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PBL
- 1. Project Based Learning Dana Berg, ESA2
- 2. What ’ s the difference between Doing Projects and Project Based Learning ?
- 3. Know/ Need to Know Presentation/Product In PBL, the “ Problem ” is front-loaded. Rubric
- 4. WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING
- 5. WHAT DOES PBL LOOK LIKE? DRAFT SOLUTIONS Teachers provide coaching, assignments and direct instruction to address student needs. Teachers develop problems based on content standards, that students (working in teams), develop solutions to. GROUP PLANNING RESEARCH AND INVESTIGATION FORMAL TEACHING So, how do we develop projects?
- 7. Developing The Project Plan the Assessment Begin w/ the End in Mind Craft the Driving Question Develop a Scenario
- 8. Documentation for Project Development Map the Project
- 12. Then, they Developed a Scenario by crafting a problem statement How do we as…. young Americans Do…… understand other religions/customs So that..… we can eliminate hate crimes/terrorism and live in peace/harmony?
- 13. Finally, they Planned the Assessment (step 3)
- 14. Then they mapped the project by developing an Entry Event
- 21. Finally, they considered how they would Manage the Process Questions to consider… What ’ s my role during the project? What are the different stages of the project? What does a typical day look like? What ’ s the role of my students during the project?
Editor's Notes
- This is our driving question for the session-we will look at how to develop pbl instruction. PBL is naturally differentiated-students take on a variety of roles, so by using PBL you will be creating pathways for students learning.
- This is like problem solving the way that people do it in their lives and work: The problem is front loaded. Next slide: expectations for performance are given early on, so that students can work with more purpose, and often know their grades before they get the assessment back from the teacher.
- Gives the big picture of PBL. Discuss the idea of structuring the learning experiences after student ’ s need to knows, rather than pre-teaching and assuming what the student ’ s skills are. Also point out that while most of the problem is front loaded, as a teacher, you can introduce more information later in the game to make the problem more complex – which is why we use the circle to indicate process
- Gives the big picture of PBL. Discuss the idea of structuring the learning experiences after student ’ s need to knows, rather than pre-teaching and assuming what the student ’ s skills are. Also point out that while most of the problem is front loaded, as a teacher, you can introduce more information later in the game to make the problem more complex – which is why we use the circle to indicate process
- Ask the group to share out on their understanding of each step and generate a list of need to knows. Let them know that this is the process that parallel the Buck PBL Starter Kit . Math & Science: often the “ scenario ” and the “ driving question ” are hard to distinguish.
- Point out that projects must focus on both content and 21st century skills. Discuss how the two can support each other. Trainer: Use your own project that you are highlighting. Replace the comments in the last two bullets with your subject, and the learning outcomes that you addressed in your project.
- Using the Project Overview Form (POF), the team teachers were able to fill out the grade level, subject/course information, and list the specific standards that were being covered in the project. Make sure to point out the integration of standards in this project. Trainer: Take a screen shot of your own project overview form, and insert it here.
- Trainer - Replace with your own Driving Question for your own project
- Trainer – replace the problem statement above with the problem statement for your own project.
- Talk about how we must know what success looks like in order to lead the students toward that goal. Trainer – You can either attach your own rubric, or you can take a screen shot of your rubric. Either way, you will want your rubric open in a separate doc, so that they can see what it is about. Usually all you have to do is focus on one row. Avoid getting into too many specifics about the rubric – they will have a rubric writing workshop later.
- Trainer - Attach your own entry doc here. Point out that many teachers write the entry doc before the rubric…but that there is no “ correct ” way to do this. HOWEVER…they should be done one very soon after the other, so that there is good alignment.
- Discuss what scaffolding is and how they might plan out their scaffolding activities (list out skills and outcomes of the project and backward map support that is needed for each skill). Trainer: replace these activities with a sampling of your own scaffolding activities