Teacher Leadership Institute Why Project Based Learning?

Teacher Leadership Institute

Why Project Based Learning?

Office of InstructionWVDE

The 21st Century Context for

Standards-Focused

Project Based Learning

Education exists in the larger context of society.

When society changes – so too must education if it is to remain

viable.

Job Outlook 2002National Association of Colleges and Employers (NACE)

Carla Williamson 5

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

International Center for Leadership in Education

Success Beyond the Test

• Core Academics• Stretch learning• Learner Engagement• Personal Skill

Development

Rigor

Relationships

Relevance

It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know.

Carol Ann Tomlinson

What Zone Am I In?

Too Easy•I get it right away…•I already know how…•This is a cinch…•I’m sure to make an A..,•I’m coasting…•I feel relaxed,,,•I’m bored…•No big effort necessary.

On Target•I know some things…•I have to think…•I have to work…•I have to persist…•I hit some walls…•I’m on my toes…•I have to regroup…•I feel challenged…•Effort leads to success..

Too Hard•I don’t know where to start…•I can’t figure it out…•I’m spinning my wheels…•I’m missing key skills…•I feel frustrated…•I feel angry…•This makes no sense…•Effort doesn’t pay off…

THIS is the place to be. THIS is the achievement zone.

Learning Criteria

• Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district

• Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements

Learning Criteria

• Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning

• Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

Learning Criteria

Core StretchLearner

EngagementPersonal SkillDevelopment

Learning Criteria

Rigor/Relevance FrameworkTeacher/Student Roles

RIGOR

Relevance

High

Low

C

A

D

B

Low High

StudentThink

Student Think & Work

Teacher Work

StudentWork

21st Century Skills

• Critical Thinking & Problem Solving

• Creativity & Innovation• Collaboration, Teamwork &

Leadership• Cross-cultural Understanding• Communication & Media Literacy• Computing and ITC Technology• Career & Learning Self-direction

21st Century Skills

7 C’s

1. Critical Thinking and Problem Solving

2. Creativity and Innovation

3. Collaboration, Teamwork and Leadership

Component Skills

1. Research, Analysis, Synthesis, Project Management, etc.

2. New Knowledge Creation, Design Solutions, Storytelling

3. Cooperation, Compromise, Consensus, Community Building

21st Century Skills

7 C’s

4. Cross Cultural Understandings

5. Communication and Media Literacy

6. Computing and ITC Literacy

Component Skills

4. Diverse ethnic, knowledge and organizational cultures

5. Crafting and analyzing messages, using technology effectively

6. Effective use of electronic information and knowledge tools

21st Century Skills

7 C’s

7. Career and Learning Self Direction

Component Skills

7. Managing change, lifelong learning, and career redefinition

Creating a Learning Environment

for 21st Century Skills

Students working in teams to experience and explore

relevant, real-world problems, questions, issues, and

challenges; then creating presentations and products to share what they have learned.

Project Learning is Skill-Based

To learn collaboration – work in teams

To learn critical thinking –

take on complex problems

To learn oral communication –

presentTo learn written communications –

write

Project Learning is Skill-Based

To learn technology –

use technology

To develop citizenship –

take on civic and global issues

To learn about careers –

do internshipsTo learn content –

research and do all of the above

A Project Learning Classroom is ...

• Project-centered• Open-ended• Real-world• Student-centered• Constructive• Collaborative• Creative

• Communication- focused

• Research-based• Technology-

enhanced• 21st Century reform-

friendly• Hard, but fun!

In a project learning classroom

The teacher’s role is one of coach, facilitator, guide,

advisor, mentor…

not directing and managing all student work.

Students Develop Needed Skills in

Information Searching & Researching

Critical AnalysisSummarizing and SynthesizingInquiry, Questioning and

Exploratory InvestigationsDesign and Problem-solving

Rigor/Relevance FrameworkTeacher/Student Roles

RIGOR

Relevance

High

Low

C

A

D

B

Low High

StudentThink

Student Think & Work

Teacher Work

StudentWork

Rigor/Relevance FrameworkStep 1.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Teacher gives students a real-world question to answer or problem to solve.


