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<ul><li>Project-Based Learning </li></ul><ul><li>in the Digital Age </li></ul><ul><li>Jane Krauss and Suzie Boss </li></ul...
About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With guests:  Terry Smith and  Bruce Hammonds
Where We’re Going <ul><li>Monday  </li></ul><ul><ul><li>Getting to Know You </li></ul></ul><ul><ul><li>Intro to PBL </li><...
Where We’re Going in 2+ Days <ul><li>In four stages, complete a  project plan </li></ul><ul><ul><li>-establish conceptual ...
Tools in Context <ul><li>Google Sites (wiki)  </li></ul><ul><li>blogs </li></ul><ul><li>Google office apps </li></ul><ul><...
About You <ul><li>Projects are life. Life is a series of projects. </li></ul>
About You <ul><li>Discuss:  </li></ul><ul><ul><li>Project </li></ul></ul><ul><ul><li>Capabilities you drew on, developed a...
About You <ul><li>Tapping into Practice </li></ul><ul><li>In Google Site personal wiki page or on paper reflect: </li></ul...
discussion
Let’s Hear from Kids <ul><ul><li>Digital Youth Portrait: Cameron </li></ul></ul><ul><ul><li>Edutopia </li></ul></ul>
PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School   Neil’s Blog  Thinking in Mind
Let’s Define PBL… <ul><li>In project-based learning,  </li></ul><ul><ul><li>students learn important subject matter  </li>...
Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing student...
Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving Answers Making Meaning Useful to Kno...
<ul><li>Read, write, do math with apples </li></ul><ul><li>Visit an orchard </li></ul><ul><li>Make apple sauce </li></ul><...
The Project Spiral <ul><li>Projects get better and better  </li></ul><ul><li>Common practices emerge </li></ul><ul><li>Tra...
The Project Spiral <ul><li>Impact goes beyond kids </li></ul><ul><li>“ I did a live video-chat </li></ul><ul><li>with some...
<ul><li>Let’s Go Vote </li></ul>Funning Around in Mitchell
About You <ul><li>When it comes to PBL, you are: </li></ul>
Meet   Terry Smith
Let’s Hear from Kids <ul><ul><li>Christian Long’s Class Hons. English </li></ul></ul><ul><ul><li>The Alice Project -  Clas...
<ul><li>Why do we study the Renaissance?  </li></ul>Reinventing a Research Project:  Key Figures of the  Renaissance
discussion
<ul><li>Study  a major figure of the Renaissance period.  </li></ul><ul><li>Create a digital slideshow that informs others...
Reconsidered Project:  Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared f...
Reconsidered project:  Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared f...
How to Teach This Way? <ul><li>Key Components </li></ul><ul><li>Support </li></ul><ul><ul><li>Key conditions  met, honored...
How to Teach This Way? Several Key Conditions School improvement aims Opportunities for professional learning Flexible str...
Connecting Classroom 2.0:  www.classroom20.org   Edutopia groups:  www.edutopia.org   ePals:  www.epals.org   Global Educa...
About You <ul><li>When it comes to PBL, you are: </li></ul>
Where to Go Next  Tenderfoot?   Join others in a project. Pennies for Peace, international service-learning project with K...
Where to go next <ul><li>Explorer?   Expand beyond your classroom. </li></ul><ul><li>Find collaborative partners at: </li>...
Where to Go Next <ul><li>Scout?   Build buzz and go to scale. </li></ul><ul><li>Buzz-builders: Twitter, blogs, Facebook </...
(Scan Projects) HS MS Elem
Project Brief Example Athens, OH 6th Grade Recently, a student's grandparent fell on a broken sidewalk and fractured her h...
Project Briefs Conceptual Framework Write : Project Brief Include elements that help reader understand subject matter, stu...
