Project Based Learning (PK-5th) & Bilingual Research...

Presented by:Dr. Michael Whitacre

Dual Language Training Institutedlti.us

Project Based Learning (PK-5th) &Bilingual Research Centers

WhatisProject-BasedLearning?

• Project-basedlearning(PBL)involvesadiscoveryapproachthatallowsstudentstoinquireandbecomeindependentlearners(studentchoice).

• “Unlikespontaneousplay,projectsinvolvechildreninadvancedplanningandinvariousactivitiesthatrequireseveraldaysorweeksofcontinuedeffort.”

» Katz&Chard,2003

DEVELOPING THE LESSONTeacher determines materials, time, etc. and develops as needed for lesson implementation

DELIVERING THE LESSONPurpose/Focus: Teacher establishes student purpose for learning lesson objective

(activate prior knowledge) – 5 minutes

Direct Instruction: Teacher explains, models and/or demonstrates lesson objective – 15 minutes

Pair Activity #1: Teacher places students into pairs/groups for comprehension levelactivity; monitors and guides students' learning (1st verb stated in objective) – 15 minutes

Pair Activity #2: Teacher places students into pairs/groups for higher order thinking levelactivity that applies, compares concepts being learned (application, analysis, synthesis, or evaluation level…2nd verb stated in objective) – 15 minutes

Closure: Teacher or students summarize; and/or students share their completed activity/project for lesson closure – 10 minutes

Conceptual Refinement: Small group refinement (2-5 students) after each math, SLA/ELA, science & social studies lesson; Independent Practice Activity (rest of class not in CR) –15 minutes

Journal Reflection: Students write a learning reflection (connected writing) – 10 minutes

7-Step Lesson Plan Cycle

AProjectcouldbe….

• Anexplorationofaphilosophicalquestion– “Whatisahealthycommunity?”

• Aninvestigation ofahistoricaleventoranaturalphenomenon.

• Aproblem-solvingsituation– eitherrealorfictitious.• Anin-depthexaminationofacontroversialissue.• Achallengetodesignanartifact,planorevent.• Achallengetocreateapieceofwriting,multimediaorworkofartforaparticularaudienceorpurpose.

Project-basedLearning• Aclassicproject-basedlearningactivityusuallyinvolves4basicelements:

(1) anextendedtimeframe;canbefrom2-6weeks(2) collaboration;(3) inquiry,investigation,andresearch;andfinally,(4)theconstructionofanartifactorperformanceofaconsequentialtask.• Withinthisbasicframework,studentsandteacherscanadaptactivitiestoshowcaseandassessunderstanding.

FAQ’s on Project Based Learning

CanotherteachingmethodsbeusedalongwithProjectBasedLearning?• Yes,PBLcanincorporatealltraditionalteachingtoolsandmethods,including

lecture,text-books,andconventionalassessments.• However,thenatureofPBLdemandsthatstudentsspendthebulkofthe

projectactivelyworkingingroupsorindividuallytoresearchthequestionandcometoconclusions.

• Also,theadvantageofPBListhatitrequiresstudentstousespecificskills,suchascollaboration,teamwork,timeandtaskmanagement,orpresentationskills,toconcludeaprojectsuccessfully.

• Theseskillscannotbepracticedorlearnedthroughtraditionaltransmissionmodelsofeducation.

FAQ’s Project Based Learning

• Howlongdoprojectslast?• Projectstypicallylast2-3weeks.Timelinescanbeshortenedor

lengthenedbaseduponthecontentandscopeofthematerial.

• DoesProjectBasedLearningincorporatecontentandstandards?

• Thelearningofspecifiedsubject-matterconceptsandstandards(TEKS)isattheheartofPBL.Projectsbeginwithcurriculumstandardsandusealignedassessmentstodeterminewhatstudentshavelearned.ProjectsarethendesignedaroundaDrivingQuestionthatknitstogetherintendedoutcomesandprojectactivities.

FAQ’s Project Based Learning

• HowdoesProjectBasedLearningdifferfromBilingualResearchCenters?

• PBLandBilingualResearchCentersaresimilar,andthetermsaresometimesusedinterchangeably.Botharebasedonamethodinquiryintoanauthenticproblemorquestion. PBLisbasedonaclasswideteacherfacilitatedprojectwhileBilingualResearchCentersareteacherdesignedandstudentled.