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students seek information to answer question or solve problem.

Rigor/Relevance FrameworkStep3.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students test the relevancy of the information as it relates to the question or problem.


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students reflect on the potential use of the new information as a solution


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students apply the information learned to answer the question or to solve the problem.

Rigor/Relevance Framework

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Rigor-

Critical Thinking

Motivation-

Creativity – InnovationProblem Solving

Acquisition ofknowledge/

skills

Relevancy -

Validation

Rigor/Relevance FrameworkRelationships

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Relationships oflittle importance

RelationshipsImportant

RelationshipsImportant Relationships

Essential

PBL engages students in complex, real-world problem solving…

… is Academically Rigorous

…is Relevant

…uses Active Learning

WHAT IS PROJECT-BASED LEARNING?

PBL

SIMULTANEOUS OUTCOMES

LIFELONG LEARNER

HABITSOF MINDPROCESSESCONTENTACTIVITIES

Adapted from the work of Art Costa and Bena Kallick

Begin with the end in mind.

Stage 1

2008 Teacher Leadership Institute

Backward Design Process• Begin with the End in Mind

– Develop a project idea– Decide the scope of the project– Select standards– Incorporate simultaneous outcomes– Work from project design criteria– Create the optimal learning

environment• Craft the Driving Question


Backward Design Process• Plan the assessment• Create a balanced assessment

plan– Align products and outcomes– Know what to assess– Use rubrics


Backward Design Process• Map the Project

– Organize tasks and activities– Decide how to launch the project– Gather resources– Draw a “Storyboard”

• Manage the Process– Share project goals with students– Use problem-solving tools– Use checkpoints and milestones– Plan for evaluation and reflection

Step 1. Develop a Project Idea

7 Suggestions:1.Work backward from a topic.2.Use your standards.3.Find projects and ideas on the Web.

www.bie.org 4.Map your community5.Match what people do in their daily

work.6.Tie the project to local and national

events. 7.Focus on community service.

http://www.bie.org/

Step 1. Develop a Project Idea

7 Suggestions:1. Work backward from a topic.2. Use your standards.3. Find projects and ideas on the Web.

www.bie.org 4. Map your community5. Match what people do in their daily

work.6. Tie the project to local and national

events.7. Focus on community service.

http://www.bie.org/

Step 2. Define scope of project.

• Duration• Breadth• Technology• Outreach• Partnership• Audience

Step 2. Student Autonomy

• Who selects the topic?• Who defines the learning

outcomes?• Does the teacher solicit student

input?• Do the student and teacher

negotiate learning outcomes?• Who defines the products and

activities?• Who controls the timeline and pace

of the project?

3. Select Standards

What do you want your students to know and be able to do?

Identify the key standards that you believe might best be met through project based instruction.

No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.

Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

4. Simultaneous Outcomes

• Teachers incorporate more than academic outcomes into classroom activities– Specific skills (being able to work in

groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently)

– Habits of mind (curiosity, flexibility, perseverance)

5. Project Design Criteria

The Six A’s

• Authenticity• Academic Rigor• Applied Learning• Active Exploration• Adult Connections• Thoughtful Assessment

Practices

5. Project Design

Does the project• Meet standards?• Engage students?• Focus on essential understanding?• Encourage higher-level thinking?• Teach literacy and reinforce basic

skills?• Allow all students to succeed?• Use clear, precise assessments?• Require the sensible use of technology?• Address authentic issues?

Caution

Well-designed projects that meet PBL criteria

differ from activities, or even projects, that

have been traditional in the classroom.

Projects PBL

Teacher directed Inquiry based

Highly structured Open-ended

Summative On-going

Thematic Driving question/challenge

Fun Engaging

Answer giving Problem solving

De-contextualized – School world Contextualized – Real world

Continuum of Practice

pbl vs. projects

6. Optimal Learning Environment

• Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships)

• Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

6. Optimal Learning Environment

Three Ideas for improving learning:

See the whole before practicing the parts.

Study content and apply it to authentic problems.

Make schoolwork more like real work.

