PBL: Intensive Workshop


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Directed by Laura Fidler, this half-day workshop helps participants use the NAF curriculum as the foundation for project-based learning. Through a combination of direct instruction and hands-on
group work, participants will plan, design and receive peer feedback on an engaging and rigorous project using the Buck Institute for Education model and tools. Participants should bring their laptops, as well as the scopes and sequences.

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  • CBL = challenge based learningThe NMC (New Media Consortium) is an international community of experts in educational technology — from the practitioners who work with new technologies on campuses every day; to the visionaries who are shaping the future of learning at think tanks, labs, and research centers; to its staff and board of directors; to the advisory boards and others helping the NMC conduct cutting edge research.
  • PBL: Intensive Workshop

    1. 1. Project-Based Learning (PBL) via NAF Curriculum Laura Fidler, Instructional Manager, NAF laura@naf.org
    2. 2. #nafnext Today‟s Objectives • Understand what Project Based Learning is and what’s involved – Essential elements • Understand how PBL is integrated into NAF Curriculum and how you can support it in your academy • Steps involved leading to successful project- based learning
    3. 3. #nafnext What is Project Based Learning?
    4. 4. #nafnext Lets take a look, shall we? • While watching video, consider the following questions:  What are the students working on?  What role is the teacher playing?  How is learning taking place?  What skills and knowledge do students need to know in order to do this project?  What preparation is needed in order to implement this project?
    5. 5. #nafnext Buck Institute approach to PBL
    6. 6. #nafnext Why is this important?
    7. 7. #nafnext 1. students must perceive it as personally meaningful, as a task that matters and that they want to do well. 2. a meaningful project fulfills an educational purpose. Every Good Project Needs…2 main criteria
    8. 8. #nafnext Dessert vs. Main Course DESSERT PROJECT* MAIN COURSE PBL Assigned as an “extension” of the unit or as a “hands-on activity” within it Does not teach central content Lacks some Essential Elements (often “In-Depth Inquiry”) * Note: This may still be a good teaching tool, but is not true PBL The project = the unit Creates a need to know & is used to teach central content Has all Essential Elements © Buck Institute for Education Doing a Project vs. Project based learning: what is the difference?
    9. 9. #nafnext Project Based Learning differs from traditional instruction in several ways: Projects involve inquiry. Projects involve independence. In addition to learning content, skills like critical thinking, collaboration, working in teams, solving problems, being creative, and using technology are all enforced. Projects involve authentic learning. The work students do resembles the work professionals do. Students develop an in-depth understanding of the problem they are working to solve.
    10. 10. #nafnext Math Example DESSERT PROJECT MAIN COURSE PBL Students pick a famous mathematician from history to learn about, then play the role of the person in a “live interview” describing his or her contribution to the field, and make a poster about the person. Students determine the best design for a theatre so it contains the maximum number of seats in a building of a given size, presenting their drawings and recommendations to a panel. © Buck Institute for Education
    11. 11. #nafnext Social Studies Example DESSERT PROJECT MAIN COURSE PBL After they have completed a unit on the time period, students have a “1960s Day” with costumes, protest signs, speeches, and other activities. Students answer the question, “Were the 1960s good or bad for this country?” and conduct a debate, with their parents and members of the community as an audience. © Buck Institute for Education
    12. 12. #nafnext Science Example DESSERT PROJECT MAIN COURSE PBL During a unit on microorganisms and disease, students are asked to research one disease and make a PowerPoint presentation about it. Students create public awareness materials for their community (print & multimedia) about stopping the spread of infectious diseases. © Buck Institute for Education
    13. 13. #nafnext How is this embedded in NAF Curriculum? The NAF Learning Handbook: 2013 Project Based Learning (starts on page 7) “The culminating project in each NAF course adheres to this instructional approach” • “The project work is central rather than peripheral to the course; it engages students in the core concepts and principles of a discipline. Students are given a problem to solve that is either a real problem or a realistic scenario. It creates the “need to know”.”
    14. 14. #nafnext How do the NAF culminating projects for each course encourage collaboration across disciplines? Academy Theme Culminating project example Academy of Finance Develop a proposal and analysis to invest in a company Academy of Information Technology Design a dream computer system Academy of Hospitality & Tourism Plan an entertainment event for the local community
    15. 15. #nafnext Buck Institute steps to creating a project
    16. 16. #nafnext 8 essential elements 1. Significant content a. Teachers should plan a project to focus on important knowledge and concepts derived from standards 2. A Need to Know a. Launching a project with an “entry event” that engages student intere initiates questioning. 3. A Driving Question a. A good driving question captures the heart of the project in clear, com language, which gives students a sense of purpose and challenge. 4. Student Voice and Choice a. Make a project feel meaningful to students, the more voice and choic better.
    17. 17. #nafnext 8 essential elements…cont’d 5. 21st Century Skills a. Collaboration is key a. Use role-playing and team-building activities, show students how to use time and task organizers 6. Inquiry and Innovation a. In real inquiry, students follow a trail that begins with their own questions, which leads to innovation 7. Feedback and Revision a. Students need to learn that most people’s first attempts don’t result in high quality and that revision is a frequent feature of real- world work. 8. Publicly Presented Product a. When students present their work to a real audience, they care more about its quality.
    18. 18. #nafnext Lets try, shall we? In groups, using the templates in your Buck Institute workbooks, begin to either: 1. Support a NAF culminating project 2. Brainstorm ways to create a project based learning environment in your academy/classroom
    19. 19. #nafnext Spend adequate time planning and preparing involve people outside the classroom in project work Familiarize yourself with the driving question for the project. Show students an example project. (if possible) Share rubrics! Teach students how to work in a team Let students play a role in planning how they might approach a task, identifying what resources they need, and deciding how they can demonstrate what they learn Project launch is important! Resist the urge to pre-teach the content or to direct students every step of the way. Start the project first and generate the “need to know” Conclude projects with reflection on both process and content Don‟t forget to celebrate what you and your students accomplish Tips to ‘make it work’
    20. 20. #nafnext There is something about being a PBL teacher that requires different work • Collaborate with each other • Give Power to Students • Learning Environment Designers • Student-Centered • Honor 21st Century Skills • Really Plan, I mean „REALLY‟ plan
    21. 21. #nafnext Research studies have demonstrated that PBL can:  be more effective than traditional instruction in increasing academic achievement on annual state-administered assessment tests. be more effective than traditional instruction for teaching mathematics, economics, science, social science, clinical medical skills and for careers in the allied health occupations and teaching. wwww.bie.org  be more effective than traditional instruction for long- term retention, skill development and satisfaction of students and teachers  be more effective than traditional instruction for preparing students to integrate and explain concepts.  improve students‟ mastery of 21st-century skills.  be especially effective with lower-achieving students. provide an effective model for whole school reform.
    22. 22. #nafnextSource: Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium, p. 23.
    23. 23. #nafnext What will be your next steps?