• Howismystudentgraded?• Rubricswillbeusedtogradeparticipationingroupwork,qualityof

product(s),andindividualpresentations.Individualweeklyworkethicgradeswillalsobegiven.Studentswillalsoreceiveindividualgradesthroughtraditionalassessmentsincluding;tests,quizzes,worksheets,andbenchmarks.

Project Based Learning

• Whatisscaffolding?• Scaffoldingisthesystematicandcontinuousunfoldingofinformation

neededtocompletetheproject.Throughtheuseoforganizers,anever-changinglistofknowns andneedstoknowlistisdisplayedintheclassroom.Thislistallowsthestudentstogainknowledgeonaneedtoknowbasisandpreventsanoverwhelmingamountofinformationgivenatonetime.

• Isonechildresponsibleforotherstudentswork/grade?• Groupethicandresponsibilitiesaremonitoredbytheteacher,aswellas,

othermembersofthegroup.Eachstudentisresponsiblefortheirownworkandlearningduringaproject.Individualgrades,aswellas,groupparticipationgradesaregiven.

Project Based Learning and Bilingual Research Centers

• HowdoIuseBilingualResearchCenterswithProjectBasedLearning

• BilingualResearchCenterscanbeextensionsoftheProjectBasedLearningthattookplaceintheclassroom.

• Projectmightbeabroadtopicthatcoverscontentinformationaspartoftheresearchinformationgatheringprocessleadingtoanoutcome.

• TheBRCcanthenbeusedasanextensionforamorespecificprojectthatismoreindepth

FAQ’s on Project Based Learning

WhyPBL?• Studentsgainadeeperunderstandingoftheconceptsandstandardsatthe

heartofaproject.Projectsalsobuildvitalworkplaceskillsandlifelonghabitsoflearning.

• Projectscanallowstudentstoaddresscommunityissues,explorecareers,interactwithadultmentors,usetechnology,andpresenttheirworktoaudiencesbeyondtheclassroom.

• PBLcanmotivatestudentswhomightotherwisefindschoolboringormeaningless.

• SourceSlides14-16:ProjectBasedLearning:InspiringMiddleSchoolStudentstoEngageinDeepActiveLearning.NewYorkCity Schools

PROJECTBASEDLEARNING

http://www.edutopia.org/kindergarten-project-based-learning-videohttp://www.edutopia.org/newsome-park-elementary-project-learning-video K-2

http://bie.org/project_search/results/search&channel=project_search&category=283&ps_source=283/ videopage

NowletsreviewthatweknowaboutPBL/BRC

Asyouviewthesevideosputacheckmarknexttothequestionswejustreviewedthatareansweredbythisvideo.

Let’sStart:Step1:Beginwiththeendinmind

Goodprojectsdonotoccurbyaccident.Theyresultfromrigorousupfrontplanningthatincludesthoughtfuloutcomes,performanceassessments,andauthenticlearningactivities.

Institute.AllRightsReserved.

How do I Form a Question for PBL/ BRC?

Driving Questions and Entry Event Form open-ended questions that engage the students’interests and abilities.

How?üFirst, list key unit themes, then for each add a good

question that will motivate students to explore that theme.

ü It is crucial that the introductory lessons for any new topic capture students’ interests and motivate them to actively learn the material.

Step2:CarvetheDrivingquestion• Whatmakesagoodquestion?

• areprovocative:¿EsquéE.UdebiódehabermandadotropasaIraq?Explica

• areopenended:¿CómolarevoluciónindustrialcambioelfuturodeE.U?

• gototheheartofadisciplineortopic:Howismathuseinourdailylife?

• arechallenging:¿Cuantocambiocreadoporelserhumanoalecosistemaesjustificable?

• canarisefromrealworlddilemmasthatstudentsfindinteresting:Shouldthegovernmentcreatenewguncontrollaws?

• areconsistentwithcurricularstandardsandframeworks:Whatisgoodwriting? Resource:bie.org

ELAPBLDrivingQuestionandEntryEvent

HealthyChoices=LongLifeDrivingQuestion:Whyisitimportanttoestablishhabitsthatpromoteahealthylifestyle?

