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PBL Action Team March 9, 2015
Bonnie Corbitt
Josh Patterson
Alyson Perrin
Prepared and Ready to Work
2027
Project Based Learning Defined
Challenging work that actively engages students in
academic content, addressing rigorous/relevant
problems that promotes collaboration, critical
thinking, creativity, and communication.
Our Journey
Rubric Development
Our Journey
PBL Implementation
Our Journey
Building collaborative
partnerships with stakeholders
Our Journey
Communication of PBL best practices to media
outlets, businesses, stakeholders and political
leaders within our state
The Map for our Journey
8 Essentials
1. Significant Content
2. Need to Know
3. Driving Question
4. Student Voice and Choice
5. 21st Century Competencies
6. In Depth Inquiry
7. Critique and Revision
8. Public Audience
PBL School Self Assessment Components
● 7 assessment indicators to allow an accurate self
assessment
1. NOR - Not yet on our radar
2. ID - In discussion for possible implementation at our school
3. P - Planning for actual implementation has begun
4. PC - Plan complete with timeline for implementation
5. PI - Partially implementing (several classes/subjects)
6. FE - Formative Evaluation with supporting evidence/data
7. FI - Fully implementing throughout school
PBL School Self Assessment Components
● Essential Elements include assessment of
school, leadership, staff, and students
● When appropriate, additional
indicators/examples are included
● Schools are allowed to add additional
comments at the end of the assessment;
this is to substantiate or enhance the
assessment
Significant Content
1. The school leadership has
developed an implementation
plan that has an articulated
vision.
2. The school leadership has
developed an implementation
plan that addresses
achievement goals.
3. The school leadership has
developed an implementation
plan that has sustainability
(school wide, continuous
ownership and commitment).
4. The implementation plan was
developed with input from all
members of the school
community.
5. The implementation plan was
communicated to all members
of the school community.
6. Staff is actively implementing
the plan while maintaining the
focus on student learning.
Significant Content
7. Projects are well planned,
meaningful, and organized with
key elements. (project
description/rationale, timeline,
resources, objectives, formative
and summative assessment
strategies.
8. All projects incorporate the 8
Essential Elements, including
Evidence of Learning to define
quality project design.
9. Students are engaged in meeting
their achievement goals through
authentic, standards based PBL.
10.Students are engaged in meeting
their achievement goals through
an integration of two or more
content areas linked by a
common concept.
11.Students are engaged in
transdisciplinary units that
promote the 4Cs to solve real
world problems.
Significant Content - Standard Wall
21st Century Competencies
Let’s talk
Poll Everywhere:
https://www.polleverywhere.com/fre
e_text_polls/2kQljM902d6Xbbd
4 C’s of PBL
● Collaboration
● Critical Thinking
● Creativity
● Communication
21st Century Competencies
1. School leadership explicitly and
consistently models the use of
the 4Cs with stakeholders
2. Communication: Staff uses
group norms to...build trust,
share ideas, give/receive
feedback, listen actively.
3. Collaboration: All staff
regularly work in collaborative
teams utilizing the strengths of
all group members (PLNs); use
of data.
4. Critical Thinking: Staff
regularly think critically to
analyze complex problems, use
reasoning to identify the best
solution, etc.
5. Student Communication:
6. Student Collaboration:
7. Student Critical Thinking:
8. Student Creativity & Innovation:
In-Depth Inquiry
1. Staff engages in ongoing, in-
depth inquiry regarding PBL
practices and its effect on
improving student learning (i.e.
posing questions, gathering and
interpreting data,
revising/redesigning,
reflecting/sharing)
2. Classroom culture values
student discovery and
formulation of new questions.
3. Staff regularly examines data
(i.e. rubric scores, behavioral
data, or culminating products
from project work) and
disaggregates data to address
achievement gaps.
4. Students reflect on their work
using tools (i.e. data notebooks,
tracking of individual learning
goals, and reflection journals).
Driving Question
1. Driving questions (provocative,
open ended, complex and linked
to the core of what you want
students to learn-enduring
knowledge) are consistently
used to frame the work of staff
and stakeholders and to focus
meetings on collaborative
inquiry and problem-solving.
2. Driving questions are written in
a clear and compelling way,
providing students with a sense
of purpose and challenge.
Driving Question
3. The questions are (abstract or
concrete):
3.1 Open ended
3.2 Complex
3.3 Linked to academic standards
3.4 Foster student interests and
desire to know
Need to Know
1. Common planning is in place for
teachers to identify questions
related to PBL implementation.
1.1 Professional learning is
differentiated and regularly framed
around staff learning needs.
2. Students see the need to gain
knowledge, understand concepts,
and apply skills in order to answer
the Driving Question and create
project products, beginning with an
Entry Event that generates interest
and curiosity.
Voice and Choice
1. Teachers are provided
significant opportunities to
express “voice and choice” on
matters related to PBL
implementation:
● Clearly Defined Learning
Targets/Goals
● Standards Addressed
● Use of Professional Learning
Opportunities
● Resource Allocation
● Project Design
● Presentation of Student Work
2. Teachers guide and facilitate
students’ selection of process,
resources, and product
development.
Voice and Choice
3. Students are invited to make
some choices about their products to
be created, how they work, and how
they use their time, guided by the
teacher and depending on age level
and PBL experience.
● Clearly Defined Learning
Targets/Goals
● Project Design
● Presentation of Work
The Evidence of Learning
1. Multiple and varied evidence of
learning is clear.
2. Evidence of learning is aligned along
a continuum of learning with the
goal of college and career readiness
meeting the Profile of the SC
graduate:
o World Class Knowledge
o World Class Skills
PBL Video
o Life and Career Characteristics
o Formative and Summative assessments
are conducted at the end of each PBL
unit.
o Portfolios are used to assess student
outcomes and as a means for
publication and promotion of work.
o Students regularly present project
outcomes or results to business
partners/community experts.
o Rubrics are used in classrooms that are
aligned to “emerging, developing,
proficient, and advanced” attainment
of learning objectives at a minimum.
Revision and Reflection
1. Protocols are used regularly by
staff to strengthen and revise
the PBL units .
1. School leadership and staff
engage in thoughtful
comprehensive reflection about
the aspects of PBL
implementation. Identify
strengths, weaknesses, and
area(s) of needed improvement.
Revision and Reflection
3. Implementation plans are
adjusted based on the needs of the
students and their performance
toward mastery of the standards.
4. The project includes processes for
students to use feedback to consider
additions and changes that lead to
high-quality products, and think
about what and how they are
learning.
Public Audience 1. Data that illustrate both successes
and areas for growth resulting from
PBL implementation are made
transparent to all stakeholder
groups.
2. Data is shared with stakeholders in
a timely manner while it is still
relevant and helpful.
3. The school regularly provides
students opportunities to present
authentic audiences (define), both
within and outside of school.
4. The school regularly seeks feedback
from people both within and outside
of the school.
Next Steps
● Pilot Assessment Rubric in TransformSC Schools. (Spring,
2015)
● Revise as necessary (Spring, 2015)
● Disseminate Rubric (Summer, 2015)
● Schools interested in joining TransformSC make request &
complete Self Assessment.
● Continued growth of TransformSC to affect schools,
communities, and our state in bringing the Profile of the
Graduate to fruition.
Transforming Our Future
through
Project Based Learning
Open Forum - Lingering Questions
Poll Everywhere:
https://www.polleverywhere.com/free_text_polls/ua5tnZMiAD5v7WN
For more information, contact:
Josh Patterson: [email protected]
Alyson Perrin: [email protected]
Bonnie Corbitt: [email protected]