Buck Institute PBL Handbook

Begin with the End in Mind

Idea Bank

Project IdeasProject OutcomesProject Design

Crafting the Driving Question

When crafting the Driving Question, remember:

Driving Questions are provocative. Driving Questions are open-ended. Driving Questions go to the heart of a

discipline or topic. Driving Questions are challenging. Driving Questions can arise from real-

world dilemmas that students interesting. Driving Questions are consistent with

curricular standards and frameworks.

Example from PBL Handbook

Should the Unites States have used the atomic bomb in World War II?

Resources

Project Planning FormsBuck Institute PBL Handbook

“Begin with the End in Mind”&

“Draft the Driving Question”

Announcements

• Use the PBL Template found on the TLI 08 Google Site, not the one imaged on your computer.

• The K-2 group will get their elementary PBL books in content session today. We were able to secure additional copies from Scholastic for next week.

Create a Balanced Assessment Plan Stage 2

Balanced Assessment Plan

• Formative assessments that allow you to give feedback as the project progresses – Classroom Assessments for Learning

• Classroom Assessments of Learning that provide students with a culminating appraisal of their performance

Align Products with Outcomes.

Planning effective assessments requires that you work backwards to align the product or performances for the project with the outcomes.

Align Products with Outcomes

This requires: Identifying culminating products for

the project Using multiple products and

providing feedback to students Using artifacts – evidence of the

process of student thinking – to assess learning skills or habits of mind

Establish Performance Criteria

• How well do the students know the content?

• What is their skill level?

• How well did they apply their knowledge and skills as they prepared their product?

How will products allow students to demonstrate their learning?

If the project asks students to demonstrate proficiency in three areas, each outcome must be assessed and included in one or more of the components of the products for the project.

For example,

You have identified:• Four (4) content objectives• Three (3)learning skills objectives• Two (2) technology tool objectives

You may first decide the products students will produce:

• Exhibition• Research paper• Journal

Culminating Products

• Research papers• Report to school staff or authentic

audience• Multimedia shows• Presentations at school-wide

assemblies• Exhibitions in the school or

community• Websites• Public service announcements

Advantages to using exhibitions

• Participant involvement in establishment of criteria

• Demonstration of progress toward different goals or criteria

• Teamwork that provides emotional support and feedback

• Exercises in meta-cognitive training• Students as knowledgeable

practitioners• Multiple assessors

A systematic set of checkpoints for project

products will not only help keep students on schedule,

but it will also help them refine and improve their

work.

Examples of multiple products

• Proposals• Outlines• Plans• Blueprints• Drafts• Edited drafts

revised drafts• models

• Product critiques• Videos• Final versions of

papers• Field guides• Biographies• Websites

Artifacts

• Notes• Journal entries• E-mail/Telephone records• Records of conversations, decisions,

revisions• Interviews using a structured set of

questions developed by the students• Short reflective paragraphs describing

the progress of a project• Task chart• Project Team Contract• Meeting notes

Know What to Assess

• Unpack the content standards and objectives– Series of specific statements of what

needs to be learned– Think about unpacking the task(s)– Define the “habits of mind” or

learning skills and technology tools by specific statements or indicators

RUBRIC TIPS

BUILD RUBRICS WITH STUDENTS

SAVE AND USE WORK SAMPLES

CRITERIA: Less is more!

INDICATORS: Describe what it looks like

LEVELS: Even number, student-friendly

TRADITIONAL ASSIGNMENT

RESEARCH PAPERRequired Elements:

Select a disease to study Go to library and do

research Write ten pages Use proper essay form Include a bibliography

PBL ASSIGNMENT

HEALTH PROJECTRequired Elements: Develop family medical histories Write proposal to study health issue of

personal or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials for

underserved population Present to real audience

TRANSFORMING PRACTICE

Traditional Assignment

Student works alone Context is school Assessment by

teacher only

PBL Assignment

Student works alone and in teams

Context is family and community

Assessment by real audience and teacher

WHY ASSESS?

What role does assessment play in project-based teaching and learning?

