This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.

1. Project Based LearningElizabeth Helfant1851micds!*%!1851micds SHIFT1851

2. AGENDAWhy PBL?What is and isn’t PBL?Pedagogy within PBL Experience PBLDesign PBL Unit

3. • Defining projectsComponents of projectsManaging projectsCreating projectsGrading projectsThe realities of projects

4. Other ObjectivesMake you think and question thingsPut you in some PBL learning situationsExpose you to some technology support toolsHave you build a unit for next year

5. An InvitationSaturday August 20th 9-2

6. Today’s Sitehttp://goo.gl/qeE17And a Video

7. Task One:Get into Groups of 4 (If 3, reporter and recorder become 1)IntroductionsAssign each member one of these rollsRecorder – Records groups thoughts and class notes that might be important

8. Facilitator/Discussion Leader – Keeps group on task, maintains full participation, also records important information from instructions

9. Reporter- Reports out to larger group

10. Reflector/Evaluator – Will assess group and individual contribution/engagementRecord these rolls on the Google Site Under Group Work – Group Numbers are on the Table- This page will be your working location.

11. Task 2What is PBL? What are the essential ingredients?Give an example.Why these images?Did you include these things- http://goo.gl/5ZUAYBe mindful of your role.

12. Task 3Role DiscussionHow did each member perform their role? Fill out the assessment on the Group Site- It’s a Google Form-

13. Why PBL?

14. MICDS Upper School Reasons

15. What Kids ShouldLearnhttp://www.bie.org/research/21st_century_skills

16. 7 Cs + 3RsContent UnderstandingCritical ThinkingCross Cultural UnderstandingCollaborationCommunicationComputing SkillsCareer and Civic Learning and Self-Reliance

17. Partnership for 21st Century SkillsMust be defined with Essential/Driving Questions!http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

18. 21st Century Skills (Engage)Basic, Scientific and Technological LiteracyVisual and Information LiteracyCultural Literacy and Global AwarenessInventive Thinking:Digital Age Literacy: Adaptability and Managing ComplexityCuriosity, Creativity and Risk TakingHigher Order Thinking and Sound Reasoning Effective Communication: High Productivity:Teaming, Collaboration and Interpersonal SkillsPersonal and Social ResponsibilityInteractive CommunicationPrioritising, Planning and Managing ResultsEffective Use of Real World ToolsHigh Quality, Meaningful Results

19. NETS

20. Skill InventoryWhat skills do your students need more practice with?Which 1-2 skills do you teach well and how do you do that? Individual Writing- Everyone contribute to the google doc- (we’ll do it anonymously but in PBL, I’d have kids logged in)http://goo.gl/o6Bbe

21. Consider Dispositions and HabitsPerkins Learning Dispositions for Good ThinkingThe Disposition to be curious and questioningThe Disposition to think broadly and adventurouslyThe Disposition to reason clearly and carefullyThe Disposition to organize one’s thinkingThe Disposition to give time to thinkingFrom The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay

22. Habits of Mind3P GradingGrading for ProductGrading for Process (Habits of Mind)Grading for Progress (Skills Development)How do you assess these?

23. Another Reason for PBL:How Kids Learn?

24. Seven BIG Learning MessagesIntelligence is not fixedEffort (Motivation) is as important as abilityLearning is strongly influenced by emotionWe all learn in different waysDeep learning is an active processLearning is messyLearning is Social Photo Credit: Stockphoto/VasiliyYakobchuk)

25. Chapter 2:How the Brain Processes InformationWhat strikes you as consistent or inconsistent with the way we teach skills and content now?”What might this have to do with PBL?Recorder contributes thoughts on EtherPadhttp://ietherpad.com/XmxidQ6b8y

26. Blooms, Daggett, Flow, ZPD

27. BREAK

28. THE PBL PROCESS

29. The PBL ProcessREFLECTIONSkim 7 Essentials

30. Begin with the End in MindCraft the Driving QuestionPlan the AssessentMap the ProjectManage the Process

32. Experience PBL

33. PBL, Projects, IBL, ProjectBL, ExercisesLet’s visit the PBL Google Site- Exercises vs. Problems and the Role of HW- Vatterott Chapter 4 – Rethinking HW

34. PBL Design and UBD

35. Generating Ideas for Projects

36. Where do Ideas Come FromOnlineSample Projects (we will evaluate these later)Current Events/NewsNonFiction ReadingsStudent ConversationsAnywhere- Try Keeping an Evernote Notebook and clip stuff that might turn into an idea

37. Driving Questions

38. Group Dynamics

40. Defining projects

41. 1Projects are authentic, real world.

42. Projects use a driving question or problem.2

43. 3Projects require the production of an artifact.

44. Projects value depth over breadth.4

45. Components of projects

46. 5Projects require a task or series of tasks.

47. Students follow a process or investigation to complete task(s) and produce artifact.6

48. Project task(s) afford multiple paths to completion and learning.7

49. 8Students should have choice in the topic(s) and/or process of investigation.

50. 9Scaffolds help students perform at a higher level with project tasks.

51. 10Resources are evaluated and synthesized to produce artifact(s).

52. 11Collaborations allows students to negotiate content and receive feedback.

53. 12Assessment encompasses process and product.

54. 13Artifacts afford multiple representations of knowledge.

55. 14Projects take time.

56. 15Good projects offer students opportunities to gauge their learning.

57. 16Teachers embed mechanisms to help students manage projects.

58. 17Projects achieve multiple standards/objectives at the same time.