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PBL South Dakota Day 1

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Jane Krauss and Suzie Boss work with teachers preparing for PBL in South Dakota

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PBL South Dakota Day 1

  1. 1. <ul><li>Project-Based Learning </li></ul><ul><li>in the Digital Age </li></ul><ul><li>Jane Krauss and Suzie Boss </li></ul><ul><li>Laptop and Leaders Academy </li></ul><ul><li>June 7-9, 2010 </li></ul><ul><li>Region 3 Education Service Agency of South Dakota </li></ul>
  2. 2. About Your Guides Colleagues, co-authors, PBL advocates Jane Krauss Suzie Boss With guests: Terry Smith and Bruce Hammonds
  3. 3. Where We’re Going <ul><li>Monday </li></ul><ul><ul><li>Getting to Know You </li></ul></ul><ul><ul><li>Intro to PBL </li></ul></ul><ul><ul><li>PBL in Practice </li></ul></ul><ul><ul><li>Grant Information with Ann </li></ul></ul><ul><ul><li>From Ideas to Design </li></ul></ul><ul><ul><li>Design a Project Brief </li></ul></ul><ul><ul><li>Project Support </li></ul></ul><ul><ul><li>~PBL After Hours~ </li></ul></ul><ul><li>Tuesday </li></ul><ul><ul><li>Critical Friends Review </li></ul></ul><ul><ul><li>Breakouts </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Essential Learning Functions supported by tech </li></ul></ul><ul><ul><li>Project Work </li></ul></ul><ul><ul><li>Plan Next Steps </li></ul></ul><ul><ul><li>Project Support </li></ul></ul><ul><ul><li>~PBL After Hours~ </li></ul></ul>
  4. 4. Where We’re Going in 2+ Days <ul><li>In four stages, complete a project plan </li></ul><ul><ul><li>-establish conceptual framework </li></ul></ul><ul><ul><li>-draft project brief(s) </li></ul></ul><ul><ul><li>-seek input, redraft </li></ul></ul><ul><ul><li>-develop project plan see: Project Planning in wiki </li></ul></ul><ul><li>On beyond these days: </li></ul><ul><ul><li>-seek partnerships </li></ul></ul><ul><ul><li>-prepare, schedule, set expectations </li></ul></ul><ul><ul><li>-plan assessments </li></ul></ul><ul><ul><li>-Go! </li></ul></ul>
  5. 5. Tools in Context <ul><li>Google Sites (wiki) </li></ul><ul><li>blogs </li></ul><ul><li>Google office apps </li></ul><ul><li>Skype </li></ul><ul><li>Wordle </li></ul><ul><li>Wallwisher </li></ul><ul><li>*Google SketchUp </li></ul><ul><li>*Glogster </li></ul><ul><li>Embeddable media </li></ul><ul><li>Slideshare </li></ul><ul><li>Flickr </li></ul><ul><li>Delicious, Diigo social bookmarking </li></ul><ul><li>Ning Network Classroom 2.0 </li></ul><ul><li>Let’sGoVote </li></ul>
  6. 6. About You <ul><li>Projects are life. Life is a series of projects. </li></ul>
  7. 7. About You <ul><li>Discuss: </li></ul><ul><ul><li>Project </li></ul></ul><ul><ul><li>Capabilities you drew on, developed along the way </li></ul></ul><ul><li>Note taker writes in Google Doc - Life’s a Project </li></ul>
  8. 8. About You <ul><li>Tapping into Practice </li></ul><ul><li>In Google Site personal wiki page or on paper reflect: </li></ul><ul><li>What projects have your students done? </li></ul><ul><li>What have you wanted to try? </li></ul><ul><li>List all traditions, celebrations, civic/public events in and out of school </li></ul><ul><li>5 and 5 </li></ul>
  9. 9. discussion
  10. 10. Let’s Hear from Kids <ul><ul><li>Digital Youth Portrait: Cameron </li></ul></ul><ul><ul><li>Edutopia </li></ul></ul>
  11. 11. PBL ~ What’s Different? Neil Stephenson’s class, Calgary Science School Neil’s Blog Thinking in Mind
  12. 12. Let’s Define PBL… <ul><li>In project-based learning, </li></ul><ul><ul><li>students learn important subject matter </li></ul></ul><ul><ul><li>by investigating open-ended questions </li></ul></ul><ul><ul><li>and “making meaning” </li></ul></ul><ul><ul><li>that they transmit in purposeful ways. </li></ul></ul><ul><li>Projects allow students a degree of choice, setting </li></ul><ul><ul><li>the stage for active engagement and teamwork. </li></ul></ul>Technology helps it happen
  13. 13. Effective Projects Probe matters of importance Mirror authentic work Are designed for “optimal ambiguity” allowing students multiple points of entry and directions for learning, creativity and outcomes Develop knowledge, skills and dispositions Go beyond understanding and studying to some kind of action or resolve Are right-sized Cause kids to teach and learn from one another
  14. 14. Activity-Based Learning Project-Based Learning Teacher-Directed Student-Driven Giving Answers Making Meaning Useful to Know Enduring Understanding School-World Real-World Curricular Enhancement Curricular Focus Activity-Based v. Project-Based Learning Continuum of Practice Fun Captivating (or not) Thematic 
  15. 15. <ul><li>Read, write, do math with apples </li></ul><ul><li>Visit an orchard </li></ul><ul><li>Make apple sauce </li></ul><ul><li>Conduct a taste test </li></ul><ul><li>Paint and draw apples </li></ul><ul><li>Put on a Johnny Appleseed play </li></ul>PBL Why these apples? Activity based v. PBL “ Why are these the apples sold in our store?” geography, agriculture, economics “ How did they get from the tree to here?” labor, distribution systems “ Did grandma eat these apples at my age?” change over time, narratives Thematic Unit
