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Gates and Mirkin (2012)
0If the United States is to maintain its historic pre-eminence in the STEM fields, then we must produce approximately one million more workers in those fields over the next decade than we are on track now to turn out.
President’s Council ofAdvisors on Science and
Technology (2012)REPORT TO THE PRESIDENT
0Success in advanced manufacturing and entrepreneurship will require a workforce with fundamental(STEM) skills and broad problem solving ‐skills, decision making skills, and people skills that do not emerge from a conventional K–12 education. We encourage adoption of Project Based Learning ‐(PBL) methods in K–12 and in community college programs…
A Driving Question
0“How do we develop Project Based Learning units/lessons to help students become more interested in and better learn the content of STEM subjects?”
1. N – Need to know2. D – Driving question3. S – Significant content4. V – Student voice & choice5. T – Twenty first century skills6. I – Inquiry and Innovation7. F – Feedback and revision8. P – Publicly Presented Content
PBLements
Why do students need to know content related to the project?
Unmotivated by future use of knowledgeSchool work needs to be relevantCompelling project provides relevance to content
Need to Know
Question: How can we activate the students’ need to know content?
Answer: Entry Event
Key to a good Event: Start with a BANG!
Need to Know
Slide or Fried
http://www.cbsnews.com/video/watch/?id=6540434n
Video or scene from a film (fictional, documentary)
Discussion Guest speaker Field Trip Demonstration or Activity Provocative Reading Present puzzling problem or startling statistics Display photos/works of art or play a song
Need to Know
Real or Mock Correspondence to set up scenario sounds authentic looks authentic clear situation clear task sounds important and urgent keep it short (leave room for student
questions)
Need to Know
Open-ended question that captures the task. Gives focus to all tasks. Promotes inquiry and interest. Answers the question, “Why are we doing this?” The answer is at the heart of the culminating
products.
Our driving question: How can using PBL help students become more interested in and better learn the content of STEM subjects?
What is a Driving Question?
Characteristics: Open-ended and/ or complex.
No single “right answer.” Requires in-depth inquiry and higher level
thinking. Provocative or challenging to students.
Relevant, important, urgent, or interesting. Linked to core of what students should
learn. Need targeted knowledge to answer the
driving question.
Driving Question
Abstract/ conceptual Is playground equipment safe for
children in the summer?
Concrete How can we explain the temperature of
playground equipment using the properties of waves?
Slide or Fried
Problem-solving How can the properties of waves be
utilized to make the temperature of a playground slide safer?
Design challenge How can we design a playground to
prevent injuries due to increased heat of equipment on a hot summer day?
Slide or Fried
First step in designing a project: choosing standards First project: smaller scope (1-3) content standards for assessment
Power Standards - most important for school, state tests (2) 21st century skills:
Collaboration Presentation
Teacher's personal goals for students - seeing into/beyond community, passion for topic
Doesn’t need to be every unit or every standard
Significant Content
Significant Content
Detroit Public Schools study7th & 8th grade science - two project-based cohortsIncreased process skills & understandingHigher pass rates on MEAP in 8th grade compared to rest of district
7th & 8th grade: 66 point higher scores on averageHigher success for up to 1.5 years (from at least 1 PBL unit)Reduced achievement gap for urban African-American boys
Geier, R. et al. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45 (8): 922-939.
Significant Content
Project Example - Science standards to assess:P1.1h: Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tablesP4.1B: Explain instances of energy transfer by waves and objects in everyday activitiesP4.9B: Explain how various materials reflect, absorb, or transmit light in different ways
21st century skills:CollaborationPresentation
Studies and Conclusions: Imtiaz and Imtiaz (2012)
PBL was an effective instructional model, BUT it also made them autonomous learners.
Voice & Choice
Studies and Conclusions: Barret and Moore (2010)
The dialog between facilitators and learners results in a deeper knowledge of the material.
Voice & Choice
The Studies: Jarret and Stenhouse (2011)
Results confirmed that PBL was a “powerful way to meet curriculum standards while empowering teachers and children.”
Voice & Choice
The Take-Aways: Learners become self-starters. Learners are given the opportunity to
explore beyond the imagination of those that made the curriculum.
Most importantly, learners still meet standards while taking ownership of their education.
Voice & Choice
Seven C’s of 21st Century Learning Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-cultural Understanding Communication and Media Fluency Computing and ICT Fluency Career and Learning Self-reliance
21st Century Skills
Alignment to US Department of Labor’s SCANS Competencies
Resources: Identifies, organizes, plans, and allocates resources
Interpersonal: Works with others Information: Acquires and uses information Systems: Understands complex inter-relationships Technology: Works with a variety of technologieshttp://wdr.doleta.gov/SCANS/whatwork/whatwork.pdfhttp://www.bie.org/research/21st_century_skills
21st Century Skills
21st Century Skills
While researching driving question, students discover new, detailed questions Seeking answers more questions
Brainstorm ideas Discover resources Can feel hectic, but this is where learning
occurs!
Inquiry and Innovation
Inquiry and Innovation
Questioning
Our driving question: How could using PBL help students become more interested in and better learn the content of STEM subjects?Our questions:What is the best way to present this?How difficult is PBL?How do teachers cover the standards?Is student learning as significant and measurable as in traditional instruction?Are students as engaged and responsible for their learning in PBL?What does the research say?
Inquiry and Innovation
As students investigate the driving question:“How can the properties of waves be utilized to make the temperature of a playground slide safer?”
They formulate deeper questions such as: What are the properties of the slide materials? What alternative materials are available to
manufacture playground equipment? What causes burning in living tissues?
Slide or Fried
Responsibility “Moving forward” input
During project work Periodic check-ins and feedback
Daily or weekly Whole group or individual Verbal or written
Use rubric or checklist
Feedback & Revision
Presentation Audience Instructor Peers Self
Feedback
Presentation Audience
Survey or feedback forms Questions?
Instructor Peers Self
Feedback
Presentation Audience Instructor
Post-presentation questions Graded rubric
Peers Self
Feedback
Presentation Audience Instructor Peers
Post presentation questions Created by you or students
Small group discussions “Fish-bowl” discussions “What did we learn?” “What is the answer to the driving question?? How did we use 21st Century Skills?
Self
Feedback
Presentation Audience Instructor Peers Self
Journal entry or survey
Feedback
Communication skills Incentive Probe understanding
Publicly Presented
Next: A Review
1. N – Need to know2. D – Driving question3. S – Significant content4. V – Student voice & choice5. T – Twenty first century skills6. I – Inquiry and Innovation7. F – Feedback and revision8. P – Publicly Presented Content
PBLements
Questions?