59. Creating projects

60. 18Projects should encourage students to at least apply knowledge.

61. Bloom’s TaxonomyHigherOrderThinkingSkills(HOTS)LowerOrderThinkingSkills(LOTS)

62. 19Students will segment their learning from one class or topic to another.

63. 20Students will gauge what is easy to do and choose the path of least resistance.

64. 21Students' previous experiences with projects will impact what artifacts students produce.

65. 22The amount of time and the resources available to the student will impact the artifacts students produce.

66. Grading projects

67. 23Projects should be rigorous

68. 24Projects take longer to grade...but the final grade shouldn't be the first grade.

69. 25Projects may aggregate multiple sources of knowledge into a portfolio.

70. 26Students will weigh what's good enough versus the amount of time and effort required.

71. 27It is practically impossible for an artifact to represent all that has been learned.

72. 28Process and product must be assessed in order to accommodate all that has been learned.

73. The realities of projects

74. 29Teachers and students must recognize and accept their roles in project-based learning.

75. 30Teachers and students must be comfortable with the physical messiness of project-based learning.

76. 31Teachers and students must have a tolerance for ambiguity in project-based learning.

77. 32Project-based learning must be integrated with the reality outside a teacher’s classroom.

78. Successful InquiryInvolve students in initial planningSharing learning goalsNegotiating success criteriaPlanning questions which further learningUsing strategies which maximise student thinking and articulation

79. Taking notes

80. Making notes or drafting

81. Using thinking skills

82. Citing references

83. Sorting and organising

84. Interpreting and analysising

85. Synthesising and applyingPresenting SkillsUse of ICT

86. Use of software

87. Layout and design

88. Vocabulary studies

89. Listening

90. Speaking

91. Public speaking

92. Discussion Learning to Learn SkillsGoal setting

93. Organisation and time management

94. Tracking and asking for assistance

95. Self and peer reflection

96. CritiquingRigor relevanc

100. What is assessment?

101. What is assessment?An ongoing process aimed at understanding and improving student learningEvidence that students know, can do and understandIt’s more than just collecting data

102. Assessment Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills

103. Authentic assessment Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world.

104. What can be assessed?Student learning characteristics -Ability differences -Learning stylesStudent motivational characteristics -Interest -Effort -Goal orientationLearning-Content knowledge-Ability to apply content knowledge-Skills -Dispositions and attitudes -Performances

105. Why do we need to assess?

106. Importance of AssessmentTo find out what the students know (knowledge)To find out what the students can do, and how well they can do it (skill; performance)To find out how students go about the task of doing their work (process)To find out how students feel about their work (motivation, effort)

107. Ways we can assessTrue –False ItemMultiple ChoiceCompletionShort AnswerEssayPractical ExamPapers/ReportsProjectsQuestionnairesInventoriesChecklistPeer RatingSelf RatingJournalPortfolioObservationsDiscussionsInterviews

108. Self AssessmentData GatheringUnderstandingReflection/AnalysisCreativity

109. Self Assessment Evidence of Data GatheringHave I gathered enough information?Do I have sufficient evidence of research?Have I described/defined the problems that are at the core of my inquiry?

110. Self AssessmentEvidence of UnderstandingDo I understand the information/material I am researching?Have I used my own words to summarise my research?

111. Self AssessmentEvidence of Reflection/AnalysisDoes my work show that I have used the information to form my own ideas? Have I addressed the issues at the core of my inquiry?Have I drawn conclusions?

112. Self AssessmentEvidence of CreativityHave I created anything that shows my own views and opinions of my inquiry?Have I taken any action to do something about my findings?

113. AssessmentConversations “When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better. When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.”Linda Reif

114. ‘In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’ Eric Hoffer

115. Working in your team -Looking at your inquiry plan for next year:Decide on exactly what it is that you are going to assessDecide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed.List the criteria you will assess against.Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.

124. http://www.arcsmodel.com/Mot%20dsgn%20A%20cate.htm

125. AttentionKeller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.Methods for grabbing the learners’ attention include the use of: Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter.Variability – To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups).Humor -Maintain interest by use a small amount of humor (but not too much to be distracting)Incongruity and Conflict – A devil’s advocate approach in which statements are posed that go against a learner’s past experiences.Specific examples – Use a visual stimuli, story, or biography.Inquiry – Pose questions or problems for the learners to solve, e.g. brainstorming activities.

126. RelevanceEstablish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include: Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills.Present Worth – What will the subject matter do for me today?Future Usefulness – What will the subject matter do for me tomorrow?Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation.Modeling – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors. Choice – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.

127. 3. ConfidenceHelp students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease.Provide objectives and prerequisites – Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria.Allow for success that is meaningful.Grow the Learners – Allow for small steps of growth during the learning process.Feedback – Provide feedback and support internal attributions for success.Learner Control – Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.

128. 4. SatisfactionLearning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment.Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting.Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic.Do not patronize the learner by over-rewarding easy tasks.

129. http://goo.gl/a328q

130. http://www.und.nodak.edu/dept/ehd/journal/Spring%202006/brockberg.htm

131. http://jbro15.com/wordpress/wp-content/uploads/2011/05/differentiation1.jpg

136. Photo Credit: Stockphoto/VasiliyYakobchuk)

151. http://www.slideshare.net/msquareg/the-secrets-to-project-based-learninghttp://www.slideshare.net/paulreid/inquiry-b-lweb20-sshttp://www.slideshare.net/lenva/assessment-in-inquiry