in the real world.

26. 3. Thorough planning & Collaborative Project Design

28. 4. A Driving Question

29. Video
 Draft the driving question
 https://www.youtube.com/watch?v=WftJ1rGsJi0

30. Designing a DQ
Characteristics of a Driving Question
 Provocative or challenging to students, because it is
relevant, important, urgent or otherwise interesting.

31. Designing a DQ
Characteristics of a Driving Question
 Open-ended and/or complex; there is no single “right
answer,” or at least no simple “yes” or “no” answer.
 It requires in-depth inquiry and higher-level thinking.

32. Designing a DQ
Characteristics of a Driving Question
 Linked to the core of what you want students to learn;
 to answer it well, students would need to gain the
knowledge and skills you have targeted as goals for the
project.

33. From: How does an ecosystem stay balanced?
To: How can we improve the health of the forest in our
region?
From: What have been the most popular novels among
teenagers in the last 30 years?
To: How has reading changed for teenagers over the last
30 years?
Source: PBL Handbook, Buck Institute for Education

34. From: Was Truman’s decision to drop the bomb
justified?
To: Can the use of nuclear weapons be justified?
From: How have robotics and automation changed our
society in the past century?
To: How might robotics and automation change our
town and its businesses in the next century?
Source: PBL Handbook, Buck Institute for Education

35. 5. Need to Know

36. 6. VOICE AND CHOICE

37. 7. 21st c. skills

38. 8. Web Literacies/Digital Citizenship

40. 6. In-depth inquiry
9. IN DEPTH INQUIRY

41. 10. Scaffolding & Teaching
Use flip teaching

42. 11. Critique, Revision, Reflection

43. Video: Ron Berger on Critique
 http://vimeo.com/21983058

44. 12. Public Audience

45. The Culminating Product
 Video: Media Saves the Beach, High Tech High
 http://www.youtube.com/watch?v=cJ5Z53JAivE

46. 13> Assessment All along the way, Self, peer, teacher, peer.

47. Source: Work that Matters.

48. Plan the assessment
 Video: Wings: Plan the Assessment
 https://www.youtube.com/watch?v=WftJ1rGsJi0

49. Assessment Rubrics

51. available for consulting, board training, parent ed. & faculty pd.
21k12 jonathanemartin ed. services
www.21k12blog.net
Twitter: @jonathanemartin
jonathanemartin@gmail.com