From:JacqueMelin’sWebsitewww.formativedifferentiated.com

DevelopinganEssentialQuestion• Inordertoframeprojectwork,youneedtodetermineexactlywhatitis

youwantstudentstoknowanddoasaresultofcompletingtheproject.GrantWigginsandJayMcTighe refertothisprocessas"BackwardDesign"intheirbookUnderstandingbyDesign.Hereisasimpleprocesstohelpyoudeterminetheenduringunderstandingbehindyourtopic:

• 1.BrainstormalistofALLthedifferentthingsyouteachonthistopic.• 2.Reviewthelist.Grouptheitemstogetherbythemeorotherobvious

relationship.• 3.Writethethemeorrelationshipnexttoeachgrouping.• 4.Reviewthegroups.Trytocombinethemtogetherunderalargertheme.• 5.Repeatthisprocessuntilyouhaveonlyonethemeleft.• 6.Writeasentenceofnomorethansixwordsthatarticulatesthebigidea.

DevelopinganEssentialQuestion• Anessentialquestion:• hasmanydifferentanswersandnoobviouscorrectanswer,andassuch,

provokesdisagreement;• leadstodiscoverybyrequiringstudentstoUNcover andREcover

importantideas;• seekstosolvereallifeproblems oraddressrealworldissues;• requiresresponsestobeanassessmentofcurrentinformationcombined

withexperimentsand• experiencestoformanargument orsolution;• isatthetopofBloom’sTaxonomy;• engendersfurtherinterest inthetopicbyleadingtomanymore

questions.

DevelopinganEssentialQuestion• "Whatisthedifferencebetweenessentialquestions(à laUnderstanding

ByDesign)anddrivingquestions?"Inmyopinion,essentialquestions,whencreatedtotheirutmostpotentialare drivingquestions.Drivingquestionsarejustessentialquestionsthatarehighoncaffeine.Theydemandauthenticityandrigorousproblem-solving,whichessentialquestionscan do,butdon'talways.Inaddition,essentialquestionsareoftencreatedtobemorelikeenduringunderstandsorlearningtargets.

• Source:http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller

Example:DrivingQuestions

• Math• Whatisthecostofaquinceañera?• Whatistheeconomicimpactwhenchangesaremade?

• Science• Whatarethevisiblechanges/differencesbetweenparentsandoffspring?

• Havequinceañeras evolvedintoquinceañerosduetotheenvironment?

• Objective:StudentswillworkcooperativelytounderstandHowwecanlearnaboutchanges/evolutionbystudyingquinceañeras/o?

• Purpose• Thequinceañera/oisaHispanictraditionthatgoesbacktotheAztecsociety.It

representstheriteofpassageceremonyintowomanhood.Theprojectnotonlybuildsonthestudents’fundsofknowledge,becausemanyhaveexperiencedquinceañera/os,butthatalsogivesthemtheopportunitytolearnmoreabouttheirculture.Thepurposeofthisunitisforthestudentstohaveabetterunderstandingofthecelebration,whatarethehistoricalandculturalaspectsofthecelebration,andhowthiscelebrationhavechangedthroughouttime.

• Goals:• Thestudentwillunderstandthateveryculturecelebratestheriteof

passageoffemalesandmalesanditvariesaccordingtoculture,religion,andbeliefs.

• Thestudentswillunderstandthatquinceañeras/ohavechangedthroughouttimesduetoculture,socioeconomics,andtheenvironment.

• Thestudentswillunderstandthecostofaquinceañera/oandhowitvarieswhenchangesaremade.

EXAMPLE:

Sample Task Statement

Thegroupwill____(action/verb)___the___(specific

element)___relatedtoourstudyof___(content topic)___.

Wewillgetandorganizeinformationby_(typesof

resources)_andshareourfindingsby___(product)__.

Example Task Statement for Science

El grupo va a clasificar tipos de rocas (sedimentario,

metamórfico, y ígneo). Vamos a organizar la información

usando rocas y otros recursos y compartir nuestros resultados

usando una presentación.

Example Task Statement for Social Studies

Thegroupwilldistinguish andcompare avarietyofTexas

regionsrelatedtothestudyoftheUnitedStatessuchas

political,population,andeconomicregions. Wewillgetand

organizeinformationbyconductingresearchandshareour

findingsbycreatingagamealongwithareport.

Step3:PlantheAssessment

• AssessmentsinPBLmeasurecontentknowledgeandskills(i.e.,collaboration,communication,andproblemsolving).

• Agoodassessmentshouldanswerthefollowingquestions:

1. Howwelldothestudentsknowthecontentofthetopicoftheproject?

2. Howwellhavetheymasteredthekeyskillslearnedintheproject?

3. Howwelldidtheyapplytheirknowledgeandskillsastheypreparedtheirproducts?

Assessment of PBL/BRC Learning• Think outside of the box on how we assess the

effectiveness of PBL and how we think about its outcomes. • Alternative assessment which is authentic to the learning

task• These assessment measures might include:

– constructed response items, – essays, – writing samples, – oral presentations,– exhibitions, – experiments, and/or – portfolios (Ewing, 1998).

