Project Based Learning

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Project Based Learning

  1. 1. IMPLEMENTING PROJECT BASED LEARNING RACHEL COOK AND STEPHANIE DULMAGE
  2. 2. SESSION AGENDAThe Why and What of PBL  7 Whys of PBL  PBL VideoThe How of PBL  Essential Elements of PBL  Project Vs. Project Based Learning  Project Planning  PBL in Action You Are What You Eat Energy Makes The World Go Round - 1st grade PBL Un Restaurante Nuevo - MS Spanish PBLGetting Started  Resources and ToolsQ and A
  3. 3. WHY PBL?PBL Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological Society Solving highly complex problems requires that students have both fundamental skills and 21st century skills:  personal and social responsibility  planning, critical thinking, reasoning, and creativity  strong communication skills, both for interpersonal and presentation needs  cross-cultural understanding  visualizing and decision making  knowing how and when to use technology and choosing the most appropriate tool for the taskhttp://www.edutopia.org/project-based-learning-guide-importance
  4. 4. THE WHY CONT’D PBL and Technology Use Bring a New Relevance to the Learning at Hand PBL Lends Itself to Authentic Assessment PBL Promotes Lifelong Learning PBL Accommodates Students with Varying Learning Styles and Differences PBL Increases Opportunities For Relationship Building and Personalized Learning Research Supports PBL
  5. 5. WHAT IS PROJECT BASED LEARNING (PBL)? HTTP://WWW.YOUTUBE.COM/WATCH?V=LMCZVGESRZ8What is Project Based Learning?
  6. 6. “A project is meaningful if it fulfills two criteria. First, students must perceive it as personally meaningful… Second, a meaningful project fulfills an educational purpose. Well- designed and well- implemented Project Based Learning (PBL) is meaningful in both ways.” - BIEhttp://www.bie.org/
  7. 7. PROJECT ORIENTED LEARNING VS. PROJECT-BASED LEARNINGRemember… this is not simply doing a project orculminating activity that demonstrates whatstudents learned from teacher-directed lessons orlectures. Watch and reflect…http://howtovideos.hightechhigh.org/video/265/W hat+Project+Based+Learning+Isn
  8. 8. CONVENTIONAL VS. PROJECT BASED INSTRUCTIONAL APPROACHTeacher –centered Student-centeredTeacher-directed Self-directedListen, memorize, repeat Discover, apply, presentIndependence CollaborationTeacher decision-making Teacher and student decision makingKnowledge of facts, terms, content 21st Century SkillsDirect instruction Varied instructional strategiesShort, isolated lessons with Long-term investigationspredetermined answersStandards-based Standards-basedAssessment tests Ongoing assessmentsSchool-based Real-connectionsQuizzes and tests Reflections http://www.intel.com/education/video/pbl/content.htm
  9. 9. NOW WHAT?DEVELOPING AN IDEA AND DRIVING QUESTION(S) Begin with the end in mind…sound familiar? http://www.bie.org/
  10. 10. DEVELOPING A PROJECT IDEA:Developing a Project Idea Summary of the issue, challenge, investigation, scenario, or problem Student-driven Project resources Planning Forms Entry Event
  11. 11. Generate Driving Question (s) “A project without a DrivingCharacteristics of a Driving Question Question is like Provocative or challenging to students, an essay because it is relevant, important, without a thesis. urgent or otherwise interesting. Without one, a reader might be Open-ended and/or complex; there is able to pick out no single “right answer,” or at least no the main point a simple “yes” or “no” answer. It writer is trying requires in-depth inquiry and higher- to make, but with a thesis the level thinking. Requires action! main point is Linked to the core of what you want unmistakable.” students to learn; to answer it well, BIE students would need to gain the knowledge and skills you have targeted as goals for the project.
  12. 12. EXAMPLES OF DQS Why do people revolt? How do humans compete in an ecosystem? Will global warming affect our community? What does an in-depth study of a pond tell us about an ocean? How can we educate students so that the amount of trash decreases and recycling is increased at our school? How can individuals make a difference in the world? Is conquering the impossible possible? How are people and plants connected? Just because we can, should we?
  13. 13. Good Better How have robotics and  How have robotics and automation changed automation changed our our society in the past town and its businesses century? in the next century?  Should we be worried What is global about global warming? warming?  What does an in-depth How are living things in study of a small pond an eco-system tell us about oceans? connected?
  14. 14. You Are What You Eat Student-directed First Grade Project-Based Unit Transformative integration ofDriving Question(s)? technology and web 2.0 tools.  What is meant by the saying “You are Communication, what you eat? “ creation, collaboration, and  How do healthy eating habits help me contribution. grow bigger and live longer? Focused on inquiry,  How can we, as first graders, educate problem-solving, and critical our school community about healthy thinking. living? Perceptions surveys indicated high student engagement.
  15. 15. Explored andEnergy Makes The World Go Round researched energy in our lives.  How does energy impact our daily lives? Engaged in 4 STEM Design Challenges.  Why should we be responsible for Communicated/ using less energy? Collaborated via Kidblog & Twiducate. How can we, as first graders, change Gathered data on heat the energy loss at Gretchko loss using FLIP cams, Ipods, & Google Docs. Elementary? Student-led research on solutions for heat loss: Kid-Safe Google Search and SymbalooEdu Student-led presentation to the Plant Engineer and Administrator.
  16. 16. UN RESTAURANTE NUEVO MS SPANISH PBLDriving Questions:What similarities and differences exist in cultural foods in Mexico, Spain,and the United States?How might you incorporate this information into an open-housepresentation of a new restaurant in Mexico or Spain?How might you justify including artwork we have studied as decoration inyour restaurant?Products: Required: Restaurant Open-House Presentation, Restaurant Menu (Spanish), Artwork (English) Choice: Presentation Roles and Additional Written Product (News Article or Diet Plan)Students Expressed: Teacher Perspective:More confidence in Spanish, Relationship building,better way to learn, felt increased studentmore real-world ready, more engagement, JUST TRYfun IT!
  17. 17. RESOURCES AND TOOLSWeb ResourcesBuck Institute for Education - http://www.bie.org/tools/freebiesScoop-It - http://www.scoop.it/t/project-based-learning-2Live Binders - http://www.livebinders.com/edit/index/448454Suggested BooksProject-Based Learning for Gifted Students : A Handbook forthe 21st-Century Classroom, by Todd StanleyBringing Innovation to School and Reinventing Project-BasedLearning– Suzie BossCreating Innovators - Tony WagnerWorld Class Learners Educating Creative and EntrepreneurialStudents – Yong Zhao
  18. 18. CONTACT INFORMATIONStephanie DulmageGretchko ElementaryWest Bloomfield School Districtdulmage@wbsd.org or dulmage@westbloomfield.k12.mi.usTwitter: stephe1234http://educationvisionleadership.edublogs.orgRachel CookBrownstown Middle SchoolWoodhaven-Brownstown School Districtcookr@wbsdweb.com

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