PURPOSES OF ASSESSMENT

Help students become aware of areas of need

Formative -- help students along the way, ongoing

Proof of learning, growth

Feedback helps create better product/project

Opportunity to test depth of understanding

Helps to define lesson design and performance

Helps teachers determine what to reteach

Allows for natural adult connections

Helps to share the workload

Checkpoint for integration

In-Process Feedback: WHEN? WHO?

Key considerations: Frequency, Timing, & Who Gives

Feedback

START

END

FORMATIVE ASSESSMENT

Use Rubrics

• Scoring guide that differentiates levels of student performance

• Provides clear description of proficient student work

• Guide for helping students achieve & exceed performance standards

• Work best when accompanied by exemplars

• Powerful when students apply rubrics to previous student work

The process of writing a rubric requires teachers to think deeply

about what they want their students to know and do. The

clearer the outcomes, the clearer the assignments and the better

the products.

Effective Rubrics

• Are based on an analysis of student work. • Discriminate among the performances by

targeting the central features of performance

• Provide useful and appropriate discrimination to allow for sufficient judgments regarding performances.

• Use rich descriptive language that allows for students to verify their score and accurately self-assess and self-correct

• Allow us to remove much of the ambiguity as we recognize levels of performance

School-Wide Rubrics

School-wide rubrics can be a powerful tool when developing a culture of high expectations in your school.

21st Century Skills Rubrics

http://www.novelapproachpbl.com/ProjectAssessmentTools.htm

Guidelines for Writing Rubrics

To write clear descriptions of proficient student work requires:• thoughtful analysis;• drafting and re-drafting; and• pilotingAll rubrics have three common features:• elements• scales• criteria

Collaboration

Below Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to do by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule.

Student understands and articulates goals of class/group.

Student accepts responsibilities for his or her actions and the actions of the

group.

In addition to meeting the criteria for At Standard, the:Student thoughtfully organizes and divides the work between group members.Student monitors progress toward group goal.Student adapts easily to changes in the task or group.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Cooperation

Student does not willingly follow directions.

Student vocalizes intense opposition to group or classroom goals.

Student does not comply with group, classroom and community rules.

Student follows directions from group leaders, group members and adults who

take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the

group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the:

Student encourages cooperation through words and actions.

Student creates or initiates procedures (or activities) that encourage cooperation.

Student willingly switches roles in group or classroom as required by the situation.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

Attitude & Demeanor

Student does not display positive attitude in words, expression or body

language

Student does not provide positive feedback.

Student does not dress, act or respond appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words,

expression and body language

Student provides positive feedback to peers and adults

Student dresses, acts and responds appropriately to the task at hand.

In addition to meeting the criteria for At Standard, the:

Student models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer

norms.

Student goes out of their way to encourage positive behavior and attitude.

When building your rubric,

• Language used to label the scale should reflect performance in relation to a standard (below standard, above standard, exceed standard, etc.)

• Be sure to use enough points to accurately represent the degrees of student performance.

When applying criteria to the elements and scales:

• Describe which criteria apply to different aspects of performance

• Write criteria that describe behaviors or results that be easily measured or observed.

• Determine which criteria are critical for the assignment

• Begin your rubric with a description of exemplary performance.

Other Tips Related to Rubrics

• Use the Idea Bank in your Buck Institute PBL Handbook

• Use Bloom’s Taxonomy for action verbs• Link your grade level CSOs with the scoring

criteria. What do performance descriptors say?

• Be thoughtful as you determine the essential elements you want to assess; do not have too many/too few rubrics for the project.

• Use student-friendly language• Maintain high standards for exemplary work• Focus on tangible results – the product

In closing,

OUTCOMEPLANASSESSMENT

ASSESSPLANINSTRUCTION

INSTRUCTION

: Remember to align your assessments to your learning goals.

Remember to have a balanced assessment system.

Do not grade students during learning & practice.

Align the assessment and the rubric to the Identified learning goals (content, learning skills and technology tools

Announcements

• Check out at Waterfront is at 12:00 Noon. Be sure to honor this time.

• All equipment checked out by participants is due in the TLI office by 12:00 Noon.

• Continue to monitor your access email address, because all TLI correspondence will be sent to that address.

• You may keep the globe given to your county.

