1. And Project Based Learning
IB PYP
And Project Based Learning

2. KWL Chart At your tables, complete the KWL chart
What do you know about Project Based Learning
What do you wonder or want to know about PBL
Time limit of 3 minutes
Brief sharing for 2 minutes

3. Taking the PYP Forward: The Future of IB Primary Years Programme
“Problem-based and project-based learning (PBL) are approaches that have enjoyed certain prominence within the changing educational landscape over the past number of years. The PBLs support the kind of inquiry and trandisciplinary thinking that is at the heart of the PYP. Also, these approaches heavily support the inclusion of ICT as a major catalyst and enabler in a learning environment that seeks to develop students’ abilities to apply and transfer what they have learned within new environment and contexts. Project-based learning – powered by contemporary technologies – is a strategy certain to turn traditional classrooms upside down. When students learn by engaging in real world projects, nearly every aspect of their experience changes. Instead of following the teacher’s lead, learners pursue their own questions to create their own meaning. Does this not mirror some of the goals of the PYP exhibition”? ~by Greg Curtis and Jason Cone

4. Buck Institute for Education
1987 California, 1990’s focus on PBL
Project Based Learning Explained video
Aldrich Staff development page
These links
More on PBL
Project Based Learning in the
Elementary Grades

5. 8 Essential Elements of PBL
Significant Content
21st Century Skills
In-Depth Inquiry
Driving Question
Need to Know
Voice & Choice
Revision & Reflection
Public Audience

6. Project-Based Learning: IB Primary Years Programme:
SIGNIFICANT CONTENT
Focuses on teaching students important knowledge and skills
Requires students to learn and apply content-specific skills/standards and knowledge in a variety of contexts
Knowledge is explored through 6 themes that are important to all people around the world.
Units of inquiry incorporate district/state standards.
21ST CENTURY SKILLS
Develops 21st century skills such as critical thinking/problem solving, collaboration and communication
The learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The ten qualities of the learner profile inspire and motivate the work of teachers, students and schools, and serves as the definition of international-mindedness.
IN-DEPTH INQUIRY
Students are engaged in a rigorous, extended process of asking questions, using resources and developing answers.
Requires students to use inquiry, research, planning skill, critical thinking and problem solving skills.
The PYP follows an inquiry-based approach to student learning (involving students in questioning, exploration, research and critical thinking to take ownership of their learning.
DRIVING QUESTION
Organized around an open-ended Driving Questions
The teachers have the responsibility of framing the inquiries at the beginning of the unit through the questions they ask and/or the provocations they provide (for example, rearranging the learning environment). This is also the opportunity for them to model explicitly the asking of open-ended, driving questions that will provide conceptual development.

7. Project-Based Learning: IB Primary Years Programme:
NEED TO KNOW
Students gain knowledge, understand concepts and apply skills in order to answer a Driving Question.
The PYP presents a balanced curriculum that emphasizes the development of the 5 essential elements: knowledge, concepts, skills, attitudes and action.
VOICE AND CHOICE
Students are allowed to make some choices about the product to be created, how they work and how they use their time guided by the teacher
Inquiry in the PYP is recognized as allowing student to be actively involved in their own learning and to take responsibility for that learning.
REVISION AND REFLECTION
Includes processes for revision and reflection
Incorporates reflection activities that lead students to think critically about their experiences and to link those experiences to specific learning standards
Students reflect on their roles and responsibilities as learners and become actively involved in their education
PUBLIC AUDIENCE
Students present their work to other people, beyond their classmates and teachers
Successful inquiry leads to responsible action initiated by the students as a result of the learning process.
Authentic and performance based assessments
Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do.

8. Comparison Traditional Classroom PYP/PBL Classroom Student Centered
Self-directed
Discover, apply, present
Collaboration
Students & Teacher decision making
Varied instructional strategies
Long-term investigations
Standards-based
Ongoing assessments
Real-world connections
Reflection
Teacher-centered
Teacher-directed
Listen, memorize, repeat
Independence
Teacher decision making
Direct instruction
Short isolated lessons with predetermined answers
Standards-based
Assessment tests
School-based activities
Quizzes & Tests

9. Project Examples
In this project, young students take on the role of botanists, exploring the question, How does the world change during the school year? They record observations and collect data on tree changes during each season. Later in the project, the students share their findings with the Arbor Day Foundation and compare the effects of seasonal changes with e-pals in Australia.
In this project, social studies students assume the roles of staffers to a US ambassador working in a developing country. They research a country and debate issues related to determining how to spend a humanitarian aid budget. During this project, students consider the question, How can individuals made a difference in the world?

10. Project Examples
In this project, students answer the question How can we diagnose a sick patient and recommend the best treatment? by playing the role of medical school students. They learn about body systems and then research and gather more information on the human body in order to present their analysis and conclusions to a panel of adults in the role of medical school professors.
After receiving a request from the principal, students work in teams to propose rules for different areas of the school in answer to the question What rules and consequence should we have at our school? Students generated questions, reviewed other school’s discipline plans and interviewed other students, teachers and administrators in order to create individual student posters and team video commercials to persuade the school to adopt their proposed rules.

11. Project Examples
In this project, students work in teams to generate research questions, read about and document observations of local woodland animals in order to answer the question How can we create a picture book about the life cycles of creatures in Oldham County? After creating a watercolor illustrated book with text about local animals, they present their work to representatives of the County Conservation District and display their book in the Conservation District Office.
In this project, students will create an opinion piece for the state government web page on state tourist attractions as they answer the question, What is most special or unique about the geography of The Golden State? After developing questions and researching the physical and human geographic features that define places and regions in California, they will write opinion pieces stating details and conclusions supporting their findings.

12. Benefits Increased motivation to learn
Builds critical thinking, collaboration, creativity and communication
Technology integration
Relevant, meaningful real world connections
Civic participation & global awareness-action
Increased academic achievement
Increased engagement in learning
Improved knowledge retention
Benefits all students (learning levels & styles)
Improved higher-order thinking

13. What’s next… Think back to KWL chart
Leave on tables
Refer back later
What are you still wondering about/want to learn
Write on exit slip
Hand to Rebecca on way out