Step4:OutlinetheProject

• Whatshouldthewholeprojectlooklike?– Analyzinginstructionalneeds,selectactivities,estimatetime,andprepareresources.

• Scaffold:(videos,checklists,samples,graphicorganizers,models,timelines,goalsetting,etc..)

• Examplesofactivities:

Design HypothesisTesting Problemsolving Analysis

Buildamodel Datacollection Identifyingproblems

Debates

Designaproducttomeetspecifications

Control variables Trying outsolutions Investigatehowsomethingworks

Productimprovement

Comparison ofproductsorprocess

Interpreting clues Comparing/Classifying

Resource:pbl-online.org

Project Based Learning and Bilingual Research Centers

• ProjectBasedLearningandBilingualResearchCentersfacilitatemasteryofcorecurriculumallowingstudentstopracticeskillsincontext.

• BilingualResearchCenters(BRC)areanextensionofinstructionandshouldbecreatedineacharea(s)theteacheristeaching:–math,science,socialstudies,orlanguagearts

Taking Project Based Learning into Bilingual Research Centers

• BRCs are mini libraries of materials and other resources.

• They are accessible in both languages in each core area that teacher teaches.

• They are for students to access during group assignments (maybe during activity 2) and project-based learning.

• Teacher adds more materials in both languages based on topic of assignment throughout the year.

BilingualResearchCenters

• BystudentsaccessinginformationfromanEnglishsciencebookinBRCbutcompletingfinalassignmentinSpanish,inLOItheprocessexposesstudentstovocabularyofscienceandsocialstudiesinEnglish,andmathinSpanish.

• BRCOutcomesareintheLanguageofInstruction

ProjectBasedLearning(Pk-5th)andBilingualResearchCenters(3rd-5th)

• Purpose– topromoteproject-based,discovery-based,research-based learning;criticalthinking

– toenhance/increaseinteractionbasedoncontenttalk

– PBL/BRCintegratesavarietyofsubjectsincludedbutnotlimitedto:reading,writing,science,socialstudies,math,andtechnology.

qResearch Centers are created by consolidating all available instructional and resource material available in one area, (books, magazines, pamphlets, websites, encyclopedias, dictionaries, etc.)

qRCs are used during content area instruction (extend lessons: math-English, science/SS-Spanish, language art)

qMinimum of 6-8 project/research-based lessons/activities should be planned yearly using RC’s (2 projects per content area)

Bilingual Research Centers

BilingualResearchCentersinaDual-LanguageClassroom

§ Provideanareainwhichprojectscanbestored(uselargeziplockbags,boxes,etc.)

§ Otherresourcesinclude:paper,artmaterials,scissors,pencils,markers,glue,etc.

§ Technology:accesstovideocamera,digitalcamera,computers,etc.

BilingualResearchCenters

n Content/TopicGroupActivityn Discussinyourgroupsthetypesofmaterials

thatyouwouldplaceinthefollowingBRCs:1. SocialStudies– Communities2. Science– Statesofmatter3. Math– Mass,volume,capacity4. Reading/Writing- Biography

n Writeitonyourchartpapern Bepreparedtoshare

Step5:Managetheprocess

• InPBLthetheteacher’sroleisofafacilitator• Whenmanagingtheprocessmakesureto:

• Letstudentsknowthegoalsoftheproject• Groupstudentsappropriately• Clarify• Monitorandregulate• Evaluatethesuccessoftheprojectandhelpstudentrecognizewhathasbeenlearned

DisplayingyourManagementSystem

Additional Resources

• WherecanIfindmoreinformationregardingPBLandBRC?

• ThefollowingtwowebsitesareexcellentsourcesofinformationaboutPBL:

• http://www.bie.org/• http://www.newtechnetwork.org/

• http://www.epals.com/projects/info.aspx?DivID=index

Additional Video Resources

• WherecanIfindmoreinformationregardingPBLandBRC?

• http://www.edutopia.org/project-based-learning-overview-video• http://www.edutopia.org/kindergarten-project-based-learning-video• http://www.edutopia.org/newsome-park-elementary-project-learning-video K-2 • http://www.edutopia.org/ferryway-ironworks-integrated-studies-video 3-5

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