This document provides an overview of project-based learning (PBL). It discusses key elements of effective PBL projects, including ensuring they are authentic, academically rigorous, involve applied learning and active exploration. Projects should involve adult relationships and feedback. Assessment should be based on criteria involving student outcomes and reflection. The document also discusses using technology to enhance PBL and provides some PBL project examples. It concludes with suggestions for teachers to get started with PBL, such as becoming comfortable with rubrics and allowing student reflection and decision making.

1. PROJECT-BASED LEARNING
IU 13, December 15, 2010

3. “I was the one doing most of the reading,
reflecting and synthesizing of historic material.
I thought my job was to distill it all and
simplify for consumption by my students.”
Peter Pappas, Copy/Paste Blog
November 24, 2009
http://peterpappas.blogs.com/

4. Are these your projects?
•Teacher Designed
•One Product
•Created for the teacher
•One Assessment

5. Why PBL Now?
Revolution in learning theory in the last 25 years.
The world has changed.

7. Project-based
or
Problem-based?

8. We learn....
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what is discussed with others.
80% of what we experience.
95% of what we teach.
William Glasser

9. Projects that develop 21st century skills

10. Authenticity
•Where in the “real world” might an adult tackle the
problem or question?
•Does the problem or question have meaning to the
students?
•Is there an audience for the work that will be created?
Buck Institute

11. Academic Rigor
•What is the essential question addressed?
•What are the knowledge and skills addressed?
•Will student develop behaviors of an efficient, effective
problem solver?
•What learning standards are addressed?
Buck Institute

12. Applied Learning
•How will they apply what they learn to the problem?
•What workplace skills will be developed?
•What self-management skills will be developed?
Buck Institute

13. Active Exploration
•What outside-the-classroom activities will be required?
•What methods and sources of information are students
expected to use?
Buck Institute

14. Adult Relationships
•Do students have access to outside adult experts?
•Does the project allow students to observe an adult expert?
•Does the adult have access to the student work to provide
guidance in its development?
Buck Institute

15. Assessment
•What are the criteria for measuring student outcomes?
•Are students involved in helping to establish assessment
criteria?
•Is there student reflection throughout the project?
•Are there methods for timely feedback throughout the
project - from the teacher, peers, and the adult expert?
•What artifacts/work requirements are students expected to
complete?
•Is there a culminating presentation that allows students to
demonstrate the knowledge they have gained?
Buck Institute

16. USING TECHNOLOGY IN PBL
• Makes the learning more authentic
• Provides access to data and information otherwise
unaccessible
• Expands interaction and collaboration with others
• Promotes investigation/questioning
• Provides tools experts use to produce artifacts

18. Poetry Anthology

19. A Study of Shakespeare
Discussions
PSAs on Violence
Student Reflection and Peer Review
Videoconferencing
Cultural Exchange

20. Creating A Study Guide
for a Class Book
Wikispace

21. Suggestions for Getting Started
Get comfortable with rubrics
Allow for student reflection
Begin with comfortable collaborations
Give students permission to make decisions
Teach work habit - collaboration skills, organization, etc.
Teach students to ask questions
Use something that is already created

22. http://centralpbl.wikispaces.com
http://foreverlearning.wikispaces.com
Sue Sheffer
Central York School District
ssheffer@cysd.k12.pa.us
ssheffer501@comcast.net