Stage 3

Map the Project

Mapping the Project Stage 3

•Analyzing instructional needs

•Planning activities•Estimating time•Preparing resources

Launching the Project

•Entry Events•Entry Documents

Gathering Resources

• Information–Websites, books, articles, experts

• Supplies• Technology tools• Adults to attend final

exhibition

Caution!

When there are central ideas that everyone should understand or critical skills that everyone should obtain, structure group work so that all students learn the common core concepts.

Caution!

Begin with powerful, central ideas or complex concepts and then plan activities around this content. Design so that the challenge associated with the project is in discovering and using subject-matter principles.

Caution!

Emphasizing technology in place of content can take up time, encourage “splash” at the expense of deep learning, and mask the fact that students have not done sufficient work to solve the problem or address the issues raised by the Driving Question.

PBL Handbook

Drawing a Storyboard

• Sketch the project in a flow chart or storyboard format

• Create a timeline• Identify milestones and assignments• Include the following:

– Project launch– Sequence of activities– Drafts, rehearsals, practices– Due dates– Exams– Homework assignments– Reflection and review

Managing the Process

• Orient students to the goals of the project on a regular basis.

• Group students appropriately• Organize the project on a daily basis• Clarify everything• Monitor and regulate student

behavior• Manage the flow of work• Evaluate the success of the project

Key Steps

• Share project goals with students

• Use problem-solving tools– Know/Need to Know list– Learning Logs– Planning, investigation, product briefs

• Use checkpoints and milestones• Plan for evaluation and

reflection

Checkpoints or Milestones

• Informal briefings by group leaders• Interview random or selected students• Quick writes to groups or entire class • Review student/class checklists of

completed project steps• Examine student or group progress

logs• Sit with groups to monitor progress• Debriefing sessions after activity or

product completion


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Teacher gives students a real-world question to answer or problem to solve.


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students seek information to answer question or

solve problem.

Rigor/Relevance FrameworkStep3.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students test the relevancy of the information as it relates to the question or problem.


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students reflect on the potential use of the new information as a solution


RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students apply the information learned to answer the question or to solve the problem.

Rigor/Relevance Framework

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Rigor

-Critical

Thinking

MotivationCreativity – Innovation

Problem Solving

Acquisition ofknowledge/skills

Relevancy -

Validation

School world

Real world

Virtual world

Three Worlds of the Student

Student performance tied to project goals/requirements

Student performance compared to prior work/external standard

Clarity of instructions

Clarity of process

Clarity of assessment

Reflect on Process & Outcomes

planning

Review Standards

Write/Refine the Driving Question

Write/Refine/Find the Project

Describe Student Products (demonstration of understanding)

Create an Engaging Entry Event

Meet with your team; get some help

Project Duration: Contact hours vs. days/periods

Day 0

Tip: Create master project calendar for your school

Create Assessments (Authentic)Design ScaffoldsCollect ResourcesSchedule Facilities/EquipmentCreate GroupsCreate CalendarsCreate/Collect ExemplarsCreate Presentation Schedule (arrange panel)Participate in Critical Friends

Day 0.5

planning

Unleash Entry EventCreate Need-to-Know ListAnnounce Groups/Presentation Schedules

Students begin to….

Hold Initial Group MeetingsWrite Group ContractsWrite Preliminary Task ListsComplete Individual Activity LogsBegin Research and Reading

Day1.0

Let It Roll!

Group reportPeer EvaluationIndividual Defense – take the time!

Followed by…

Structured ReflectionSelf EvaluationPeer Collaboration ScoringAssignment of Bonuses/RewardsProject Debriefs

Days 14.0 to 15.0

Presentation

Evaluations and Reflections

Students who have the opportunity to discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills.

Culminating Evaluation

• What did we learn?• Did we collaborative effectively?• What skills did we learn?• What skills do we need to

practice?• What was the quality of our work?• Where can we improve?

Four Methods

•Whole class de-briefing

•Fishbowl•Survey•Self-evaluation

PBL FRAMEWORK

INSTRUCTIONALDELIVERY

6 A’s

CURRICULUMDESIGN

ASSESSMENT& EVALUATION

RESOURCES & CONSTRAINTS

PROJECT