  16. 16. The Project Spiral <ul><li>Projects get better and better </li></ul><ul><li>Common practices emerge </li></ul><ul><li>Traditions develop </li></ul><ul><li>Expectations grow </li></ul>
  17. 17. The Project Spiral <ul><li>Impact goes beyond kids </li></ul><ul><li>“ I did a live video-chat </li></ul><ul><li>with some enterprising </li></ul><ul><li>high school freshmen at </li></ul><ul><li>Arapahoe High School in </li></ul><ul><li>Littleton, CO” </li></ul>--Cory Doctorow
  18. 18. <ul><li>Let’s Go Vote </li></ul>Funning Around in Mitchell
  19. 19. About You <ul><li>When it comes to PBL, you are: </li></ul>
  20. 20. Meet Terry Smith
  21. 21. Let’s Hear from Kids <ul><ul><li>Christian Long’s Class Hons. English </li></ul></ul><ul><ul><li>The Alice Project - Class site </li></ul></ul>
  22. 22. <ul><li>Why do we study the Renaissance? </li></ul>Reinventing a Research Project: Key Figures of the Renaissance
  23. 23. discussion
  24. 24. <ul><li>Study a major figure of the Renaissance period. </li></ul><ul><li>Create a digital slideshow that informs others about this person’s most significant accomplishments. </li></ul><ul><li>Demonstrate clear organization and cite all sources of information and images. </li></ul>Original Assignment: Key Figures of the Renaissance
  25. 25. Reconsidered Project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Modified from Kim DiBiase - NBCT, Apple Learning Exchange
  26. 26. Reconsidered project: Mingling at the Renaissance Ball With 1-2 partners, study several notable individuals in a shared field (art, science, medicine, architecture, philosophy, music, literature) during the Renaissance period. Develop a defensible set of criteria for an award in this field, and identify the individual most deserving. Design a badge that signifies the meaning of the award and be ready to present it during a public event. Collaboration Interest, Big ideas Research, Experts Creativity Argument, Negotiation Synthesis Presentation Judgment
  27. 27. How to Teach This Way? <ul><li>Key Components </li></ul><ul><li>Support </li></ul><ul><ul><li>Key conditions met, honored </li></ul></ul><ul><li>Instructional design </li></ul><ul><ul><li>“ Backward” design </li></ul></ul><ul><ul><li>Shaped by input </li></ul></ul><ul><li>Preparation </li></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Expectations </li></ul></ul><ul><li>Necessary tools </li></ul><ul><ul><li>Social tools </li></ul></ul><ul><ul><li>Supported use </li></ul></ul>Seek continuous improvement Fearlessness Fraternité Forgiveness Fidelity & Fortitude
  28. 28. How to Teach This Way? Several Key Conditions School improvement aims Opportunities for professional learning Flexible structures Shared vision Access to appropriate technologies
  29. 29. Connecting Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative: http://globaleducation.ning.com/ Twitter: www.twitter.com Facebook: www.facebook.com Diigo: www.diigo.com
  30. 30. About You <ul><li>When it comes to PBL, you are: </li></ul>
  31. 31. Where to Go Next Tenderfoot? Join others in a project. Pennies for Peace, international service-learning project with K-12 curricula to get you started: www.penniesforpeace.org Edutopia webinar with author Greg Mortenson to get you inspired: www.edutopia.org/greg-mortenson-webinar-archive Other projects to join: iEARN: www.iearn.org Flat Classroom Project: www.flatclassroomproject.org
  32. 32. Where to go next <ul><li>Explorer? Expand beyond your classroom. </li></ul><ul><li>Find collaborative partners at: </li></ul><ul><li>Classroom 2.0: www.classroom20.org </li></ul><ul><li>Edutopia groups: www.edutopia.org </li></ul><ul><li>ePals: www.epals.org </li></ul><ul><li>Global Education Collaborative: http://globaleducation.ning.com/ </li></ul>
  33. 33. Where to Go Next <ul><li>Scout? Build buzz and go to scale. </li></ul><ul><li>Buzz-builders: Twitter, blogs, Facebook </li></ul><ul><li>Invite others to join: Edutopia groups </li></ul><ul><li>Share your wisdom with others in PBL~Better with Practice group: </li></ul><ul><li>www.classroom20.com/group/pblbetterwithpractice </li></ul>
  34. 34. (Scan Projects) HS MS Elem
  35. 35. Project Brief Example Athens, OH 6th Grade Recently, a student's grandparent fell on a broken sidewalk and fractured her hip. Kids expressed concern about mobility and safety in the community. The driving question for our investigation is: How can everyone safely get where they need to go? Groups craft &quot;need to know&quot; questions and investigate the needs of different citizen constituencies (elderly, disabled, bike commuters, parents with strollers, joggers, young pedestrians, etc.), develop reasoned solutions to mobility concerns for those groups, develop an action plan and campaign for change.
  36. 36. Project Briefs Conceptual Framework Write : Project Brief Include elements that help reader understand subject matter, student interaction, learning outcomes Idea Idea Idea

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