Project Based Learning

Presenters at ISTE: David Ross & Dayna Laur from the

Buck Institute for Education

This PPT compiled by Kay Scherich, Literacy Coach at EC

Explanation One of the sessions I attended at the ISTE 2014 conference was PROJECT BASED LEARNING AND THE COMMON CORE. In this PowerPoint is the take away I had from that session. I was able to track down some of the actual videos the presenters shared and included those links. Also, one of the presenters, Dayna Laur, was tweeting out links during the presentation. I included those links to articles and videos. If you use this PPT for PD you may want to download the videos ahead of time to avoid streaming issues. I plan to change it up and present it differently based on who I am presenting it to. Some of the articles are worth further discussion. This PPT is just a place to store my main thoughts and to be able to share it.

PBL

• Great video – What is PBL? https://www.youtube.com/watch?v=Pou61mRWzlE

• PBL is not a desert project that you add

at the end of a unit of study. Article: http://bie.org/object/document/main_course_not_dessert

• Look for natural connections that happen in the

classroom and in real life. Blog article: http://www.edutopia.org/blog/authentic-project-based-learning-john-larmer

Projects MUST Be…

Rigorous,

Relevant, and

Engaging!

Goal: Expand Minds!!

http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-video

What is PBL?

“Turns out PBL is not simply a culminating project at the end of a unit. It’s the learning

experience that happens as students attempt to solve a problem or answer a question.”

Patti Grayson, fourth grade teacher

8 Essential Elements of PBL

1. Significant Content

2. A Need to Know

3. A Driving Question

4. Student Voice and Choice

5. 21st Century Competencies

6. In-Depth Inquiry

7. Critique and Revision

8. Public Audience

http://bie.org/object/document/8_essentials_for_project_based_learning Article:

1. Significant Content

• Projects should focus on important knowledge and concepts derived from the standards

http://biepbl.blogspot.com/2013/12/what-does-it-mean-to-align-pbl-with.html

• Should reflect what is essential to understand about the topic

• Should be significant to student’s lives and interests

4th Grade Example

The students were learning about representative government, and the roles of our three

branches.

2. A Need To Know

• Can activate students’ need to know with an “entry event” to set up a scenario

– Video

– Lively discussion

– Guest speaker

– Field trip

– Mock correspondence

4th Grade Example

• Video about how laws are made

• Discussion of school rules – effectiveness, lack of effectiveness, gaps that are causing problems

3. A Driving Question

• This question should not be “googleable” but it should be “bloggable”

• If you can find the answer on google – what is the point?

• A good driving question captures the heart of the project in clear, compelling language

To Help Develop Driving Questions

• Use the Tubric

– On bie.org do a search for tubric and you will find:

Template One minute Video Blog

• Excellent article at the link above! Enough information for another PL module!

Refining Driving Questions: http://www.jetspost.com/eportfolio/pbl/driving_questions.htm

4th Grade Example

• How could laws/rules improve our school?

• Create rules for the school’s common areas (playground, lunchroom, restrooms, etc.).

4. Student Voice and Choice

• Student voice and choice should be heard starting with the driving question

• You can use google forms/surveys to get student opinion on the direction of the project

• More voice and choice the better….but design projects with the extent of V & C that fits the teachers style and the students’ style

Five Ways to Give Your Students V & C: http://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber

4th Grade Example

Choice: which set of rules to work on (playground, lunchroom, restrooms, etc.)

• Voice: The key to this is a sense of importance and meaningful work. There was a real need for the rules they were creating, and they knew they would be implemented and utilized. Therefore they took their job seriously and were excited and motivated by the responsibility of creating something important for the school.

5. 21st Century Competencies

• Collaboration

• Communication

• Critical Thinking

• Creativity/Motivation

Authentic Skills needed in the real world work place

• Can start with role-playing and team building

• Other tools: oral presentation skills, videos, podcasts, writing journals (reflection).

4th Grade Example

• Collaboration

• Problem solving

• Critical thinking

• Presentation

In today’s world we are not likely to work in isolation.

6. In-Depth Inquiry

• Finding answers creates new questions

• Real inquiry = Innovation

– students follow a trail that starts with their own questions

– Search for resources and discover answers

– Generate new questions

– Test ideas

– Draw conclusions

4th Grade Example

• Each group visited three classes in lower grades to gain input

– Compile input – input often led them in another direction

• Research rules in other schools

– Gain ideas

• Write reflective blog posts

7. Critique, Reflection & Revision

• Critique gives the students something to revise and reflect about

• Understanding that all work needs to be reflected on –

• Critique can come from teacher and/or peers

• Revision after reflection & critique

• Goal = high quality products

More Info: http://ocmbocesis.wordpress.com/2013/04/10/revisions-and-reflections-a-vital-part-of-project-based-learning/

4th Grade Example

• Finished rules for their area – product ready to present for a vote and approval (or to be vetoed)

8. Public Audience

• Public Audience is a MUST!

• Bring outside people in or take the presentation to someone

• May or may not get a response (i.e.: letter to the editor)

• Authentic audience needs to match the end product

• Example: end product is an iMovie then you could have a “film festival”

4th Grade Example

• Students functioned as the legislative branch, meeting with constituents (students in other classes) and writing the proposed legislation.

• Principal was the executive branch, and had to sign the legislation into law.

• The teachers were the judicial branch, enforcing the laws once approved.

Timing

• It takes 3-5 years to be good at project based learning

• Start small – try one project!

Beck Institute for Education

• www.bie.org

• Twitter.com/biepbl

– #pblccss

– #pbl@biepbl

• YouTube.com/biepbl

• Facebook.com/biepbl

Resources on www.bie.org